This study aimed to determine the i

This study aimed to determine the impact of strategic thinking and visual representation
approaches (VStops) on the achievement, conceptual knowledge, metacognitive
awareness, awareness of problem-solving strategies, and student attitudes toward
mathematical word problem solving among primary school students. The experimental
group (N=96) received the VStops approach in teaching and learning of mathematical
word problem solving, while the control group (N=97) received the conventional
approach. Five instruments were used to collect the data: the achievement test, conceptual
knowledge test, metacognitive awareness questionnaire, problem-solving strategies
awareness questionnaire, and attitudes toward mathematical word problem-solving
questionnaire. Pre and posttest data were analyzed using multivariate analysis of variance
(MANOVA) followed by univariate analysis of variance (ANOVA). Overall, the study
found that the VStops approach had a positive impact on achievement, conceptual
knowledge, metacognitive awareness, awareness of problem-solving strategies, and student
attitudes toward mathematical word problem solving.