The effect of a group approach on the performance of high school mathematics learners

Abstract

In this study, we investigated the effects of a group approach versus a non-group approach on the mathematics performance of learners. A group approach refers to an arrangement in which learners sit together to discuss and solve mathematics tasks. We studied a convenience sample of low-performing Grade 10 mathematics learners using a quasi-experimental design with a non-equivalent control group. The experimental group was taught using a group approach and the control group using non-group approach instruction. To measure the effects of teaching approaches, we administered a Financial Mathematics Achievement Test (FMAT) before and after the experiment. Using a one-way analysis of covariance (ANCOVA) the study found that learners in a group approach learning environment performed significantly better than learners taught through a non-group teaching mode (p < 0.05). The theory of cognitive load was used to interpret the results. The results suggest that a group approach may be effective when teaching certain mathematics topics in Grade 10 classrooms.

Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students

“…Studies have shown that instructional strategy has influence on learning outcomes (Fatade, Arigbabu, Mogari, & Awofala, 2014;Awofala, Fatade, & Ola-Oluwa, 2012;Awofala & Nneji, 2012;Awofala, 2011a;Awofala, 2011b;Dhlamini & Mogari, 2013), attitudes affect cognition (Zan & Di Martino, 2007;Elenchothy, 2007) and mathematics word problem (Bate & Wiest, 2004) is often perceived a difficult topic in senior secondary school mathematics (Akinsola & Awofala, 2009). Because mathematics teachers are among the most important factors in student learning of mathematics, they have the onerous task of implementing effective instructional strategy capable of positively influencing students' attitudes toward mathematics word problem.…”

Enhancing learners’ problem solving performance in mathematics: A cognitive load perspective

“…In terms of Figure 1, more of the WM resources could be availed when the extraneous load is reduced. In the current study this is achieved by presenting learning materials grounded in learners' every day's experience (see, Dhlamini & Mogari, 2013). According to CLT, learning that takes place in familiar settings reduces the effects of cognitive load or the extraneous load.…”

“…The choice of the topics was motivated by their perceived challenging nature to Grade 10 mathematics learners. When teachers were asked about topics that gave learners problems topics in Financial Mathematics were prominently listed (Dhlamini & Mogari, 2013). Learners' socioeconomic background, which was a township in this case, presented a context to generate effective instructional conditions for the study.…”

“…The FMAT was developed through months of iterative processes of acquiring existing items from classroom teachers, previous Grade 10 examination question papers, state-approved textbooks, obtaining feedback from subject specialists and advisers, and conducting repeated content validity assessments. Local subject specialists, teachers and mathematics Head of Departments from participating schools helped to revise test items to ensure they were aligned to learners' realistic context (see, Dhlamini & Mogari, 2013). The test was marked out of 60 (See Table 1).…”