Influence of gender and learned helplessness on some mathematics-related affective behaviour of Lesotho senior secondary school student

Abstract

Given that mathematics is the core subject for the development of science and technology, the problem of poor and deteriorating performance in the subject among African children demands more effort by researchers than is currently the case. Several factors combine to adversely influence mathematics-related affective behaviour of and hence the performance by students in the subject. This study examines the hypotheses that gender and level of learned helplessness (LLH) significantly influences such behaviour among senior secondary school students in the Kingdom of Lesotho. Three hundred and ten students from 12 randomly selected senior secondary schools in Lesotho completed questionnaires assessing their LLH in mathematics and some other mathematics-related affective variables. Data analysis using two-way ANOVA indicated that gender and the LLH in mathematics significantly influences students’ attitude towards mathematics. Students with high LLH showed poor attitude towards  mathematics, attach less value to mathematics and have high tendency to cheat in mathematics exam. However, students with low LLH showed more positive attitude and value towards mathematics and a low tendency to cheat during mathematics examination. These findings were discussed and recommendations were made.

KEYWORDS: Gender; learned helplessness; attitude towards mathematics; value attached to mathematics