The effect of context based cooperative problem solving approach on students’ engagement in mathematics learning

Abstract

This study examined the effect of a context-based cooperative problem-solving instructional approach on students' engagement in mathematics learning. The study involved 166 grade nine students and four teachers from four governmental secondary schools in Addis Ababa. Three treatment groups and a comparison group were randomly assigned to receive context-based cooperative problem-solving instructional approach, cooperative problem-solving instructional approach, cooperative learning approach, and traditional instructional approach. The study used a pre-post-test quasi-experimental control group design. Data was gathered using a pre-post engagement scale. Descriptive statistics, one-way ANOVA, and ANCOVA were employed to analyse the data. According to the results, students who were taught using a context-based cooperative problem-solving instructional approach had significantly higher mean scores on their engagement and components of the engagement scale than other groups. Furthermore, the large effect size observed for engagement (0.21) suggests that the instructional method employed in the study was effective in improving students’ engagement in learning mathematics. The findings provide empirical evidence that integrating context-based learning, cooperative learning, and problem-solving strategies can enhance students’ cognitive, behavioural, emotional and social engagement in mathematics learning. The results also provide practical implications for secondary school mathematics teachers about the potential benefits of integrating complementary active-learning strategies in fostering meaningful students’ engagement.