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RESEARCH PAPER
Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics
1
College of Education, University of Rwanda, Kigali, RWANDA
2
Mbarara University of Science and Technology, Mbarara, UGANDA
Publication date: 2023-02-14
EURASIA J. Math., Sci Tech. Ed 2023;19(2):em2231
KEYWORDS
ABSTRACT
The study explored the direct relationship between active learning heuristic problem-solving
approach and students’ attitude towards mathematics, using linear programming (LP) word tasks.
Two instruments were used for data collection: the Attitude towards Mathematics Inventory-Short
Form was adapted (with α = .75) as a multidimensional measurement tool, and a validated
standardized active learning heuristic problem-solving tool. A quantitative approach with a quasi-experimental pre-test, post-test, and non-equivalent control group study design was adopted. A
sample of 608 grade 11 Ugandan students (291 male and 317 female) from eight secondary
schools (public and private), four from central Uganda, and the remaining four from eastern
Uganda participated. Data were analyzed using PROCESS macro for SPSS (v.4). The results
revealed a direct significant positive relationship between active learning heuristic problem
solving approach (ALHPSA) and students’ attitude towards solving LP word tasks (ATLPWTs). Thus,
the ALHPSA positively and directly impacted on students’ ATLPWTs. The findings can be explained
by theoretical, conceptual, and/or psychometric factors. Overall, the results indicate beneficial
practical implications that support the theoretical framework for enhancing the learning of
mathematics using word problems in Ugandan secondary schools and beyond.
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