Abstract:

This study was conducted mainly to determine the direct and indirect effects of affective variables on mathematics achievement of freshman science and engineering students of Hawassa University. Descriptive survey data were obtained from 245 (201 male, 44 female) students from five departments of science and engineering faculties. Data were acquired through adopted instruments for measuring mathematics self-efficacy and attitudes towards mathematics. Cronbach’s α was obtained for checking reliability of reduced factors. The t-test was employed to compare means; path analysis procedures were used to analyze direct and indirect effects of gender and affective variables on mathematics achievement scores. The results show that the factor structures of self-efficacy and attitude variables were more or less in agreement with the literature; the level of attitudes towards mathematics and mathematics self-efficacy are moderate for the study groups; more specifically, students’ motivation towards mathematics was just below average; both confidence in mathematics and enjoying doing mathematics were marginally high. On the other hand, students have high scores in valuing mathematics and high problem solving self-efficacy and engagement in mathematics self-efficacy. Some attitude subscales and all self-efficacy subscales were highly correlated with mathematics achievement. Results depict that there is significant gender difference in mathematics achievement and only in two of self-efficacy subscales, mathematics capability self-efficacy and engagement in mathematics self-efficacy. Although the amount of variance in mathematics achievement explained by the motivational variables is low, the direct effects of gender and the self-efficacy variables on mathematics achievement were significant at 0.05 level of significance; and confidence in doing mathematics showed significant indirect effect on mathematics achievement. It seems that the self-efficacy variables contribute direct effects on mathematics achievement while the attitude variables have indirect effects through the self-efficacy variables and possibly other predictors not included in the model. Recommendations were forwarded for teaching personnel in the area of mathematics and engineering, academic departments, and the university administration with regard to the necessary supports to girls and marginally performing students.

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