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Figure from:Mathematical Problem Solving Strategies in Plain English

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Table 1: Distribution of undergraduates according to gender aoa STOUT MITER TE Consistent to the research questions of this study, test questions about the passages were adopted from Polya (1957) to test student's ability to solve mathematical word problems. The problems used for this study are mathematical word problem. In each problem, the question is related to one of Polya’s problem-solving strategies. This type of problem was chosen because it is rarely studied at undergraduate context. Fourteen questions were used in this study where each two questions reflect one single problem solving strategy. The strategies in question were as follows (predict; use a variable, direct reasoning, draw a picture, look for a pattern: generalization; work backwards; respectively). Each question was followed by three multiple-choice items. Thus, altogether, 14 questions with 42 items were constructed. This test was piloted, revised, and prepared fot final administration. The test was managed concurrently with the criterion measure. In all cases, each item was given one point and no penalty was considered for wrong responses. The current study allocated increased attention to mathematical problem solving strategies in EFL undergraduates setting. As part of this research, faculty of education students’ strategic level was assessed; all AAR AHA DA AAO WMAASR RAS CAM” Tee eeecs Shella Thawvatacen hae ches ARO AeA bree] ote ote ae of OUINILE The population of the study consisted of students at the faculty of education at Yarmouk University. The sample was selected randomly and mounted up to (161) students in the academic year of 2011-2012. The overwhelming majority of the students were females (125 students). Ten students did not specify their gender. Table 1, displays sample distribution according to gender.
Table 1: Distribution of undergraduates according to gender aoa STOUT MITER TE Consistent to the research questions of this study, test questions about the passages were adopted from Polya (1957) to test student's ability to solve mathematical word problems. The problems used for this study are mathematical word problem. In each problem, the question is related to one of Polya’s problem-solving strategies. This type of problem was chosen because it is rarely studied at undergraduate context. Fourteen questions were used in this study where each two questions reflect one single problem solving strategy. The strategies in question were as follows (predict; use a variable, direct reasoning, draw a picture, look for a pattern: generalization; work backwards; respectively). Each question was followed by three multiple-choice items. Thus, altogether, 14 questions with 42 items were constructed. This test was piloted, revised, and prepared fot final administration. The test was managed concurrently with the criterion measure. In all cases, each item was given one point and no penalty was considered for wrong responses. The current study allocated increased attention to mathematical problem solving strategies in EFL undergraduates setting. As part of this research, faculty of education students’ strategic level was assessed; all AAR AHA DA AAO WMAASR RAS CAM” Tee eeecs Shella Thawvatacen hae ches ARO AeA bree] ote ote ae of OUINILE The population of the study consisted of students at the faculty of education at Yarmouk University. The sample was selected randomly and mounted up to (161) students in the academic year of 2011-2012. The overwhelming majority of the students were females (125 students). Ten students did not specify their gender. Table 1, displays sample distribution according to gender.
