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Abstract
The study investigates the relationship between the attitude towards and the achievement in Euclidean geometry of a sample of Grade 10 pupils working in a rural environment. Four dimensions of attitude, namely: enjoyment, motivation, perceived importance of geometry and freedom from fear of geometry are considered in the study. Achievement refers to the ability by pupils to solve riders and construct proofs of theorems. During data collection, the attitudinal scale was administered first to pupils in order to avoid any influence arising from their performance in the achievement test. The results showed that there was no statistically significant relationship between achievement and attitude, and between achievement and each of the three components of attitude with an exception of motivation, which showed a statistically significant relationship. In general, the pupils showed a better attitude towards Euclidean geometry than one would expect from their achievement.