The development of an instrument to identify factors which contribute to underachievement in mathematics in the Bahamas

The purpose of this research was to develop an instrument to identify factors which contribute to underachievement in mathematics among Bahamian high school students, and to determine the validity and reliability of the instrument. One hundred and thirty (130) college preparatory students, who were registered in college preparatory (developmental) mathematics courses ( Math 047 or Math 048) at The College of the Bahamas, participated in this study. Eight factors (Academic, Instructional, Psychological, School Policies, School Personnel Attitudes, Verbal/Non-Verbal Abilities, Mathematics Curriculum and Teaching Qualities) were identified in the research literature as possible contributors to underachievement in mathematics. A panel of judges made up of experienced high school teachers in the Bahamas, ranked the factors on a seven-point scale based on the perceived influence of each factor on underachievement in mathematics. A mean score of 4.0 on the seven-point scale assured the inclusion of a factor in the study. A list of 84 positively stated and negatively stated written items on the eight factors were reviewed by a panel of 7 experts in the area of mathematics and/or mathematics underachievement. The experts were selected on the basis of their pubUshed works or a minimum of 15 years teaching experience in mathematics. A total of 50 statements, each with a 50% or more agreement among the experts were included in the final scale which was administered to the study population. The scale was first administered to a pilot group of 39 students enrolled in college preparatory mathematics courses at The College of the Bahamas. The revised scale was administered to the study population of 130 students. Average inter-correlation of .70 between the factors and the Bahamas Mathematics Achievement Scale (DMAS) supports the interrelatedness and the validity of the DMAS. A test-retest reliability coefficient of .47 to .88 and alpha coefficient of .38 support the internal consistency of the scale. In conclusion, the Bahamas Mathematics Achievement Scale (DMAS) developed in this study was demonstrated to be a valid, reliable and stable instrument for assessing underachievement in mathematics among high school students in the Bahamas.