Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Factors that Influence Attitudes of Computer

Science Students towards Mathematics and Related
Courses at the Tertiary Level of Education
Rosemary Twum
Department of Mathematics and ICT Education
University of Cape Coast
Cape Coast, Ghana

Christopher Yarkwah **Benjamin Eduafo Arthur

Department of Mathematics and ICT Education College of Distance Education
University of Cape Coast University of Cape Coast
Cape Coast, Ghana Cape Coast, Ghana

Abstract:- The main purpose of this study was to strong background knowledge in mathematics is not only
examine the factors that influence the attitudes of important in learning how to code mathematics expressions
computer science students towards the teaching and in a programming language, or in converting to and from
learning of mathematics and related courses in a public hexadecimal or binary number systems but also needful at
university situated in the Cape Coast Metropolis of the advanced level in the computer science programme
Ghana. To achieve this, a descriptive survey design was (Beaubouef, 2002). Mathematics is embedded in most
adopted. In addition, a quantitative approach to data computer science courses. Even research has revealed that
collection and analysis was employed for the study. The having a strong mathematical understanding is significant
target population for the study were all Bachelor of to computer science education. “…mathematics is a mind-
Education (Computer Science) and Bachelor of Science set that fundamentally improves one’s ability to devise and
(Computer Science) students in the said university. In implement algorithms. Mathematics is used to model the
all, 150 students were randomly sampled and used as problem domain, to specify and design high quality
the respondents for the study. The main instrument software, develop correct and efficient algorithms”
used for data collection process was a structured (Paulson, 2002). Weaknesses in mathematical knowledge
questionnaire. The study found that instructor or may hinder students’ achievement in computer science
lecturer-student relationship have an influence on the courses.
students’ attitudes towards the teaching and learning of
mathematics and related courses. Also, the mathematics Even though, mathematics is one of the necessary
curricula used at the university have influence on courses most students must take in order to major in
students’ attitude towards the teaching and learning of various programmes from tertiary institutions, mathematics
mathematics and related courses. In addition, is seen as huge hurdle to cross instead of an appreciated
institutional factors such as time allocation on time learning experience (Ali, Ali & Farag, 2014). Attitude
table and the adequacy of teaching and learning significantly affects learning (Fadali, Valasquez &
resources has some form of influence on students’ Robinsoon, 2004). Attitudes cannot be observed directly
attitude. Implications of the findings are further but seen to be defined in numerous ways. Kislenko,
discussed in the study. Grevholm, and Lepik (2007), defined attitude as “thoughts,
feelings, and behaviours”. Another researcher, Kutto (2012)
Keywords:- Factors, Attitude, Computer Science, states that attitude is central to the education process and
Mathematics. either promote or inhibits behaviour, influences choices to
attend, respond value, participate or make commitment to
I. INTRODUCTION educational activities. Attitudes of computer science
students towards mathematics plays an important role in the
Mathematics is an essential foundation necessary in teaching and learning processes of computer science and its
order to study computer science (Beaubouef, 2002). effects on students’ achievement in mathematics. In
Computer science students obviously need to use mathematics education, Tezer and Karasel (2010) assert
mathematics because it encourages logical reasoning, that generally the relationship between students’ attitude
critical thinking, abstract thinking, problem-solving as well towards mathematics and their achievement in mathematics
as creativity which has a positive effect on their learning of has been established that attitude towards mathematics
their courses in Computer Science. This means that those influences achievement in mathematics.
majoring in Computer Science and Computer Science
related programmes are required to have a deeper Paulson (2002) studied how effective a strong
knowledge in mathematics for them to become successful mathematical background is in terms of learning and
in their computer science career. The reason being that a understanding academic courses in computer science.. The

