The Influence of Practical Instructional Approaches on Mathematics Achievement Among Secondary School Students
DOI:
https://doi.org/10.65327/es.v12i3.2552Keywords:
Classroom Practices, Mathematics Achievement, Practical Instruction, Secondary Education, Teaching Strategies.Abstract
High-quality classroom teaching and learning is a critical component of student achievement in mathematics, especially in areas that demand conceptual knowledge and graphical reasoning. The present study investigated the relationship between mathematical achievement and practical instructional approaches of 608- grade 11 students, which included 291 students in the practical instruction group and 317 students in the conventional instruction group. Descriptive statistics, adjusted regression and sensitivity analyses were used to assess pretest–post-test assessments and classroom-practice indicators. In practical instruction, the achievement of mathematics rose 20.15 percentage points, while it rose 4.32 percentage points in the comparison group. The achievement difference for adjusted regression was 17.05 points (95% CI: 15.19–18.90; p < 0.001). Increased gains were noted for students starting with lower levels of achievement. Positive correlations were also found with practical instruction and indicators of mathematical comprehension and problem solving. While there are some constraints on the generalizability of the non-random allocation and classroom-level clustering, the results suggest that activity-based instruction with a structure could be beneficial for improving secondary mathematics education.
Downloads
References
Ahmad, S., & Siller, H. S. (2024). Investigating the effect of manipulatives on mathematics achievement: The role of concrete and virtual manipulatives for diverse achievement level groups. Journal on Mathematics Education, 15(3), 979-1002.
Algarni, B., & Lortie‐Forgues, H. (2023). An evaluation of the impact of flipped‐classroom teaching on mathematics proficiency and self‐efficacy in Saudi Arabia. British Journal of Educational Technology, 54(1), 414-435.
Azid, N., Ali, R. M., El Khuluqo, I., Purwanto, S. E., & Susanti, E. N. (2022). Higher Order Thinking Skills, School-Based Assessment and Students' Mathematics Achievement: Understanding Teachers' Thoughts. International Journal of Evaluation and Research in Education, 11(1), 290-302.
Balimuttajjo, S., Wakhata, R., Mutarutinya, V., & Wakhta, R. (2022). Data set on the effect of active learning heuristic problem-solving approach on students’ performance and attitude towards mathematics word problems (Version 2) [Data set]. Mendeley Data. https://doi.org/10.17632/xc2xj3rwp9.2
Boström, E., & Palm, T. (2023, March). The effect of a formative assessment practice on student achievement in mathematics. In Frontiers in Education (Vol. 8, p. 1101192). Frontiers Media SA.
Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29(7), 8131-8150.
Falebita, O. S., & Olofin, S. O. (2020). Impact of teachers’ instructional practices on students’ achievement and self-efficacy in mathematics. Commonwealth Journal of Academic Research (CJAR. EU), 1(3), 1-14.
Glover, T. A., Reddy, L. A., & Crouse, K. (2023). Instructional coaching actions that predict teacher classroom practices and student achievement. Journal of School Psychology, 96, 1-11.
Hwang, S. (2022). Examining the effects of artificial intelligence on elementary students’ mathematics achievement: A meta-analysis. Sustainability, 14(20), 13185.
Khazanchi, R., Di Mitri, D., & Drachsler, H. (2025). The effect of AI‐based systems on mathematics achievement in rural context: A quantitative study. Journal of Computer Assisted Learning, 41(1), e13098.
Kihwele, J. E., & Mkomwa, J. (2023). Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative. Journal of Research in Innovative Teaching & Learning, 16(1), 115-133.
Mahmuti, A., Hamzic, D. K., & Thaqi, X. (2025). The Impact of Contextual Teaching and Learning on Improving Student Achievement in Economic Mathematics. International Electronic Journal of Mathematics Education, 20(3).
Murangira, F., Uworwabayeho, A., & Twagilimana, I. (2024). Teachers’ perceptions towards practical instruction approach in teaching mathematics: A case of selected teachers in Ugandan Secondary Schools. International Journal of Learning, Teaching and Educational Research, 23(10), 415-434.
Ogunjimi, M., & Gbadeyanka, T. (2023). Effect of guided inquiry and explicit-instructional strategies on lower basic students’ academic performance in mathematics. Indonesian Journal of Teaching in Science, 3(1), 23-32.
Osborne, M. C. (2021). Teacher instructional practices and student mathematics achievement. Journal of Educational Research and Practice, 11(1), 25.
Siller, H. S., & Ahmad, S. (2024). Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2395.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhammad Auwal Sule, Blessed Ohafie Otakwu
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
