Enhancing Students’ Attitude towards Mathematics through Algebra-Based Interventions: An Action Research
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Abstract
Mathematics is often perceived as an abstract and difficult subject, leading to negative attitudes and poor performance among students. This action research study examines whether enhancing algebraic knowledge through innovative pedagogical strategies can improve students’ attitudes towards mathematics. The study was conducted among 38 ninth-grade students in a higher secondary school, following the systematic phases of action research. Phase 1 (Identification of the Problem) involved recognizing students’ negative attitudes and lack of prerequisite knowledge in mathematics. Phase 2 (Plan of Action) focused on designing appropriate intervention strategies, including storytelling, real-life applications, mathematical games, ICT-based instruction, and activity-based learning. Phase 3 (Implementation of the Plan) involved executing these strategies in a structured manner over a specified period. Phase 4 (Observation, Collection and Analysis) included gathering data through a Mathematics Attitude Scale, Algebra Achievement Test (pre-test and post-test), observations, and informal interactions, followed by statistical analysis. Phase 5 (Reflection, Sharing and Conclusion) involved evaluating the effectiveness of the intervention and reflecting on improvements in both attitude and achievement. The findings revealed a significant improvement in students’ attitudes towards mathematics as well as their conceptual understanding of algebra. The study underscores the effectiveness of engaging, student-centered, and ICT-supported teaching strategies in transforming students’ perceptions and performance in mathematics.
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