Why and How is the Difference? Fixed and Growth Mindsets in Mathematics among O-level Secondary School Students in Wakiso District, Uganda

Kirabo Nkambwe Nakasiita; Ali Baguwem; Henry Kibedi; David Olema

doi:10.37284/eajhs.6.2.1650

Kirabo Nkambwe Nakasiita Kyambogo University
Ali Baguwem Kyambogo University
Henry Kibedi Kyambogo University
David Olema Busitema University

DOI: https://doi.org/10.37284/eajhs.6.2.1650

Keywords: Mindset, Fixed Mindset, Growth Mindset, O-level Secondary School Students

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Abstract

People's beliefs tend to impact them in all aspects of life. One of the things that can solve the puzzle of mathematics and science, in general, is the mindset, which is a view of one's ability as either static or malleable. This study evaluated the mindsets of Senior 3 students in Mathematics in Wakiso District and the reasons for adopting those mindsets as revealed in student and teacher narratives. Three hundred thirty-two (332) students participated in the quantitative study, while six students from each school took part in qualitative focus group discussions, and one O-level mathematics teacher from each school took part in a qualitative key informant interview. The quantitative results showed that more students had a growth mindset (M = 14.86, SD = 3.81) than a fixed mindset (M = 11.63, SD = 3.88). However, a considerable number of students held a fixed mindset; as also evidenced by the qualitative data, there were no statistically significant differences in mindsets among the various demographics. Qualitative findings showed that past performance, peers, parents, teachers, and other socialisers were influential in promoting growth or a fixed mindset. The study concludes that even though many students have a growth mindset, many external factors can cause them to adopt a fixed mindset in mathematics. Since mindsets can change at any time, it is everyone's responsibility to change students' mindsets toward mathematics for the best results

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