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Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
research revealed that “19.6% of students had a decrease of proficiency in mathematical knowledge had a better chance
two letter grades” and “41.3% of students had a decrease of of being successful at the CEIT department (Acat et al.,
one letter grades” than their average grade in other 2007). This gives the researchers the very enthusiasm to
computer science courses because of ineffective teaching in research about this study. A concrete attempt shall be made
mathematics. Baldwin and Henderson (2002) and in this study to examine the factors that influence attitudes
Henderson (2003) strongly argued that mathematics is of computer science and computer science education
important in software engineering and its practitioners. students towards mathematics at the tertiary level of
According to Henderson (2003), he argued that education. A critical investigation of the subjects is
mathematics and computer science principles need to be therefore necessary and crucial in an era where many
applied to software engineering. Henderson (2003) innovations are taking place in the educational system of
continues to argue that “Mathematics is requisite for Ghana.
modelling software systems” and “Mathematical reasoning
about software system is essential”. A software developer is  Statement of the Problem
likely not to use mathematics explicitly, but they would use Attitudes that are positive formed by a student when
mathematics implicitly. In contrast, a computer scientist learning mathematics tend to remain with them for a long
need to use mathematics explicitly. To become a successful time and these attitudes are likely to help him/her become
computer science student he/she must have greater insight more proficient in mathematics (Evans, 1965). Therefore,
particularly in areas such as discrete mathematics, data lecturers must make sure not to create phobias amongst
structures, as well as algorithm analysis. Discrete their students otherwise they would develop negative
Mathematics or Discrete Structure is generally taught by attitudes towards mathematics which could affect their
computer science faculties in certain universities and success in Computer Science. There are a lot of computer
University of Cape Coast is no exception. At the University science students who are not able to apply concepts and
of Cape Coast, which is the study area for this research, skills in mathematics that they learnt during their study.
Discrete Mathematics is taught by the Department of The difficulties of students to understand the basic concepts
Mathematics and Data Structures & Algorithms course is could eventually affect mathematical learning as well as
taught in the Computer Science department. All students computer science courses. The lack of understanding of
offering computer science as a major must complete these basic mathematical principles can result in the inability to
two courses to earn their bachelor’s degrees at the successfully study numerous subjects such as chemistry,
university. engineering, and other important scientific disciplines like
computer science (Yoseph, 1997). Some studies ( See for
Literature had it that factors that are associated with example; Acat et al., 2007; Tailab, 2013) have been
the lecturer that influences students’ attitude are the conducted around the globe about the attitudes of computer
teaching resources used by lecturer, lecturers’ classroom science students towards mathematics, nonetheless, there is
management, lecturers’ content knowledge and personality limited literature on the phenomenon in Ghana. This study
as well as topics that are taught with examples or real life attempts to unravel the factors that influence the attitudes
experiences, (Yilmaz, Altun & Olkun, 2010; Hodjes & towards learning of mathematics among computer science
Kim, 2013; Marchis, 2011), teaching methods students in one public university in Ghana.
(Papanastasiou, 2000; Anghileri, 2006) and lecturers’
attitude towards mathematics (Mensah, Okyere, &  Purpose of the Study
Kuranchie, 2013; Zan & Martino, 2007). Given the numerous role knowledge in mathematics
play in other fields of study and the relevance of
The nature of the classroom environment makes a mathematics to computer scientist, the primary purpose of
difference in how students learn and achieve their goals. It this study was to explore the factors that influence attitudes
was presented in a study that learning outcomes and of computer science students towards mathematics at the
students’ attitudes toward learning were closely associated tertiary level of education, specifically in one public
with the classroom environment (Entwistle and Entwistle university in Ghana.
1991, 2003). Tailab (2013) reported that students in Al-
Gharbi University found courses difficult because of non-  Research Questions
availability of modern textbooks and access to functional The study was guided by the following research
library. This presupposes that appropriate learning questions:
resources for mathematics and also equal access to these  What instructor related factors influence computer
resources by all students are necessary. science students’ attitude towards the teaching and
learning of mathematics at the tertiary level of
At the department of Computer Education and education?
Instructional Technology (CEIT) in Turkey, most courses  What curricular related factors influence computer
requires substantial mathematics content knowledge. science students’ attitude towards mathematics at the
However, in a research, conducted with final-year students tertiary level of education?
and graduates, most students viewed that mathematics  What institutional related factors influence computer
courses were the least useful courses (Acat, Kılıç, Girmen science students’ attitude towards the teaching and
& Anagün, 2007). The study concluded that undergraduate learning mathematics at the tertiary level of education?
computer science education students who had more strong

