Grade Eleven Students’ Beliefs in Mathematics Education Related to Achiever Level in West Arsi Zone, Ethiopia

Abstract

In school mathematics, students’ mathematics achievement is influenced by students’ beliefs in mathematics education. Thus, studying students’ beliefs in mathematics education related to achiever level is essential in educational research. So, the objective of this research was to investigate students’ beliefs in mathematics education related to achiever level. To achieve this objective, quantitative research using a survey design was eployed. The data were collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained were analyzed using mean, correlation, regression, one-way ANOVA, and Post Hoc tests using Games-Howell. Consequently, this study displayed that overall there was statistically significant students’ beliefs in mathematics education difference according to achiever level (F(2, 542) = 206.99, p < .05). Also, there was statistically significant belief difference in mathematics education between high achiever and middle achiever, high achiever and low achiever, and middle achiever and low achiever students’ (p < .05). To reduce this difference it is important middle and low achiever students to believe that hard working makes a difference in once success and to work accordingly using their time properly.