The Influence of Students' Perceptions on Business Mathematics Performance: A Case of the College of Business Education in Mwanza, Tanzania

Abstract

Ikisiri Tafiti hii imejikita katika kutathmini mambo yanayochochea wanafunzi wa elimu ya juu katika mitazamo yao na ufaulu wao katika somo la hisabati za kibiashara katika Chuo cha Elimu ya Biashara (CBE)-Kampasi ya Mwanza. Madhumuni mahsusi yalikuwa mawili.Moja, kuangalia kama jinsia inaathirimitazamo ya wanafunzi wa Chuo cha Elimu ya Biashara katika somo la hisabati za kibiashara. Pili, kutazama mahusiano kati ya mitazamo sita ambayo ni hadithi na imani, motisha katika usomaji wa somo la hisabati, kujiamini kwa mwanafunzi, msaada kutoka katika familia, mvuto katika usomaji wa hisabati na mazingira ya kujifunzia na ufundishaji na ufaulu wa wanafunzi katika somo la hisabati za kibiashara. Takrimu zilichakatwa na kuchambuliwa kupitia program ya IBM SPSS kupitia uwiano (correlation) na rejeshi la mstari (linear regression). Matokeo ya utafiti yanaonesha kwamba jinsia haina mchango wowote katika ufaulu wa wanafunzi wa CBE katika somo la hisabati za kibiashara. Mitazamo sita yote ilikuwa na athari chanya na umuhimu katika ufaulu wa somo la hisabati za kibiashara. Tafiti hii inashauri manejimenti ya Chuo cha Elimu ya Biashara kuwekeza katika kuweka mazingira bora zaidi na wezeshi kwa wanafunzi ili kukabiliana na mitazamo hasi juu ya somo hili kwa manufaa mapana zaidi kwa wanafunzi na Taasisi kwa ujumla Abstract This study focused on assessing the factors influencing Higher learning students' perceptions on business mathematics performance focusing on the College of Business Education (CBE) Mwanza campus. The specific objectives were to examine the effect of gender on the way College students perceive Business mathematics and how these perceptions influence their performance and the second objective was to examine the relationship between six perception constructs and student's performance in business Mathematics namely motivation, myths and beliefs, self confidence, family background and support, interest and teaching and learning materials used in business mathematics. Data were analyzed through correlation and regression analysis and the results revealed that all the six perception constructs had a positive and significant relationship with student's performance in business mathematics. The study concludes that the six perceptions constructs had a positive and significant effect on student's performance in business mathematics. The study recommends that both the management and the students at the CBE should work together in making sure that these perceptions are addressed fully for better performance of the institution and the students at large

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The Influence of Students’ Perceptions on Business Mathematics Performance:
A Case of the College of Business Education in Mwanza, Tanzania
Anthony Magoma1*, Laban Gasper2, Nuran Mwasha2 and Hermas A. Dobogo3
1Tanzania Institute of Accountancy. P.O Box 5247, Mwanza, Tanzania;
2College of Business Education P.O Box 3168, Mwanza, Tanzania
3Institute of Rural Development Planning P.O Box 138, Dodoma, Tanzania;
*Corresponding author: anthony.magoma@tia.ac.tz
Ikisiri
Tafiti hii imejikita katika kutathmini mambo yanayochochea wanafunzi wa elimu ya juu
katika mitazamo yao na ufaulu wao katika somo la hisabati za kibiashara katika Chuo cha
Elimu ya Biashara (CBE) - Kampasi ya Mwanza. Madhumuni mahsusi yalikuwa
mawili.Moja, kuangalia kama jinsia inaathirimitazamo ya wanafunzi wa Chuo cha Elimu
ya Biashara katika somo la hisabati za kibiashara. Pili, kutazama mahusiano kati ya
mitazamo sita ambayo ni hadithi na imani, motisha katika usomaji wa somo la hisabati,
kujiamini kwa mwanafunzi, msaada kutoka katika familia, mvuto katika usomaji wa
hisabati na mazingira ya kujifunzia na ufundishaji na ufaulu wa wanafunzi katika somo la
hisabati za kibiashara. Takrimu zilichakatwa na kuchambuliwa kupitia program ya IBM
SPSS kupitia uwiano (correlation) na rejeshi la mstari (linear regression). Matokeo ya
utafiti yanaonesha kwamba jinsia haina mchango wowote katika ufaulu wa wanafunzi wa
CBE katika somo la hisabati za kibiashara. Mitazamo sita yote ilikuwa na athari chanya na
umuhimu katika ufaulu wa somo la hisabati za kibiashara. Tafiti hii inashauri manejimenti
ya Chuo cha Elimu ya Biashara kuwekeza katika kuweka mazingira bora zaidi na wezeshi
kwa wanafunzi ili kukabiliana na mitazamo hasi juu ya somo hili kwa manufaa mapana
zaidi kwa wanafunzi na Taasisi kwa ujumla