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Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 Design and Instrumentation from heads of the departments involved as well as lecturers
A descriptive survey design was adopted to carry out whose class were going to be used in the study. At the
the study in the University of Cape Coast. Descriptive meeting, the purpose of the study, its duration, and
survey design was used because it provides a more accurate potential benefits were explained to the heads and lecturers
picture of events and seeks to explain people’s perception b as well as all other participants for their consent to
and behaviour on the basis on the data gathered at a point in participate in the study and also allow the study to take
time (Gay, 1992; Frankel &Wallen, 2000). According to place in their respective departments and lectures. Also, at
Frankel & Wallen (2000), one great advantage of survey these meetings, decisions about dates and times for the
research is that it has the potential to provide us sufficient administration of the instrument were taken.
and relevant information that is obtained from quite a large
sample of individuals. The main idea behind using this type In all, administration of the instruments lasted for
of research is to better define an opinion, attitude or three working days. Each session lasted for about thirty
behaviour held by a group of people on a given subject. minutes. The instruments were administered to 150
Data for the study was collected through the use of computer science and computer science education students
questionnaire. Singh (2007) retains that a questionnaire is in the selected public university. The administered
almost always self-administered which allows respondents instruments were supervised by the researchers. The
to fill them out themselves. The questionnaire was questionnaires were given to the students during lecture
developed based on the research questions that were hours with permissions granted by the respective lecturers
formulated to guide the study. In this study, the and retrieved within thirty minutes. The completed
questionnaire that was used by the researchers comprised instruments were then collected from the students and
four sections. Section “A” covered demographics with only analyzed based on the phenomenon.
two items, section “B” had eight items that was designed to
find out the teacher factors that influence students’ attitudes  Data analysis and discussion
towards mathematics, section “C” had five items about the With data analysis, the researchers used the software;
institutional factors that influence students’ attitudes Statistical Package Program for Social Sciences (SPSS)
towards mathematics, the last section which is section “D” version 21.0 in the analysis of the data. The collected
also had five items under the research question “what questionnaires were coded and entered into the SPSS data
curriculum factors influence students’ attitude towards analysis software for analysis. To establish the assessment
Mathematics?”. The questionnaire had a total of twenty of factors influencing the attitudes toward mathematics by
closed-ended items. computer science and computer science education students,
descriptive statistics such as frequencies and percentages
 Selection of Participants were used to analyse the data obtained for the study. For
The population for this study included all B.Ed. easy interpretation of the results, “Strongly agree” and
Computer science and B.Sc. Computer science students in “Agree” were combined into “agree” while “Strongly
one public university in Ghana. A total of 240 computer disagree” and “Disagree” were combined into “disagree”
science and computer science education students served as
the target population for the study. The sample size for the II. RESULTS AND DISCUDDION
study was 150 students using Krejcie and Morgan (1970)
sampling table. According to Krejcie and Morgan (1970)  Research Question One: What instructor related factors
sampling table, the correspondent sample size for a influence computer science students’ attitude towards
population more than or equal to 240 but less than 450 is the teaching and learning of mathematics at the tertiary
196. Simple random sampling was adopted in reaching out level of education?
to the respondents to the study.
The objective was to find out the instructor related
 Data Collection Procedure factors that influences computer science and computer
In research, it is the dream of researchers to have high science education students’ attitude towards the teaching
response rate. As a result, names of students who and learning of mathematics at the tertiary level of
participated in the study were not recorded on the education. To answer this research question, data from
instrument. Also, an initial visit was paid to the students in these tertiary students were used based on items 3-10 on the
the various programmes during lectures to explain to the questionnaire. The responses of students are shown in
students the purpose of the research and how it would Table 1.
eventually impact on their study. Audience was sought

