PREPARATORY SCHOOL STUDENTS’ BELIEFS IN PROBLEM SOLVING OF MATHEMATICS CLASSES IN HULET EJJU ENESIE WOREDA, AMHARA REGIONAL STATE, ETHIOPIA

Abstract

Students’ beliefs about mathematics problem solving play an important role, since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Beliefs about the problem solving in mathematics shape the behaviors of students learning and it can reflect their opinion on what mathematics is like and how the student approaches mathematical problems and tasks. The purpose of this study was to investigate preparatory students’ beliefs of problem solving in mathematics classes in terms of different variables. To address the problem quantitative approach using survey study design was employed. The data was collected from three schools a case of using stratified sampling techniques. The sample included 359 11th and 12th students and 12 teachers. The data collection instruments were study questionnaire, interview and observation. The quantitative data obtained was analyzed using frequency, percentage mean and independent samples t-test using SPSS version 24. Consequently, this study revealed that the majority of the result respondents have negative belief for problem solving in mathematics. The study concluded that there were statistically significant differences between male and female students’ beliefs in problem solving of mathematics regarding the implementation of mathematics problem, looking back solution of mathematics problems and mathematics problem solving skills. However, there were no statistically significant differences between male and female related to the importance of mathematics, understanding of the problem and devising the plan of mathematics problems. This study disclosed that there was statistically significant stream difference in students’ beliefs in problem solving of mathematics. Regarding students’ beliefs about problem solving in mathematics related to grade level, the study found that there were statistically significant belief differences among grade 11 and 12. The researcher recommended that monitoring and evaluation of the attainment of learning goals, Creating a new position on empowering the mathematics teachers for the consistent scientific way of problem solving (conducting action research)