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Abstract
This study focused on assessing the factors influencing Higher learning students’
perceptions on business mathematics performance focusing on the College of Business
Education (CBE) Mwanza campus. The specific objectives were to examine the effect of
gender on the way College students perceive Business mathematics and how these
perceptions influence their performance and the second objective was to examine the
relationship between six perception constructs and student’s performance in business
Mathematics namely motivation, myths and beliefs, self confidence, family background and
support, interest and teaching and learning materials used in business mathematics. Data
were analyzed through correlation and regression analysis and the results revealed that all
the six perception constructs had a positive and significant relationship with student’s
performance in business mathematics. The study concludes that the six perceptions
constructs had a positive and significant effect on student’s performance in business
mathematics. The study recommends that both the management and the students at the CBE
should work together in making sure that these perceptions are addressed fully for better
performance of the institution and the students at large
Key words: Perceptions, performance, business mathematics, CBE, Tanzania
1. INTRODUCTION
The world today looks at mathematics as an engine for the development of all scientific
disciplines indirectly used in all facets of life. Mathematical knowledge plays a crucial role
in understanding the contents of other subjects such as science, social studies and even
music and art(Anthony & Walshaw, 2009; Sarma& Ahmed, 2013). Mathematics knowledge
equips students with skills to analyse and change the world. This can be achieved through
the learners as their mental faculty is stimulated to solve problems, discover the best
possible solutions and enables learners to think independently in applied and abstract ways
which in turn assists in solving problems and assess various risks(Agommuoh & Ifeanacho,
2013; Ward-Penny, 2010). Abe and Gbenro (2014) pointed out that mathematics plays a
multidimensional role in science and technology and its application surpasses all areas of
science, technology as well as business enterprises.

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Mathematical thinking is essential to national prosperity in providing tools for
understanding science, engineering, technology and economics, thus, mathematical thinking
is very crucial in public decision making and for participation in the knowledge economy.
The phrase “perception of mathematics” in this study signifies the mental representation of
mathematics originating from past experience as well as associated beliefs, attitude and
conceptions. Students’ perception on a given subject determines their success or failure in
that particular subject. Some students perceive mathematics as a no go area because of the
negative impression passed down to them by past generations who had negative experiences
with unqualified tutors who made them believe mathematics is the most difficult subject
and not a cup of coffee for everyone(Dauda, Jambo & Umar, 2016; Mutodi &Ngirande,
2014; Shavinina, 2013). Perceptions towards mathematics are vital towards effective
facilitation of learning and teaching the discipline. This concept influences the instruction
of mathematics both positively and negatively. The school system, family background and
student’s attitudes towards the school altogether have an effect on the way students view
mathematics. Pontian (2019), further stressed that student’s positive discernment towards
mathematics at a young age would present the opportunity for many students to perform
well in mathematics while at a higher level of education.
Previous studies have shown that a large number of students struggle to understand
mathematics as a subject and this leads to poor performance(Galadima& Yusha’u, 2020;
Mazana, Montero, & Casmir, 2020). Students who fail in mathematics face difficulties in
passing other related courses in tertiary levels particularly science, engineering and other
business-related courses. Despite the efforts and dedication by the academic staff at the
College of Business Education in assisting students in mathematics the pass rate for this
particular module is far from being satisfactory. Thus this study looked into the perceptions
that influence the performance of students in business mathematics.
The concept of academic performance is believed to possess an amorphous nature since it
broadly incorporates various factors ranging from attaining a professional degree to the
development of students in the moral sense. Student performance can best be understood as
the quantifiable and apparent behavior of a student within a definite period and in an
aggregate of scores fetched by a scholar in various evaluations through class tests, mid and

