The effect of problem-centred teaching approach on learners’ mathematical performance in Grade 7 algebraic expressions

Abstract

The poor performance of South African grade 7 learners in mathematics motivated this study. The mathematical domain of algebraic expressions in grade 7 has been identified as one of the challenging topics contributing to learners’ high failure rate. The teaching strategies that teachers use during mathematics lessons influence the level of understanding of their learners. Traditional teaching methods (TTM) employed by mathematics teachers have been identified as one of the reasons for the observed instances of failure rate. This study investigated the comparative effect of a problem-centred teaching approach (PCTA) on the performance of grade 7 learners in algebraic expressions, in relation to TTM. Six primary schools participated in the study, with two schools in the pilot study and four schools in the main study. A total of n=311 learners participated in the main study, with n=154 learners from two schools forming the control group, and n=157 learners from the other two schools forming the experimental group. Four teachers from the four schools took part in the study. The study employed a mixed methods research approach, consisting of a quasi-experimental approach with a non-equivalent control group using pre- and post-test design. The study employed both qualitative and quantitative methods in collecting and analysing data, using a performance test at pre- and post-testing stages, teacher questionnaires, semi-structured interviews with teachers, and a lesson observation schedule. The quantitative data were analysed using Statistical Package for Social Sciences (SPSS). Data from the lesson observations and the semi-structured interviews were analysed qualitatively and were used in answering some of the research questions. The information gathered through the questionnaires was coded and run on SPSS for analysis. The output was used in answering the first two research questions. The constructivist learning theory framed this study together with Pólya’s problem-solving model used when implementing the PCTA. Analysis of results using the analysis of covariance (ANCOVA) revealed that there was a statistically significant difference between the performance of the learners taught using PCTA and those taught using TTM. Learners taught using the PCTA performed better than those in the control group at the post-testing stage. The PCTA was deemed to be superior to TTM in teaching algebraic expressions in grade 7.