Comparing Mathematics Students' Interest in Learning Algebra Using the Friedman Test: A Nonparametric Approach

Abstract

Purpose: This study explored how students’ interest in learning algebra changes over time and whether teaching methods influence that interest. Design/Methodology/Approach: The research involved ten first-year Mathematics Education students, whose interest in algebra was measured at three stages: before instruction, midway through the semester, and at the end of the course. A Likert-scale questionnaire was used to capture students’ interest, and because the same students were measured repeatedly using ordinal data, the Friedman test was applied for analysis. Findings: The results showed a clear and significant change in interest levels, with students becoming more interested after the initial lessons and maintaining a relatively high level of interest by the end of the semester. These findings suggest that effective and engaging instruction can positively shape students’ attitudes toward algebra. The study also demonstrates that the Friedman test is a suitable and reliable method for analysing repeated interest data in mathematics education research. Finally, the result implies that students' interest in mathematics is not significantly different between the two linked groups. Originality/Novelty: Despite its suitability, the Friedman test remains underutilized in mathematics education research, with many studies continuing to rely on parametric techniques even when data characteristics suggest otherwise.