The current study aimed to know the reasons for the reluctance of
students to apply mathematics department in the Iraqi
universities. In order to achieve the objective of the study the
researchers a tool numbers of 4 - axes included 40 - paragraph,
distributed as follows:
- Set the first axis causes that relate to the student, the 14
paragraph.
- The second axis includes clauses concerning teacher and the
number of paragraphs of Article 9, paragraph.
- Axis III contains clauses concerning the nature of mathematics
and a number of paragraphs 11 paragraphs.
- The fourth, which included reasons related to classmates and
close and the number of paragraphs 6, paragraph.
The resolution offered on a group of arbitrators has been
amended some of the paragraphs and got the approval of 85% of
the arbitrators on the affiliation of the paragraphs, which put into
it.
Used psychometric properties of reliability and validity of the
mining and construction indicators endorsed the adoption of the
para-class correlation coefficient as extracted total consistency
by re-test (test-retest) and indicators were acceptable and
statistically significant at the5% level.
Applied the questionnaire on a sample of the teaching staff
numbered around 20 by 10 pedagogy and teaching pedagogy
from the University of Baghdad and 10 pedagogy and teaching of
the University of Technology and took into account the different
levels of scientific teacher assistant, teacher, professor, assistant
professor.
The sample was selected from students with 60 students by 30
students from Baghdad University and 30 students, University of
Technology was selected randomly from students and from
sections of the new mathematics in the education and scientific
collage.
The results showed that the most common reasons unit is (a
sense of student rigid mathematics and its isolation from
development), and mathematics to deal with a banana so you
need from the student focus and mental effort significantly, has
also developed some of the recommendations including
reconsideration of the decisions of the mathematics curriculum,
and expand employment opportunities for graduates, and the
development of teaching competence of teachers