Mathematics Education

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Browsing Mathematics Education by Author "Assefa, Shimelis Dr."

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    Context-Based Instructional Approaches and Preparatory School Students’ Learning of Rotational Motion
    (AAU, 2019) Eshetu, Fikadu; Assefa, Shimelis Dr.
    This study aims to explore the effectiveness of context-based instructional approaches as compared to the traditional instruction on eleventh grade students‟ conceptual understanding, problem-solving skill and their affections toward rotational motion. The study was conducted using an embedded mixed-method research design. For the quantitative part, a multiple group quasi-experimental pre-test post-test control group research design was applied. Students written answers to the tests were also analyzed. Data was also collected from learners and teachers regarding their views on the instructional methods. A total of 166 eleventh grade students of three preparatory schools participated in the study. REACT strategy of context-based instruction and traditional instruction integrated with context-based instruction were used to teach the two treatment groups while traditional method was used in the comparison group. The treatment lasted for seven weeks, and the data were collected through conceptual understanding test, problem-solving skill test and affective characteristics questionnaire. Furthermore, classroom observation and interviews were also used to collect data. The study result revealed that context-based approaches produced a significantly better acquisition of rotational motion concepts than the traditional instruction. The approaches can also be used in the classroom instruction to develop better affections towards physics. Hence, teachers‟ should consider adopting school physics to context- based approaches for raising literate students. With regard to students‟ problem-solving skills, the result shows the existence of mean differences between the groups in favor of treatment groups although this difference was not statistically significant. When solving problems, students give much emphasis on mathematical equations and less emphasis to the concepts. In future studies, both recent problem-solving strategy trainings and active learning methodologies should be used simultaneously for enhancing students‟ problem- solving skills better. Physics text book writers and curriculum developers should have to also rethink of introducing latest problem-solving strategies in students‟ text books. On the other hand, in all the assessed variables, the combined method was slightly better than the REACT strategy as it can be used with optimum time efficiency (i.e., without being too slow or too fast). Hence, others are recommended to try combining traditional instruction with active learning strategies. Furthermore, the approaches are gender friendly