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end semester examinations (Kumar, 2021; York, Gibson& Rankin, 2015). In tjis stdy,
students performance in business mathematics was operationally defined as the semester
exams score results for students from Diploma I, Diploma II, Bachelor, I, II and III at the
College of Business Education Mwanza Campus.
Various studies have shown that individuals with high levels of self-confidence in
mathematics tend to perform better academically(Egorova & Chertkova, 2016; Feldman &
Kubota, 2015; Honicke & Broadbent, 2016). Self confidence in Mathematics is one among
the most important psychological structures and is the subject of much of the existing
research on students’ mathematical achievement. Students who possess high self confidence
in mathematics tend to believe in their own abilities that they can be successful in learning
and eventually passing the subjects as their confidence helps them to overcome the fear of
failing. These students dare to take mathematical challenges which in turn increase their
academic achievement. On the contrary, students with low self-confidence tend not to
believe in themselves and in turn avoid taking up mathematical challenges and by so doing
their academic performance is affected negatively (Adelson& McCoach, 2011; Hosein&
Harle, 2018; Van der Bergh, 2013). Çiftçi and Yıldız (2019)argued that with respect to
mathematics education research has shown that students’ self confidence in mathematics
skills and in learning process is an important predictor of mathematics achievement as the
success or failure by the latter is highly influenced to a greater extent by their self
confidence in mathematics. The general objective of this study was to study the influence of
student’s perceptions on business mathematics performance and the specific objectives
were to examine whether gender, has an effect on the way college students perceive
mathematics and how these perceptions influence performance and the second specific
objective was to examine the relationship between six perception constructs and students’
performance in Business mathematics at CBE.
Thus, based on the literature discussed above this study is guided by the following
hypothesis;
H1. There is a positive relationship between self confidence and student performance in
Business mathematics

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Family background affects student’s learning behaviors and academic achievement. Family
background is important as it is the primary and most influential environment that students
are mostly exposed to. Academic achievement in various subjects or courses is a continuous
process that requires a close guide from the family members to the students. (Li, Z & Qiu,
2018). Thus, family background plays a pivotal role in influencing student’s performance in
mathematics. According to Smith (2004) he pointed out that students’ cultural backgrounds
differ and can affect students’ influence to study mathematics. Smiths (2004) further
contended that students from different cultural backgrounds are influenced differently based
upon parental experiences, interests in mathematics and cultural views and attitudes towards
mathematics.
Thus, based on the literature discussed above this study is guided by the following
hypothesis;
H2. There is a positive relationship between family background and support and student
performance in business mathematics
Academic self-determined motivation in mathematics has been found to play a substantial
role with regard to mathematical achievement, learning enjoyment, self-concept and self
regulation. Students who are highly motivated to study mathematics achieve significantly
higher test scores, enjoy learning more and have more positive outcomes compared to less
motivated students. Studies have revealed that there is a positive relationship though modest
between student motivation and academic performance (Gottfriedet al, 2013; Pekrun,
2014). Empirical studies have shown that there is a positive relationship though modest
between student motivation and academic performance (Morony et al., 2013).
Thus, based on the literature discussed above this study is guided by the following
hypothesis;
H3. There is a positive relationship between motivation and student performance in
business mathematics
Student’s beliefs about mathematics are highly influenced by the past experience that the
students has with the subject. However, changing such beliefs might be a task not easily to

