Research Article

Business students’ attitudes towards mathematics and performance in business mathematics: A case study of a Norwegian business school

Leiv Opstad 1 2 *
More Detail
1 Department of Business Administration, Western Norway University of Applied Sciences, Sogndal, NORWAY2 Norwegian University of Science and Technology, Trondheim, NORWAY* Corresponding Author
Contemporary Mathematics and Science Education, 5(1), 2024, ep24002, https://doi.org/10.30935/conmaths/14112
Published: 11 January 2024
OPEN ACCESS   873 Views   3293 Downloads
Download Full Text (PDF)

ABSTRACT

Mathematical abilities and skills are useful knowledge for success in economic administrative studies. This article focuses on business students’ attitudes towards mathematics, their mathematical pathway in upper secondary school, and achievement in the compulsory course in business mathematics. The sample is from a survey of 260 business students from a university in Norway. The analysis is based on the framework of the attitudes towards mathematic inventory (ATMI). By comparing mean values this paper displays a strong link between students’ selection of mathematical level in secondary school and their performance in business mathematics. This result is confirmed by using a linear regression model. However, by bringing in ATMI in the model this article shows there is no longer any significant correlation between choices regarding mathematics in upper secondary school and achievement in business mathematics. Nor did gender or grade point average from high school have any significant effect. Only elements included in ATMI (self-confidence and motivation) had a significant effect. The reason is probably that it is not the students’ selection of mathematical level in secondary school, but their attitudes towards mathematics, that can explain success in business mathematics.
Keywords: ATMI, business students, performance mathematics

CITATION (APA)

Opstad, L. (2024). Business students’ attitudes towards mathematics and performance in business mathematics: A case study of a Norwegian business school. Contemporary Mathematics and Science Education, 5(1), ep24002. https://doi.org/10.30935/conmaths/14112

