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The knowledge of mathematics is an essential tool in every society (Baroody, 1987). It is a tool that can be used in our daily life to overcome the difficulties faced (Bishop, 1996). Due to this mathematics has been considered as one of the most important core subject in a school curriculum. More mathematics lessons are likely to be taught in schools and colleges throughout the world than any other subject (A. Orton, D. Orton, & Frobisher, 2004). However, the standard tests and evaluations reveal that students do not perform to the expected level. The student under achievement in mathematics is not just a concern for particular countries, but has become a global concern over the years (Pisa, 2003).Most countries regard mathematics as the foundation for scientific and technological knowledge which is a very important instrument for political, socio-economic, scientific and technological development (Nekang, 2016). Mathematics is one of the compulsory subjects recommended by the General Certificate of Education (GCE) Board at the first Cycle. This decision is in line with the government’s emergence vision through problem solving. Problem solving has long been recognized as one of the hallmarks of Mathematics. The problem solving competences gained in the study of Mathematics is used in all spheres of human life(Billstein, Libeskind and Lott, 2004).The building of problem solving competences in Mathematics is hindered by attitudes. Attitude is concerned with an individual’s way of thinking, acting and behaving. Negative and positive attitudes are formed throughout the learning experiences students undergo (Yara, 1999). Teacher attitudes and beliefs play a pivotal role in shaping classroom practices in general and students performance in Abstract: This study examined the relationship between student attitudes and performance in Mathematics in secondary schools in Cameroon. The study employed a descriptive research design of the survey type. The population consisted of all the secondary school students in the North West region of Cameroon. The purposive sampling technique was used to select 40 secondary schools and the simple random sampling technique was used to select 400students from the selected schools. A self -structured instrument tagged “Student Performance Questionnaire (SPQ)” which was validated by research experts in Curriculum Studies was used to collect data for the study. The data collected was analysed using simple percentages and the Pearson Product Moment Correlation. The study generally revealed a significant relationship between student attitudes and performance in Mathematics. Specifically, it revealed that the cognitive, affective and behavioural attitudes of students influence their performance in Mathematics. Based on the findings of the study, it was recommended that students should endeavour to build new mathematical knowledge through problem solving and apply and adapt a variety of appropriate strategies to solve problems. Considering that teachers’ attitude predicts student attitudes toward performance in mathematics, it was recommended that the subject “Didactics of Mathematics” be taught as a compulsory subject for all teacher training institutions. Also, routine capacity building workshops should be organised at the national, regional and school levels to develop the cognitive, affective and behavioural attitudes of in-service teachers.

Student and Teacher Attitudes as Correlates of Performance in Mathematics in Cameroon Secondary Schools