Secondary school students' attitude towards mathematics word problems.
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 pro...
| Publicado en: | Humanities & Social Sciences Communications Vol. 9; no. 1; pp. 1 - 12 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
12/10/2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160704579&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160704579 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: MVR0 jtl: Humanities & Social Sciences Communications maglogo: N pubinfo: dt: 12/10/2022 vid: 9 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 160704579 10.1057/s41599-022-01449-1 ppf: 1 ppct: 11 formats: tig: atl: Secondary school students' attitude towards mathematics word problems. aug: au: Wakhata, Robert Mutarutinya, Védaste Balimuttajjo, Sudi affil: African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda, College of Education (UR-CE), P.O Box 55, Rwamagana (Kigali), Rwanda College of Education (CE), University of Rwanda (UR), P.O Box 55, Rwamagana (Kigali), Rwanda Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, P.O Box 1410, Mbarara, Uganda su: Secondary school students Linear programming Cluster sampling Mathematics Academic achievement sug: subj: Secondary school students Linear programming Cluster sampling Mathematics Academic achievement ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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