The development of a Likert-type attitude scale for the measurement of attitudes toward mathematics

Abstract

The purpose of this research was to develop a Likert-type attitude-assessing instrument to measure a student's attitude toward various aspects of mathematics. Items for the preliminary form of the questionnaire were taken from several sources, including: essays written by students, concerning their attitudes toward mathematics; relevant ideas from other attitude scales; and informal discussions with students, teachers, and others. The preliminary form of the questionnaire consisted of 144 items, arranged in six subscales. The preliminary form of the questionnaire was administered to 186 freshman algebra students at Tarleton State University during the Spring Semester, 1975, and after an item analysis, the questionnaire was revised. The final form of the questionnaire consists of 110 items, arranged in five subscales. The subscales on the fin al form are: (1) The Place of Mathematics in Society and Education (2) The Teaching of Mathematics (3) Problem Solving (4) Word Problems (5) The Difficulties of Learning Mathematics The tests for reliability and validity for the final form indicate that this is a highly reliable questionnaire as well as a valid measure of student attitudes toward various aspects of mathematics learning. By use of this questionnaire, attitude can be reliably, meaningfully, and consistently evaluated.