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Enhancing Students’ Mathematical Attitudes to Boost College Algebra Courses Success |
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PP: 683-693 |
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doi:10.18576/amis/190316
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Author(s) |
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Sofiane Grira,
Mohamad Mustafa Hammoudi,
Yasmina Alseksek,
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Abstract |
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| This study uses five mathematical models to enhance students’ mathematical attitudes towards academic achievement in college algebra at higher education institutions. The innovative graphical visualization of five models is what best captures this study’s singularity. The five models are combined to assess a number of variables that contribute to students’ enhanced mathematical attitudes towards academic achievement in college algebra. The suggested models will be helpful to higher education students, educators, and administrators everywhere. The research involved 120 female and 105 male students in various college algebra courses and was designed using a quantitative methodology. According to the findings, the top five models are, in order, the third, first, fifth, fourth, and second models. The third model explains 76% of the change in the mathematical motivation for academic achievement in college algebra. The first model accounts for 73.5% of the variation in mathematical motivation for academic achievement, followed by the fifth model (61.6%), the fourth model (58.8%), and the second model (50%).
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