Secondary school students’ attitude towards mathematics word problems

Abstract

Students’ positive attitude towards mathematics leads to better performance and may influence their overall achievement and application of mathematics in real-life. In this article, we present the findings of an investigation on students’ attitude towards linear programming (LP) mathematics word problems (LPMWPs). An explanatory sequential quasi-experimental design involving a pre-intervention-intervention-post-intervention non-equivalent control group was adopted. A sample of 851 grade 11 Ugandan students (359 male and 492 female) from eight secondary schools (public and private) participated. Cluster random sampling was applied to select respondents from eight schools; four from central Uganda and four from eastern Uganda. The attitude towards mathematics inventory-short form (ATMI-SF) was adapted (with α = 0.75) as a multidimensional measurement tool for measuring students’ attitude towards LPMWPs. The results revealed that students’ attitude towards LPMWPs was generally negative. Enjoyment, motivation, and confidence were weekly negatively correlated while usefulness was positively correlated. Additionally, the results found no significant statistical relationship between students’ attitudes towards LPMWPs and their age, gender, school location, school status, and school ownership. The discrepancy is perhaps explained by both theoretical and/or psychometric limitations, and related factors, for instance, students’ academic background, school characteristics, and transitional beliefs from primary to secondary education. This study acknowledges the influence of and supplements other empirical findings on students’ attitude towards learning mathematics word problems. The present study provides insight to different educational stakeholders in assessing students’ attitude towards LPMWPs and may provide remediation and interventional strategies aimed at creating students’ conceptual change. The study recommends that teachers should cultivate students’ interests in mathematics as early as possible. Varying classroom instructional practices could be a remedy to enhance students’ understanding, achievement, and, motivation in learning mathematics word problems. The teachers’ continuous professional development courses should be enacted to improve instruction, assessment, and students’ attitude. Overall, the study findings support the theoretical framework for enhancing the learning of mathematics word problems in general and LP in particular.

The Analysis of Language Use in Math Story Problems in Mid and Final Semester Assessment Manuscript

“…This distinguishes it from non-story problems, which are delivered directly in mathematical symbols and notations. Thus, the use of language can cause the students difficulty in solving story problems (Wakhata et al, 2022). This is in line with Syakur et al (2021), who found that one of the causes of errors in solving story problems was that students had difficulty translating the language used in the questions into arithmetic notations.…”

“…The evaluation will be ineffective if the use of language in the math story problems is flawed (Ardani & Nurkhalfidhoh, 2021). Thus, the goals of learning mathematics cannot be achieved entirely because students may have difficulties comprehending the exam questions (Maulyda et al, 2019;Soneira et al, 2023;Wakhata et al, 2022). They might be aware of the mathematical concept (Vicente et al, 2022), but if the language used in the story problems is ineffective, they might fail to answer the questions (Rodríguez-Martínez et al, 2020).…”

Transitioning From Introductory to Professional Programming in Secondary Education: Comparing Learners’ Computational Thinking Skills, Behaviors, and Attitudes

“…As one area of STEM education, computer programming focuses on fostering learners’ computational thinking skills, learning motivations and interests in programming, as well as programming engagement (Grover, 2021; Sun et al, 2021b; Wakhata et al, 2022). This study explored the transitions from two introductory programming modalities, namely text-based and block-based programming, to professional text-based (Python) programming in secondary education in China.…”

Working from anywhere: yin–yang cognition paradoxes of knowledge sharing and hiding for developing careers in China

“…The aim of the present research is to investigate the effect of WFA on CD by considering the interaction of KS and KH in this relationship. To test the relationship, we adopted a quantitative survey design, which can provide a general understanding of the participants’ views and opinions in an entire population (Creswell and Plano Clark, 2018 ; Wakhata et al, 2022 ).…”