The effects of self-instructional learning strategy on students’ attitude and achievement in mathematics word problems

Abstract

This quantitative study was carried out to determine the effect of self-instructional learning strategy (SILS) on students’ attitude and achievement in mathematical word problems. The participants were 125 class IX and X students of Lhuentse Higher Secondary School, Lhuentse Dzongkhag. The data for both baseline and post interventions were collected using survey questionnaires that consisted of three domains: self-confidence, anxiety, and motivation. In addition to the questionnaire, a mathematics achievement test was conducted before and after the intervention. The data were also collected from midterm and annual exams. The intervention was carried out for one month (1st - 30th September). Data were analyzed using descriptive statistics. The results of this study showed that SILS improved students’ achievement and attitude towards mathematical word problems. The SILS is an effective approach and we recommend mathematics teachers to incorporate it in their teaching mathematics word problems.