Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach
The present data was applied to investigate the relationship between students’ attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem-solving (ALHPS) approach. Specifically, the data reports on the correlation between students' p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-06-01
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| Series: | Data in Brief |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2352340923001737 |
| _version_ | 1797798055051788288 |
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| author | Robert Wakhata Védaste Mutarutinya Sudi Balimuttajjo |
| author_facet | Robert Wakhata Védaste Mutarutinya Sudi Balimuttajjo |
| author_sort | Robert Wakhata |
| collection | DOAJ |
| description | The present data was applied to investigate the relationship between students’ attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem-solving (ALHPS) approach. Specifically, the data reports on the correlation between students' performance and their attitude towards linear programming (LP) word tasks (ATLPWTs). Four types of data were collected from 608 grade 11 students who were selected from eight secondary schools (both public and private). The participants were from two districts: Mukono and Mbale in Central Uganda and Eastern Uganda respectively. A mixed methods approach with a quasi-experimental non-equivalent group design was adopted. The data collection tools included standardized LP achievement tests (LPATs) for pre-test and post-test, the attitude towards mathematics inventory–short form (ATMI-SF), a standardized active learning heuristic problem-solving tool, and an observation scale. The data were collected from October 2020 to February 2021. All the four tools were validated by mathematics experts, pilot-tested, and found reliable and suitable for measuring students’ performance and attitude towards LP word tasks. To achieve the purpose of the study, eight intact classes from the sampled schools were selected using the cluster random sampling method. Of these, and by a toss of a coin, four were randomly assigned to the comparison group while the other four were randomly assigned to the treatment group. All teachers from the treatment group were trained on the application of the ALHPS approach before intervention. The participants’ demographic data (identification numbers, age, gender, school status, and school location) were presented together with the pre-test and the post-test raw scores obtained before and after intervention respectively. The LPMWPs test items were administered to the students to explore and assess their problem-solving (PS), graphing (G), and Newman error analysis strategies. Students' percentage scores in the pre-test and post-test were based on mathematizing word problems to optimization of LP problems. Data were analyzed in line with the purpose of the study, and the stated objectives. This data supplements other data sets and empirical findings on the mathematization of mathematics word problems, problem-solving strategies, graphing and error analysis prompts. This data may serve and provide some insights into the extent to which ALHPS strategies support students' conceptual understanding, procedural fluency, and reasoning among learners in secondary schools and beyond. The LPMWPs test items in the supplementary data files can also act as a basis for the application of mathematics in real-life scenarios beyond the compulsory level. The data is intended to develop, support, and strengthen students' problem-solving and critical thinking skills with the main goal of enhancing instruction and assessment in secondary schools and beyond. |
| first_indexed | 2024-03-13T03:57:42Z |
| format | Article |
| id | doaj.art-28b31660c68746519d2a547552523a41 |
| institution | Directory Open Access Journal |
| issn | 2352-3409 |
| language | English |
| last_indexed | 2024-03-13T03:57:42Z |
| publishDate | 2023-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Data in Brief |
| spelling | doaj.art-28b31660c68746519d2a547552523a412023-06-22T05:03:24ZengElsevierData in Brief2352-34092023-06-0148109055Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approachRobert Wakhata0Védaste Mutarutinya1Sudi Balimuttajjo2University of Rwanda, College of Education (UR-CE), P.o Box 55 Rwamagana, Rwanda; Corresponding author at: 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, Rwanda.University of Rwanda, College of Education (UR-CE), P.o Box 55 Rwamagana, RwandaMbarara University of Science and Technology; P.o Box 1410 Mbarara, UgandaThe present data was applied to investigate the relationship between students’ attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem-solving (ALHPS) approach. Specifically, the data reports on the correlation between students' performance and their attitude towards linear programming (LP) word tasks (ATLPWTs). Four types of data were collected from 608 grade 11 students who were selected from eight secondary schools (both public and private). The participants were from two districts: Mukono and Mbale in Central Uganda and Eastern Uganda respectively. A mixed methods approach with a quasi-experimental non-equivalent group design was adopted. The data collection tools included standardized LP achievement tests (LPATs) for pre-test and post-test, the attitude towards mathematics inventory–short form (ATMI-SF), a standardized active learning heuristic problem-solving tool, and an observation scale. The data were collected from October 2020 to February 2021. All the four tools were validated by mathematics experts, pilot-tested, and found reliable and suitable for measuring students’ performance and attitude towards LP word tasks. To achieve the purpose of the study, eight intact classes from the sampled schools were selected using the cluster random sampling method. Of these, and by a toss of a coin, four were randomly assigned to the comparison group while the other four were randomly assigned to the treatment group. All teachers from the treatment group were trained on the application of the ALHPS approach before intervention. The participants’ demographic data (identification numbers, age, gender, school status, and school location) were presented together with the pre-test and the post-test raw scores obtained before and after intervention respectively. The LPMWPs test items were administered to the students to explore and assess their problem-solving (PS), graphing (G), and Newman error analysis strategies. Students' percentage scores in the pre-test and post-test were based on mathematizing word problems to optimization of LP problems. Data were analyzed in line with the purpose of the study, and the stated objectives. This data supplements other data sets and empirical findings on the mathematization of mathematics word problems, problem-solving strategies, graphing and error analysis prompts. This data may serve and provide some insights into the extent to which ALHPS strategies support students' conceptual understanding, procedural fluency, and reasoning among learners in secondary schools and beyond. The LPMWPs test items in the supplementary data files can also act as a basis for the application of mathematics in real-life scenarios beyond the compulsory level. The data is intended to develop, support, and strengthen students' problem-solving and critical thinking skills with the main goal of enhancing instruction and assessment in secondary schools and beyond.http://www.sciencedirect.com/science/article/pii/S2352340923001737Active learningAttitudeHeuristic problem-solvingMathematicsSecondary schoolsLinear programming |
| spellingShingle | Robert Wakhata Védaste Mutarutinya Sudi Balimuttajjo Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach Data in Brief Active learning Attitude Heuristic problem-solving Mathematics Secondary schools Linear programming |
| title | Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach |
| title_full | Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach |
| title_fullStr | Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach |
| title_full_unstemmed | Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach |
| title_short | Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach |
| title_sort | dataset on the relationship between students attitude towards and performance in mathematics word problems mediated by active learning heuristic problem solving approach |
| topic | Active learning Attitude Heuristic problem-solving Mathematics Secondary schools Linear programming |
| url | http://www.sciencedirect.com/science/article/pii/S2352340923001737 |
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