ASSESSING SOUTH AFRICAN UNDERGRADUATE ENGINEERING STUDENTS’ ATTITUDES TOWARDS MATHEMATICS AS A FUNDAMENTAL DISCIPLINE Sam Ramaila University of Johannesburg south africa

Introduction Development of mathematical skills and competencies of students pursuing studies in the science, technology, engineering and mathematics (STEM) fields is of crucial importance Meaningful acquisition of key skills in the STEM fields paves the way for the acceleration of economic growth and sustainable development However, many universities across the globe have been concerned with observed high failure rates in first-year required mathematics courses (Symonds, Lawson & Robinson, 2010) South African universities in particular responded in a variety of ways to the complexity of the articulation gap between school and higher education. ion of key scientific and mathematical skills

Methodology This study assessed South African undergraduate engineering students’ attitudes towards mathematics as a fundamental discipline Students’ attitudes towards mathematics as a fundamental discipline were assessed through the administration of Attitudes Toward Mathematics Inventory (ATMI) The survey was conducted with undergraduate electrical engineering students at a South African university The students constituted a purposive sample within the context of this study The administration of Attitudes Toward Mathematics Inventory was carried out after the students were adequately exposed to university instruction

RESULTS Strongly agree Agree Neutral Disagree Strongly disagree   Strongly agree Agree Neutral Disagree Strongly disagree I have a lot of self-confidence when it comes to mathematics 6 14 7 I can think of many ways that I use maths outside of school 5 12 9 1 When I hear the word mathematics, I have a feeling of dislike 2 Mathematics is important in everyday life I am able to solve mathematics problems without too much difficulty 3 15 8 I am always confused in my mathematics class 11 I am comfortable answering questions in maths class 10 I learn mathematics easily Studying mathematics makes me feel nervous 4 I plan to take as much mathematics as I can during my education 13 A strong maths background could help me in my professional life 22 I believe I am good at solving maths problems 17 Mathematics is a very worthwhile and necessary subject 16 Mathematics is one of the most important subjects for people to study 18 It makes me nervous to even think about having to do a mathematics problem Mathematics does not scare me at all I would like to avoid using mathematics at university High school maths courses would be very helpful no matter what I decide to study Mathematics is one of my most dreaded subjects I want to develop my mathematical skills 24 My mind goes blank and I am unable to think clearly when working with mathematics I am confident that I could learn advanced mathematics I would prefer to do an assignment in math than to write an essay 20 Mathematics is a very interesting subject The challenge of math appeals to me I think studying advanced mathematics is useful Mathematics makes me feel uncomfortable I am comfortable expressing my own ideas on how to look for solutions to a difficult problem in mathematics I really like mathematics I get a great deal of satisfaction out of solving a mathematics problem I am always under a terrible strain in a maths class I expect to do fairly well in any maths class I take I like to solve new problems in mathematics Mathematics is dull and boring I am willing to take more than the required amount of mathematics I believe studying maths helps me with problem solving in other areas Mathematics helps develop the mind and teaches a person to think I feel a sense of insecurity when attempting mathematics I have usually enjoyed studying mathematics in school I am happier in a math class than in any other class

DISCUSSION Student academic performance is crucially dependent on a conflation of cognitive and affective factors. Students demonstrated confidence in performing mathematical tasks as reflected in their responses to the item “I have a lot of self-confidence when it comes to mathematics” The students were also appreciative of the practical applications of mathematics in everyday life. Problem-solving ability is an inherent key skill required for meaningful acquisition of mathematical skills The students expressed satisfaction with their problem-solving competence as encapsulated in their responses to the item “I am able to solve mathematics problems without too much difficulty” The development of problem-solving competence appeared to be a practical benefit that accrued from sustained and active involvement in instructional activities This level of cognitive growth can also be attributed to students’ willingness to develop their mathematical skills as highlighted by their responses to the item “I want to develop my mathematical skills” In addition, other responses demonstrated that students fully embraced mathematics as an intellectually stimulating discipline that can provide meaningful opportunities to perform complex procedures associated with the nature of the scientific process.

IMPLICATIONS The key findings of this study have profound implications for the development of scientific and mathematical skills within the broader South African educational context The science, technology, engineering and mathematics (STEM) arena remains a key sector expected to provide critical expertise required for the improvement of the quality of life in its broadest sense Key barriers stifling progress within this sector ought to be demystified and broken down to pave the way for the acceleration of sustainable socio- economic development for the benefit of humanity The progressive realisation of this ideal crucially depends on a better understanding of the interplay between cognitive and affective factors underpinning the evolution of effective learning within the STEM arena The South African institutions of higher learning face the key imperative to provide globally competitive STEM curricula that foster meaningful cultivation of skills required by the mainstream economy

CONCLUSION This study demonstrated that South African undergraduate engineering students held fragmented views characterizing their attitudes towards the nature of mathematics as a fundamental discipline In addition, students’ attitudes towards mathematics as a fundamental discipline were largely positive and this encouraging reality ought to be harnessed to ensure coherent development and acquisition of key mathematical and scientific skills within the science, technology, engineering and mathematics arena

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