The Level of Productive Disposition Toward Mathematics Among Senior Grade Students in the Sultanate of Oman

ALSHABIBI, QAIS; Saeed Al Ghafri, Mohammed; Zaher Al-Husni, Khawla

doi:10.21608/edusohag.2025.402317.1755

The Level of Productive Disposition Toward Mathematics Among Senior Grade Students in the Sultanate of Oman

Document Type : Original Article

Authors

¹ Ministry of Education

² Assistant Professor, Department of Curricula and Teaching Methods Sultan Qaboos University, Sultanate of Oman

³ Assistant Professor, Department of Curriculum and Instruction Sultan Qaboos University, Sultanate of Oman

10.21608/edusohag.2025.402317.1755

Abstract

The study aimed to identify the level of productive disposition toward mathematics among students in grades ten, eleven, and twelve in the Sultanate of Oman, and to determine whether there are statistically significant differences attributable to gender and grade level. The study employed a descriptive methodology grounded in analytical and survey-based approaches. The study sample comprised 4795 male and female students.The researchers adopted the Productive Disposition toward Mathematics scale, developed by Al-Harasiya (2023), consisting of 30 items distributed across three dimensions: (1) the perceived value of mathematics in life, (2) attitude toward mathematics, and (3) self-efficacy in mathematics.The scale's validity and reliability were verified. It was administered during the second semester of the 2024/2025 academic year.Data were analyzed using means and standard deviations, along with the non-parametric Mann-Whitney U-test and Kruskal-Wallis H-test to answer the study’s research questions.The findings indicated that the level of productive disposition toward mathematics was moderate, with a mean score of 3.51 and a standard deviation of 0.43.Furthermore, statistically significant differences were observed at the α ≤ 0.05 level based on gender—in favor of male students—and based on grade level—in favor of twelfth-grade students.The study concluded with several recommendations, including the development of educational programs aimed at enhancing productive disposition toward mathematics among tenth- and eleventh-grade students, to sustain the observed increase in disposition levels noted among twelfth-grade learners.

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