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be accomplished by the instructors, educational policy makers and even parents. Many
people hold the view that mathematics is only for the clever ones or only for those who
have inherited mathematics ability from their parents. Another widely held belief is that
mathematics is a male dominant subject and boys are better in mathematics than girls (Ali,
2013; Vandecandelaereet al, 2012).
Thus, based on the literature discussed above this study is guided by the following
hypothesis;
H4. There is a positive relationship between myths and beliefs and student performance in
business mathematics
Interest in mathematics plays a vital role in mathematics learning. Basically, interest in
mathematics represents a psychological state of engaging or having the tendency to
reengage in a particular content in the course of time. Studies have proven that students who
develop interest in mathematics have a bigger chance of understanding the subject. This
will eventually facilitate the whole process of learning and in turn chances are higher for
these students to pass the subject concerned (Heinze, Reiss, & Franziska, 2005; Hidi &
Renninger, 2006; Yu & Singh, 2016).
Thus, based on the literature discussed above this study is guided by the following
hypothesis;
H5. There is a positive relationship between interest in business mathematics and student
performance
Teaching/learning materials support help tutors to teach conveniently and the learners to
learn more easily without any problem of understanding. Instructional materials are very
significant in the whole process of learning as the availability of the latter broaden the
concepts being taught and arouse students’ interest in the subject being taught (Kochhar,
2012; Olumorin et al, 2010)
Thus, based on the literature discussed above this study is guided by the following
hypothesis;

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H6. There is a positive relationship between teaching/learning material support and student
performance in business mathematics
Based on the literature review the conceptual framework for this study can be described as
follows.
Figure 1: Conceptual framework
2. METHODOLOGY
The study was conducted at the College of Business Education- Mwanza Campus. The
reason behind the choice of this college was due to the fact that the latter is one among the
first public colleges rendering business oriented courses in the Lake Zone region under the
Ministry of Industry and Trade. With more than 14 years since its establishement CBE-
Mwanza Campus was purposively chosen for this particular study. The population for this
study was all diploma1, diploma 2, bachelor 1, bachelor 2 and bachelor 3 students of the
College of Business Education- Mwanza Campus. The eligibility criteria for the choice of
this population was all students who have been at the College for a period of at least one
year and have sat for the end of semester exam in business mathematics module. Thus,
student’s end of semester results in the academic year 2019/2020 were used as a measure of
student’s performance. The total population size was 336 students. Considering the RaoSoft
sample calculator a minimum recommended sample size of 180 students was obtained. The
respondents were selected by applying simple random sampling method. The study applied
Students’ Perception
Students ‘performance in
Business Mathematics
Independent Variables
Dependent Variables
Interest in Mathematics
Confidence in Mathematics
Family background and support
Teaching/learning materials
support
Motivation towards Mathematics
Myths and belief about
Mathematics

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quantitative research approach. The researcher chose this approach because quantitative
research design permits the researcher to answer questions about the relationships between
measured variables with the purpose of explaining, predicting and controlling certain
phenomena.
Primary data were collected through a 30-item self administered questionnaire divided into
six (6) constructs of perceptions of students’ performance in business mathematics and a 5-
point likert scale was designed by the researchers. Responses were based on the following
labels: 1 = strongly disagree, 2= disagree, 3= Neutral, 4= agree and 5= strongly agree.
Likert-type scales have been widely used by many researchers especially in measuring of
attitudes and perception (Mashenene, 2016; Mbise, 2015). Before embarking on a collection
of data a pre- test questionnaire was administered to 50 students who were exclueded from
this study. This was done to ensure validity of the questionnaires used. The amendments
were identified after pre-test and adjustment were made to improve some questions, making
it fully understandable to the participants. The returned questionnaires were examined to
check their level of acceptability. They were then coded and a statistical package, Statistics
Package for Social Sciences (SPSS) version 20.0, was used to analyze the data. A test of
reliability was done using Cronbach Alpha and the results were above 0.60. Correlation
analysis was done to establish the strength and direction of the relationship between
independent variables and the dependent variable and the regression analysis was done to
establish the cause and effect relationship.
3.0. RESULTS AND DISCUSSIONS
3.1. Respondents’ profile
The data were collected from 180 respondents. Table 1 shows the demographic profile of
the study sample. The respondents’ profile shows that 53.9% were females and 46.1% were
male. In the aspect of age, the majority were respondents between 21 and 25 years.

