Relationship between Students’ Attitude towards, and Performance in Mathematics Word Problems

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Abstract The study explored the direct and indirect relationship between students’ attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem solving (ALHPS) approach. Specifically, this study investigated the correlation between students’ performance and their attitude towards linear programming (LP) linear programming word tasks (ATLPWTs). Tools for data collection were: the adapted Attitude towards Mathematics Inventory-Short Form (ATMI-SF), (α=.75) as a multidimensional measurement tool, and linear programming achievement tests (pre-test and post-test). A quantitative approach with a quasi-experimental pre-test, post-test, and non-equivalent control group study design was adopted. A sample of 60811th-grade grade Ugandan students (291 male and 317 female) from eight secondary schools (both public and private) participated. Data were analyzed using PROCESS macro (v.4) for SPSS version 26. The results revealed a direct significant positive relationship between students’ performance and their ATLPWTs. Thus, it is likely that students’ attitude positively and directly impacted their performance. The present study contributes to the literature on performance and attitude towards learning mathematics. Overall, the findings carry useful practical implications that can support the theoretical framework for enhancing students’ performance and attitude towards mathematics word problems.

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