Epistemological Beliefs Regarding Mathematics Curriculum and Students’ Academic Achievement
Author(s) : Almas Shoaib , Mumtaz Akhtar & Fauzia Naheed
Epistemological beliefs about Mathematics are associated with students’ cognitive performances and effective responses. This study aims to investigate the epistemological beliefs of students about the Mathematics curriculum and their relationship with academic achievement. In this study, a quantitative research approach through the correlational method was used. 600 students from 20 public secondary schools of the Lahore District were selected through two-stage random sampling. Conceptions of Mathematics Inventory were adapted after ensuring its validity and reliability in our local context. The reliability of the inventory was α = 0.917. It was found that secondary school students had sophisticated epistemological beliefs about Mathematics curriculum beliefs about formulas; which are significant in Mathematics as they represent useful ideas and are based on the certainty of knowledge. Moreover, students’ epistemological beliefs were positively correlated with their Mathematics academic achievements. It is recommended that teachers may try to recognize the Mathematics epistemological beliefs of students as they commence a new session of classes and take care of appropriate instructions that enhance students’ Mathematics epistemological beliefs.
Keywords: Academic Achievements, Epistemological Beliefs, Mathematics, Secondary School Students