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Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Statement Strongly Agree Disagree Strongly
Agree F (%) F (%) Disagree
F (%) F (%)
The way mathematics instructors care about student’s 43(28.7) 72(48.0) 27(18.0) 8(5.3)
feelings, positively affect students’ attitude towards
mathematics
Instructors friendliness positively influence student’s 56(37.3) 68(45.3) 22(14.7) 4(2.7)
attitudes towards mathematics

Computer science major students towards mathematics is 63(42.0) 59(39.3) 20(13.3) 8(5.3)
negatively affected when instructors pay attention to the
mathematics major students while lecturing

Instructors fair grading of students in mathematics; 41(27.3) 69(46.0) 25(16.7) 15(10.0)

positively affects students’ attitude towards mathematics

Instructors comments on students when they do poor 68(45.3) 52(34.7) 23(15.3) 7(4.7)
work negatively affect students’ attitude toward
mathematics
Instructors using varied methods in teaching positively 59(39.3) 63(42.0) 18(12.0) 10(6.7)
affect student’s attitudes towards mathematics

The way instructors relate mathematics lessons to real 63(42.0) 60(40.0) 16(10.7) 11(7.3)
life situations positively affect students’ attitude towards
mathematics

The way instructors show mastery of content and 56(37.3) 68(45.3) 22(14.7) 4(2.7)
confidence when teaching positively affect students’
attitude towards mathematics

Table 1:- Frequencies and Percentages on Instructor Related Factors That Affects Computer Science and Computer Science
Education Students’ Attitude towards Mathematics

A cursory look at Table 1 indicates that 82.6% of Again, 80.0% respondents generally agreed that
respondents generally agreed to the fact that lecturer’s lecturers’ bad comments on students when they do poor
friendliness positively affects students’ attitudes towards work negatively affects their attitude towards mathematics
mathematics while 17.4% disagreed. This gives an while 20.0% respondents generally disagreed. This result is
impression that most students want quality, friendly yet not surprising since students gets intimidated when being
respectful relationship with lecturers when giving badly criticized for asking a question and also performing
instructions in the classroom. Mathematics lecturers and badly in a quiz or exams. This means that students want
computer science and Computer Science Education lecturers to understand, listen respectfully and acknowledge
students are not close to have a healthy relationship which their point of view. Lecturers’ act of giving criticism is to
could positively affect computer science students’ attitude put students’ right and make them achieve their goal but
towards learning mathematics. Computer science students when it is to the extreme, students shy away from the
are afraid to approach a mathematics lecturer to seek for teaching and learning of mathematics. Furthermore, 81.3%
help when they are not doing well in the course. This tends respondents agreed to it that lecturers using varied methods
to make most of the computer science students fail at the in teaching positively affects students’ attitude towards
end of the semester. Also 81.0% of the respondents agreed mathematics and 18.7% disagreed to that fact. This study,
that when lecturers pay much attention to the mathematics however, confirms the importance of using varied methods
major students than the Bachelor of Education [B.Ed.] and of teaching, which as a matter of fact go a long way to
Bachelor of Computer Science [B.Sc.] major students, this catch the attention of the learner. Furthermore, 82.0%
negatively affect B.Ed. and B.Sc. Computer Science respondents agreed that when lecturers relate mathematics
students’ attitude towards learning mathematics. This lessons to real life situations positively it affect students’
percentage imply that these category of students want to be attitude towards mathematics while 18.0% disagreed. There
treated equally and also want to be given a chance to take is a caution of course that students’ misconception can
responsibility for their own learning and express interfere with new learning so this makes students
themselves. Collaboration and equality can promote not understand that exposure to the application of content in
only team work but also healthy competition and self- real life situations may help to correct such misconceptions.
confidence when paired with students from mathematics Without relevance, important concepts may seem
major whiles 18.6% of the respondents disagreed. unnecessary. Students gets demotivated when they could

