Development and validation of an attitudinal mathematics word problems scale for secondary school learners in Nigeria

Abstract

Mathematics word problems (MWPs) are essential for cultivating learners’ problem-solving skills. However, many learners perceive them as challenging and anxiety-inducing, leading to negative attitudes towards mathematics. Although various scales have been developed to assess learners’ attitudes towards mathematics, there is a lack of validated scales focusing specifically on MWPs. In this study, we developed and validated an Attitudinal Mathematics Word Problem Scale (AMWPS) for secondary school learners. We employed a comprehensive scale development process using a sample of 958 secondary school learners, including item generation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and multidimensional graded response modelling. Our results revealed a nine-factor structure comprising 58 items representing distinct dimensions: passion, emotional connection, cognitive skills, relational support, sarcasm, presumption, engagement, evasion, and pessimism. The AMWPS exhibited strong psychometric properties with good reliability (Composite Reliability ≥ 0.70) and validity (Average Variance Extracted ≥ 0.50). Furthermore, measurement invariance was established across gender and school type, ensuring the scale's robustness in diverse educational contexts. Our study bridges the gap in attitudinal assessments by offering a reliable and valid scale to evaluate learners’ attitudes toward mathematics word problems. We provide a foundation for future research and practical interventions to improve learners’ engagement and performance in mathematics.