REFERENCES

  1. Ajisuksmo, C. R., & Saputri, G. R. (2017). The influence of attitudes towards mathematics, and metacognitive awareness on mathematics achievements. Creative Education, 8(03), 486. https://doi.org/10.4236/ce.2017.83037
  2. Asian Chaves, R., Buitrago Esquinas, E. M., Masero, I., & Yñiguez Ovando, R. (2022). Mathematical background as a success factor in economics and business degrees. Journal of College Student Retention: Research, Theory & Practice, 24(3), 758-772. https://doi.org/10.1177/1521025120946452
  3. Babalola, Y. A., & Abiola, F. R. (2013). The importance of mathematics in the recording and interpretation of accounting. International Journal of Financial Economics, 1(4), 103-107.
  4. Ballard, C. L., & Johnson, M. F. (2004). Basic math skills and performance in an introductory economics class. The Journal of Economic Education, 35(1), 3-23. https://doi.org/10.3200/JECE.35.1.3-23
  5. Bonesrønning, H., & Opstad, L. (2015). Can student effort be manipulated? Does it matter? Applied Economics, 47(15), 1511-1524. https://doi.org/10.1080/00036846.2014.997923
  6. Brookshire, R.G., & Palocsay, S.W. (2004), Factors contributing to the success of undergraduate business students in management science courses, Decision Sciences Journal of Innovative Education, 3(1), 99-108. https://doi.org/10.1111/j.1540-4609.2005.00054.x
  7. Du, R., Liang, S., & Schalow, C. (2019). What role does mathematics play in accounting performance?–A focus on students’ beliefs and attitudes. Journal of Accounting & Finance, 19(1), 2158-3625. https://doi.org/10.33423/jaf.v19i1.1027
  8. Ely, D. P., & Hittle, L. (1990). The impact of math background on performance in managerial economics and basic finance courses. Journal of Financial Education, 19, 59-61.
  9. Guidry, K. (2020). Can first exam grades and mathematical preparedness predict success in managerial finance? Journal of Instructional Pedagogies, 23, 1-10.
  10. Hwang, S., & Son, T. (2021). Students’ attitude towards mathematics and its relationship with mathematics achievement. Journal of Education and E-Learning Research, 8(3), 272-280. https://doi.org/10.20448/JOURNAL.509.2021.83.272.280
  11. Kilman, T. A. (2015). The relationship between students’ applied mathematics skills and students’ attitudes towards mathematics [PhD thesis, The University of Southern Mississippi].
  12. Kislenko, K., Grevholm, B., & Lepik, M. (2007). Mathematics is important but boring: Students’ beliefs and attitudes towards mathematics. In Proceedings of the Nordic Conference on Mathematics Education (pp. 349-360). Tapir Academic Press.
  13. Lee, B. B., & Lee, J. (2009). Mathematics and academic success in three disciplines: engineering, business and the humanities. Academy of Educational Leadership Journal, 13(3), 95-105.
  14. Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory. Educational Studies in Mathematics, 82, 145-164. https://doi.org/10.1007/s10649-012-9414-x
  15. Majeed, A. A., Darmawan, I. G. N., & Lynch, D. P. (2013). A confirmatory factor analysis of attitudes toward mathematics inventory (ATMI). The Mathematics Educator, 15(1), 121-135.
  16. Markussen, E., Frøseth, M. W., & Sandberg, N. (2011). Reaching for the unreachable: Identifying factors predicting early school leaving and non-completion in Norwegian upper secondary education. Scandinavian Journal of Educational Research, 55(3), 225-253. https://doi.org/10.1080/00313831.2011.576876
  17. Masui, C., Broeckmans, J.B., Doumen, S., Groenen, A., & Molenberghs, G. (2014). Do diligent students performance better? Complex relationship between student and course characteristics, study time, and academic performance in higher education, Studies in Higher Education, 39(4), 621-643. https://doi.org/10.1080/03075079.2012.721350
  18. Mutegi, C. M., Gitonga, C. M., & Rugano, P. (2021). Mathematics anxiety, attitude and performance among secondary school students in Kenya. Educational Research and Reviews, 16(6), 226-235. https://doi.org/10.5897/ERR2021.4119
  19. Naungayan, R. R. (2022). Attitude towards mathematics and mathematics achievement of secondary school learners in Banayoyo-Lidlidda District. Puissant, 3, 395-407.
  20. Nollenberger, N., Rodríguez-Planas, N., & Sevilla, A. (2016). The math gender gap: The role of culture. American Economic Review, 106(5), 257-261. https://doi.org/10.1257/aer.p20161121
  21. Opstad, L. (2018). Success in business studies and mathematical background: The case of Norway. Journal of Applied Research in Higher Education, 10(3), 399-408. https://doi.org/10.1108/JARHE-11-2017-0136
  22. Opstad, L. (2019). Different attitudes towards mathematics among economic and business students and choice of business course major in Norway. Social Sciences and Education Research Review, 6(2), 6-30.
  23. Opstad, L. (2021). Factors explaining business student attitudes towards mathematics: Does gender still matter? European Journal of Science and Mathematics Education, 9(2), 13-25. https://doi.org/10.30935/scimath/10771
  24. Opstad, L. (2023). The relationship between Norwegian business students’ attitudes towards mathematics and success in business education. International Journal of Teaching and Education, 11(1), 47-60. https://doi.org/10.52950/TE.2023.11.1.004
  25. Opstad, L., & Årethun, T. (2019). Choice of courses in mathematics at upper-secondary school and attitudes towards mathematics among business students: The case of Norway. International Journal of Learning, Teaching and Educational Research, 18(7), 228-244. https://doi.org/10.26803/ijlter.18.7.15
  26. Opstad, L., & Årethun, T. (2020). Factors that explain undergraduate business students’ performance in their chosen field. Does gender matter. Global Conference on Business and Finance Proceedings, 15(2), 2-21.
  27. Opstad, L., Bonesrønning, H., & Fallan, L. (2017). Tar vi opp de rette studentene ved økonomisk-administrative studier [Are we taking on the right students for economic-administrative studies]? Samfunnsøkonomen [The Social Economist], 31(1), 21-29.
  28. Panerio, C. J. (2016). Attitudes and performance in mathematics. SSRN. https://doi.org/10.2139/ssrn.3557707
  29. Primi, C., Bacherini, A., Beccari, C., & Donati, M. A. (2020). Assessing math attitude through the attitude toward mathematics inventory–Short form in introductory statistics course students. Studies in Educational Evaluation, 64, 100838. https://doi.org/10.1016/j.stueduc.2020.100838
  30. Ross, M. M. (2022). Graduate corporate finance: Are math skills an obstacle? Journal of Education for Business, 98(3), 109-116. https://doi.org/10.1080/08832323.2022.2063238
  31. Ross, M. M., & Wright, A. M. (2020). Quantitative skill and introductory finance: Does ability dominate attitude? Journal of Financial Education 46(2), 193-220.
  32. Tahir, I. M., & Bakar, N. M. A. (2007). Business students beliefs in learning mathematics. Jurnal Kemanusiaan [Humanity Journal], 5(2).
  33. Tanveer, M. A., Rizwan, M., Ali, N., Arif, M., Saleem, U., & Rizvi, S. (2015). Examining the role of attitude towards mathematics in students of management sciences. IOSR Journal of Business and Management, 67-73.
  34. Tapia, M., & Marsh, G. E. (2000). Attitudes toward mathematics instrument: An investigation with middle school students. Academic Exchange Quarterly, 8, 28-44.
  35. Terry, A. (2002). Student performance in the introductory corporate finance course. Journal of Financial Education, 28, 28-41.
  36. Trine, J. A., & Schellenger, M. H. (1999). Determinants of student performance in an upper level corporate finance course. Academy of Educational Leadership Journal, 3(2), 42-52.
  37. Williams, T., & Williams, K. (2010). Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations. Journal of Educational Psychology, 102(2), 453-466. https://doi.org/10.1037/a0017271
  38. Yenilmez, K., Girginer, N., & Uzun, O. (2007). Mathematics anxiety and attitude level of students of the faculty of economics and business administrator: The Turkey model. International Mathematical Forum, 2(41), 1997-2021. https://doi.org/10.12988/imf.2007.07181