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Table 1: Demographic profile of respodents
Variable
Frequency
Percentage
Gender
Female
97
53.9
Male
83
46.1
Age group
16 – 20 years
22
12.2
21 – 25
111
61.7
26 and above
47
26.1
3.2. Reliability Test (Internal consistency)
Reliability means the data collection techniques and analytic procedure will produce
consistent findings if they will be replicated by different researchers. Reliability is defined
as the measure of degree to which a research instrument yields consistent results of data
after repeated trials (Msabila & Nalaila, 2013; Saunders, Lewis & Thornhill, 2012). In this
study the calculated Cronbach’s alpha values ranged from 0.631-0.893 exceeding the
minimum acceptable alpha values of 0.60. Table 3 shows the Alpha values of all the
independent variables.
Table 2: Reliability Test
Description
Cronbach’s Alpha
Number of items
Business mathematics performance (BMP)
0.672
5
Interest in mathematics (IM)
0.631
5
Self confidence (SC)
0.840
5
Myths and beliefs about mathematics (MBM)
0.657
5
Family background and support (FBG)
0.893
5
Teacher/learning material support (LMS)
0.743
5
Motivation towards mathematics (MTM)
0.817
5
3.3. Gender and performance mean differences
An independent-samples t-test was carried out to check whether there was a significant
difference between the way mathematics’ performance perceived between males and

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females. It must be recalled that the null hypothesis showed no significant difference
between the way mathematics’ performance is perceived between males and females. The
results for the test are shown in table 3 (df = 177, t = 0.015, p=0.988). The null hypothesis
is not rejected since the p-value is greater than 0.05. Therefore, we conclude that there is no
significant difference in the way mathematics’ performance is perceived between males and
females. Thus gender has no influence on how male or female perceive mathematics
performance.
Table 3: Gender and performance t-test results
t-test for Equality of Means
t
Df
Sig (2-
tailed)
Mean
difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower
Upper
Performance
Equal
variances
assumed
.015
177
.988
.00184
.12556
.24595
.24962
Equal
variances
not
assumed
.014
155.942
.989
.00184
.12772
.25045
.25412
3.4. Correlation Analysis
In this section the study aimed at determining the strength and direction of the relationship
between independent variables and the dependent variable. Students performance in
business mathematics (SPM) as dependent variable, interest in Business mathematics (IM),
confidence in business mathematics (CIM), family background and support (FBS), teaching
and learning material support (LMS), motivation towards business mathematics (MTM) and
myths and beliefs about business mathematics (MBM) were the independent variables. The
correlation matrix in Table 4 shows that student mathematics performance had a positive
correlation with all the six perception constructs namely interest in business mathematics

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(r=0.886), confidence in mathematics (r=0.973), family background and support (r=0.701),
learning material support (r=0.767), motivation towards business mathematics (r=0.772)
and finally myths and beliefs about business mathematics (r=0.643). These results revealed
that there is a strong positive correlation between all the independent variables and student
performance in mathematics. This is to say that these perceptions constructs have a positive
significant relationship to the dependent variable.
Table 4: Correlation between independent and dependent variables
Correlations
Variables
SMP
IM
CM
FBS
LMS
MTM
MBM
SPM
1
.
.
IM
.886**
1
CM
.973**
.954**
1
FBS
.701**
.833**
.822**
1
LMS
.767**
.854**
.917**
.841**
1
MTM
.772**
.990**
.896**
.980**
.931**
1
MBM
.643
.683
.500
.632
.503
.660
1
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
3.5. Factors affecting student’s performance in business mathematics
The study conducted a linear regression analysis so as to determine the relationship between
dependent variable (student performance in business mathematics) and independent
variables namely motivation, myths and beliefs, self confidence, family background and
support, interest and teaching and learning materials used in Business mathematics.
The regression equation was
SPM = β0 + β1IM + β2CM +β3FBS + β4 LMS+β5 MTM + β6 MBM +ε it.....................................Eqn 1
β0 is a constant term; 𝛽1, 𝛽2, 𝛽3, 𝛽4, 𝛽5, 𝛽6 are the coefficients of the determinants of
student performance in business mathematics and εis the error term.

