EXPLORATORY FACTOR ANALYSIS ON THE VALIDATION OF STUDENTS’ ATTITUDINAL BEHAVIOUR TOWARDS MATHEMATICAL CONCEPTS LEARNING

Abstract

This study examined the psychometric properties of the adapted Mathematics Attitude Questionnaire (MAQ) among Nigerian secondary school students. A total of 164 participants completed the 25-item instrument designed to measure multidimensional attitudes toward mathematics. Exploratory factor analysis using maximum likelihood extraction with oblimin rotation revealed a five-factor structure In-Class Experience, Nature of Mathematics, Problem-Solving Orientation, Conceptual Understanding, and Self-Efficacy accounting for 64.1% of the total variance. All items loaded strongly onto their respective factors, with minimal cross-loadings. Reliability analyses demonstrated excellent internal consistency across all dimensions (Cronbach’s ? = .87–.92; McDonald’s ? = .88–.93). Convergent and discriminant validity were confirmed using composite reliability, average variance extracted, Fornell–Larcker, and heterotrait–monotrait (HTMT) criteria. These findings indicate that the MAQ is a valid, reliable, and culturally relevant instrument for assessing students’ affective, cognitive, and behavioral attitudes toward mathematics. The study provides a robust tool for researchers, educators, and policymakers to evaluate mathematics attitudes, inform instructional strategies, and design interventions aimed at improving student engagement and performance.

DOI: https://doie.org/10.10318/SER.2026439494