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Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
not see how the theory is applicable to the discipline they This research question sought to find out the plans for
are studying and in other fields of endeavour. This finding activities or subject contents, the materials that are to be
conforms to that of Papanastasiou, (2000) who revealed used in presenting the contents, the ways in which the
that teaching methods affect the attitudes of students activities are to be conducted and the evaluation of the
towards the learning of mathematics. Similar to the finding subject taught. Thus, the question posed was “What
above, Yilmaz et al., (2010) also found that teaching topics curricular related factors influence computer science
with real life enriched examples and teachers’ content students’ attitude towards mathematics at the tertiary level
knowledge influence students’ attitudes towards the study of education?” To accomplish this, items 16-20 on
of mathematics. questionnaire sought to elicit responses from the
respondents. The responses of students are shown in Table
 Research Question Two: What curricula related factors 2.
influence computer science students’ attitude towards
mathematics at the tertiary level of education?

Statement Strongly Agree Disagree Strongly

agree F (%) F (%) Disagree
F (%) F (%)
The mathematics curriculum used at the 50(33.3) 68(45.3) 26(17.3) 6(4.0)
university negatively affects students’ attitude
towards mathematics
Students have a negative attitude in learning 52(26.7) 33(35.3) 39(20.7) 26(17.3)
mathematics when they are ignored in the
development of the mathematics curriculum

Mathematics curriculum covers the entire 37(24.7) 85(56.7) 17(11.3) 11(7.3)

theoretical and application of mathematics in
computer science hence affects students
attitudes positively
Teaching strategies stipulated in the 47(31.3) 69(46.0) 20(13.3) 14(9.3)
mathematics curriculum have a positive effect
on students’ attitudes to mathematics

Clearly stated instructional objectives of the 77(51.3) 48(32.0) 19(12.7) 6(4.0)

mathematics curriculum positively affects
students’ attitudes to mathematics

Table 2:- Curriculum Factors That Affect B.Ed. And B.Sc. Computer Science Students’ Attitude towards Learning Mathematics.

In general, it can be observed that curricula related important for teachers to place emphasis on instructional
factors have impacts on students’ academic work. Most of objectives and topics, the learning expectations, time
the respondents representing 78.6% responded that the allocation for particular topics, the kinds of tasks they pose.
mathematics curriculum used at the university negatively These are necessary and play a vital role in teaching
affect their attitude towards mathematics whereas 21.4% (Thompson & Usiskin, 2014). When the curriculum is
disagreed. From these expositions, very important teaching acceptable it assists in effective teaching and learning in
and learning issues arise. These are methods of teaching Mathematics. There should be more emphasis on clearer
and learning, teaching-learning materials, lesson plans, concepts in Mathematics and involve more activities for
timetable for teaching and lessons to be taught from all the students.
subjects in the curriculum. Moreover, 81.4% respondents
agreed that when curriculum covers the entire theoretical  Research Question Three: What institutional related
and application of the mathematics it positively affects their factors influence computer science students’ attitude
attitude towards mathematics whereas 18.6% disagreed. towards the teaching and learning mathematics at the
Also, most 77.3% of the respondents agreed that teaching tertiary level of education?
strategies stipulated in the mathematics curriculum have a This research question sought to find out how the
positive effect on students’ attitudes to mathematics institution contribute in influencing students’ attitudes
whereas 22.7% disagreed. Instructional strategies is towards the teaching and learning of mathematics.
supposed to show the approach that a teacher applies to Specifically, items 11-15 on the questionnaire are the
attain their instructional objectives (NTCM, 2000). What responses gathered from students in the computer science
students learn does not solely depend on what they are and computer science education departments and are
taught but also how they are taught, their development presented in Table 3.
level, and their interests as well as experiences. It is

