THE LEARNING OF STUDENTS IN MATHEMATICS: A QUASI-EXPERIMENTAL STUDY

Education - Mathematics Teaching

The purpose of the study was to investigate the learning of extended instructional time on the Mathematics performance of Grade 10 students. Utilizing a quasi-experimental design, the research compared the outcomes of a control group and an experimental group. Initial results from the pretest revealed that both groups began with comparable levels of mathematical proficiency. These results highlighted a common difficulty in grasping basic mathematical concepts. After the intervention, both groups demonstrated significant improvement. Although the difference between the two posttest scores was minimal, the findings suggest that extended instructional time has the potential to enhance student learning, especially when combined with meaningful and student-focused teaching approaches. The study concludes that both the quantity and quality of instructional time are crucial in supporting students’ academic growth in Mathematics. It recommends the strategic use of instructional time, continuous professional development for teachers, the use of relevant and engaging learning materials, and the application of sound research methods in future studies.

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