Abstract
This paper focuses on remedial programs for mathematics. It describes the relationship between attitudes toward and performance in mathematics based on two remedial programs conducted using different teaching strategies. Program A involved students from the Faculties of Political Science & Economics, Humanities and Human Welfare. The subjects were coached to apply mathematics in their daily life or future work. Program B involved subjects from the Faculty of Engineering. They were trained to acquire knowledge and skills in mathematics. The subjects' attitudes toward mathematics were then compared by a two-way ANOVA. From the result, we found that there were interactions between 'before and after' the programs (within each group) and 'program differences' (between groups) for the categories of "interest and enjoyment" and "self-concept". For a deeper analysis of the effect of the programs, we conducted a path analysis with a dummy variable which indicated the different programs, the attitudes toward mathematics, and students' performances. The result showed that while the dummy variable effects the degree of improvement of "interest and enjoyment", instrumental motivation", "self-concept" and "control strategies", we could not find any significant effect on "performance". However, at the end of program, we found that "interest and enjoyment" did have a positive effect on "performance". In conclusion, in this admittedly small sampling, program A was found to be better than program B in improving students' attitudes toward mathematics.