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Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Statement Strongly agree Agree Disagree Strongly Disagree
F (%) F (%) F (%) F (%)
Mathematics lecture periods for computer 44(29.3) 40 (26.7) 53(35.3) 13(8.7)
science students in the timetable negatively
affects students’ attitude towards mathematics

Small mathematics class size affect students’ 46(30.7) 62(41.3) 28(18.7) 14(9.3)
attitudes towards mathematics positively

Inadequate mathematics teaching and learning 77(51.3) 48(32.0) 19(12.7) 6(4.0)

resources in the school negatively affects
students’ attitude towards mathematics

Mathematics classroom arrangement affects 38(25.3) 51(34.0) 42(28.0) 19(12.7)

students’ attitudes towards mathematics
positively
Intimidations from other mathematics program 45(30.0) 56(37.3) 35(23.3) 14(9.3)
students affect computer science students
positively

Table 3:- Influence of institutional factors that affect B.Ed. and B.Sc. computer science students’ attitude towards learning
mathematics

Table 3 indicates that 56.0% respondents agreed to it planning and delivery which helps students to understand
that mathematics lecture periods for computer science the mathematics concept. The TLMS used to teach the
students on the timetable negatively affects students’ mathematics course in the University of Cape Coast do not
attitude towards mathematics whereas 44.0% disagreed. In increase computer science students’ achievement. The
view of this, respondents are not good with the lecture finding is in line with Entwistle and Entwistle, (2003) who
period, since lecture periods that last long makes them discovered that students’ attitudes toward learning were
wander and tired of listening to instructions in the lecture closely linked to the classroom environment. In agreement
theatre. This makes students less attentive during the long with the finding, Tailab (2013) who reported that students
therefore affecting they are not able to get or understand the in Al-Gharbi University found mathematics courses
concepts discussed in class. Consequently, reduces them difficult because modern textbooks and access to functional
applying it to computer science courses. library materials are limited.

Also, 72.0% respondents agreed that the small  Implications of the research findings for teaching,
mathematics class size positively affects student’s attitude learning and policy implementation
towards mathematics whiles 28.0% disagreed. This gives The findings from the study have several implications
an impression that students achieve better and great to both policy and practice since teacher factors, curriculum
opportunity for individual interaction between teacher and factors, and institutional factors all play a major role in
student when the class size is small. Students, generally determining the attitudes computer science and computer
have better morale in a small class and less likely to feel science education students develop towards the teaching
overwhelmed by asking a question or giving a suggestion. and learning of mathematics. Lecturers should counsel and
Lecture halls for studying mathematics in the University of guide students with low performances on what to do to
Cape Coast are large and they also combine many students yield better grades and encourage or motivate students with
from other programs in one lecture to study mathematics. weak performance so that they can make it with constant
This intimidates computer science students to ask questions practice and not just criticize them. Another implication of
or express themselves well when they do not understand the the findings is that instructors should also show concrete
concepts. The large class size affects computer science examples and real life experiences through their teaching so
students’ attitude towards mathematics. that students would behold the relevance of the courses
they do to their field of study, related areas and life in
Again, 83.3% respondents agreed that inadequate general to their computer science courses. There is the need
mathematics teaching and learning resources in the school for equal and fair treatment for both pure mathematics and
negatively affects students’ attitude towards mathematics computer science and computer science education students.
whereas 16.7% respondents disagreed. This percentage Curricula used to teach students should be revised annually
point to the fact that teaching learning materials so as to meet the needs of the students and students should
significantly increase students’ achievement by supporting also be given an opportunity to give their input concerning
students learning. It also adds important structure to lesson the development of the curriculum. The institution should

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 Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
provide lecturers with adequate teaching and learning [10]. Fadali, M.S. Valasquez, N and Robinsoon, M (2004).
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