With regard to research question 1, the low mean scores of strategy employment in mathematical word problems that are in English indicates that these strategies are of limited utility for purposes of predictability for Table 2: Means and standard deviations of each type of strategies
With regard to research question 1, the low mean scores of strategy employment in mathematical word problems that are in English indicates that these strategies are of limited utility for purposes of predictability for Table 2: Means and standard deviations of each type of strategies
Gender variable was found to be active in highlighting statistical significant differences in the study’s overall performance of undergraduates at Yarmouk University where the significance value at the P< 0.05 level was [0.047]. The mean score for female undergraduates was calculated as (4.96); whereas the mean score for male undergraduates mounted up to (6.08); which is obviously higher. That is, male undergraduates at the faculty of education at Yarmouk University employed problem solving strategies more than the females; which is interesting. Table 3: Comparison of test performance according to gender
Gender variable was found to be active in highlighting statistical significant differences in the study’s overall performance of undergraduates at Yarmouk University where the significance value at the P< 0.05 level was [0.047]. The mean score for female undergraduates was calculated as (4.96); whereas the mean score for male undergraduates mounted up to (6.08); which is obviously higher. That is, male undergraduates at the faculty of education at Yarmouk University employed problem solving strategies more than the females; which is interesting. Table 3: Comparison of test performance according to gender
Table 4: Undergraduates’ attitudes toward math and English language Rieacerincnay ERR Esra pin “Seaver mens Seana GF UTI ee SS ae (161) willingly stated that they liked and ‘enjoyed math. In ‘contrast, (81) ‘students out (161) openly and freely stated that they detested and disliked the subject of English language. Only (50) students expressed that they liked the subject of English language. Concerning the test scores, do undergraduates’ attitudes affect their performance on the test? Attitudes about the learning situation may affect a student’s tendency to pay effort in, and carry on learning tasks on a persistent, self-directed basis. Thus, attitudes are located as the focal point of student’s learning process since it adopts that attitude to learning condition learning behavior. An attitude is typically supposed to entail of hree components—cognitive, affective, and behavioral. (Wenden, 1998). The cognitive component comprises what a person knows or believes about the object of the attitude. The affective component is the degree of like or dislike, approval or disapproval associated with the attitudinal object, such as the teacher and the class. The behavioral component involves of attitudes that incline people to act or perform in a certain manner. According to Wenden (1998), the types of attitudes that are fundamental to learner autonomy are those concerning learners’ assessments of their own learning. ndependent sample T-test was carried further, it was found out that (as can be seen from Table 5)
Table 4: Undergraduates’ attitudes toward math and English language Rieacerincnay ERR Esra pin “Seaver mens Seana GF UTI ee SS ae (161) willingly stated that they liked and ‘enjoyed math. In ‘contrast, (81) ‘students out (161) openly and freely stated that they detested and disliked the subject of English language. Only (50) students expressed that they liked the subject of English language. Concerning the test scores, do undergraduates’ attitudes affect their performance on the test? Attitudes about the learning situation may affect a student’s tendency to pay effort in, and carry on learning tasks on a persistent, self-directed basis. Thus, attitudes are located as the focal point of student’s learning process since it adopts that attitude to learning condition learning behavior. An attitude is typically supposed to entail of hree components—cognitive, affective, and behavioral. (Wenden, 1998). The cognitive component comprises what a person knows or believes about the object of the attitude. The affective component is the degree of like or dislike, approval or disapproval associated with the attitudinal object, such as the teacher and the class. The behavioral component involves of attitudes that incline people to act or perform in a certain manner. According to Wenden (1998), the types of attitudes that are fundamental to learner autonomy are those concerning learners’ assessments of their own learning. ndependent sample T-test was carried further, it was found out that (as can be seen from Table 5)
Table 5: The effect of attitudes towards English language on the study’s test There was a significant difference in the mean scores of graduates’ attitudes towards English language on their performance on the test where the significance value at the P< 0.05 level was [0.027].
Table 5: The effect of attitudes towards English language on the study’s test There was a significant difference in the mean scores of graduates’ attitudes towards English language on their performance on the test where the significance value at the P< 0.05 level was [0.027].
Table 6: The effect of attitudes towards math on the study’s test Independent sample |-test was carries further, 1t was found out that (lable 6) that undergraduates’ attitudes towards math did affect their performance on the test. There was no statistically significant difference in the mean scores of graduates’ attitudes towards math on their performance on the test where the significance value at the P< 0.05 level was [0.307]. 3.3 A general note on students’ self-reports bak Correa eee ce te aa I Ir cc ae Be pe a ce cr a ce a a a ce Ni ee Bee
Table 6: The effect of attitudes towards math on the study’s test Independent sample |-test was carries further, 1t was found out that (lable 6) that undergraduates’ attitudes towards math did affect their performance on the test. There was no statistically significant difference in the mean scores of graduates’ attitudes towards math on their performance on the test where the significance value at the P< 0.05 level was [0.307]. 3.3 A general note on students’ self-reports bak Correa eee ce te aa I Ir cc ae Be pe a ce cr a ce a a a ce Ni ee Bee