The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving

ABSTRACT

A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students’ initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level.

KEYWORDS:

• Word problem (mathematics)
• word problem solving
• motivation
• beliefs

Acknowledgements

We would like to thank all students and teachers for their interest and co-operation and the school principals who allowed and supported the research.

Disclosure Statement

No potential conflict of interest was reported by the authors.

ORCID

Nonmanut Pongsakdi http://orcid.org/0000-0003-2937-6610

Erno Lehtinen http://orcid.org/0000-0001-6188-862X

Additional information

Funding

This work was supported by the Academy of Finland [grant numbers 131490 and 274163] in affiliation with the University of Turku.