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Table 5 reveals that the value of adjusted R-square .736 which implies that 73.6% of
variations of the dependent variable (student performance in business mathematics) was due
to the independent variables (motivation, myths and beliefs, self-confidence, family
background and support, interest and teaching and learning materials). The coefficient of
determination (R-square) was .745 which is 74.5% impying that independent variables
explain 74.5% changes in student performance in business mathematics. The coefficient of
correlation (R) of the model was found to be .863 which implies that there is a strong
positive relationship between the independent variables and the dependent variable.
Table 5: Factors for students’ performance in business mathemiatics
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
9.560
1.361
7.027
.000
motivation
.346
.107
.364
3.243
.002
Myths and beliefs.
.409
.109
.411
3.741
.000
self-confidence
.712
.094
.673
7.568
.000
family background
and support
.504
.089
.537
5.287
.000
interest
.523
.095
.552
5.503
.000
teaching and learning
materials
.496
.060
.164
1.079
.001
a. R-square = 0.745; Adjusted R-square = 0.736
Regression results in Table 5 show that, students who are highly interested in business
mathematics are likely to perform well in the subject concerned as interest in the subject
influences a student to learn and in turn affects his or her performance. This was in line to
studies done by (Heinze, Reiss, & Franziska, 2005; Hidi & Renninger, 2006; Yu & Singh,
2016). Family background and support is a strong pillar in a student academic success. A
family that supports affects the student’s learning behaviors and academic achievement.
The more support a student receives from his or her close family members the highly are
the chances that his or her performance in Business Mathematics will be great. Statistical
results reveal that there is a positive significant relationship between family background and
support and student performance in Business mathematics (r=0.701, p-value=.000). This
was in line to a study conducted by (Li, Z & Qiu, 2018).

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Motivation towards business mathematics plays a vital role in student’s performance in
business mathematics. The students who are highly motivated to study Business
Mathematics stand a better chance of attaining higher test scores as compared to less
motivated students pursuing the same subject. This is mainly because high motivated
students enjoy learning more and have more positive outcomes compared to less motivated
students. This was supported by the studies conducted byGottfried et al, (2013) and Pekrun
(2014). It is also good to note that students with self confidence in business mathematics
tend to believe in their own abilities and that they can excel in their studies. Their
confidence helps them to overcome their own fear of failing and this is a necessary
prerequisite for success. These results were supported by studies conducted by (Egorova &
Chertkova, 2016; Feldman & Kubota, 2015; Honicke & Broadbent, 2016).
Student’s belief about business mathematics can influence his/her performance positively or
negatively and in most cases these believes are the output of student’s past experience with
the subject. These results were in line withthe studies performed byAli, (2013) and
Vandecandelaereet al, (2012). Teaching /learning material support assist tutors to teach
conveniently and the students learn more easily without problem of understanding and thus
their performance will be positively affected. Empirical results reveal that there is a positive
significant relationship between teaching/learning material support and student performance
in business mathematics (r=0.767, p-value=.000). These findings are in line with the studies
conducted by Kochhar (2012) and Olumorin et al, (2010).
5. CONCLUSION AND RECOMMENDATIONS
The study concludes that the six perceptions constructs investigated all had a positive and
significant effect on student’s performance in Business mathematics at the College of
Business Education- Mwanza campus and gender had no effect on the way college students
perceive mathematics. If these constructs are carefully checked then it is a possibility that
student’s performance in Business mathematics will change for the better.
It is recommended that, the management of the College of Business Education should invest
more efforts in creating a more conducive learning environment for students and these

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perceptions should be addressed through seminars and counseling to students as this will in
the end change the latter perception towards the subject.
Students and especially female students should not shy away from bad beliefs that
mathematics is a male dominated subject. Studies have shown that gender has nothing to do
with the performance of students In Business mathematics. So wrong beliefs should be left
aside.
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