@article{education20231171,
author={{Collins, Akeba and Mattocks, Aljay and Lewis, Antonette and Samuels, Shaneille and Williams, Troy and King, Marsha and Willis, Shaniqua},
title={A Cross-Sectional Study Investigating the Effects of Learning-Based Activities, Algebra Tiles and Problem-Solving Teaching Techniques on Students¡¯ Conceptual Understanding and Problem-Solving Skills in the Jamaican Mathematics Classroom},
journal={American Journal of Educational Research},
volume={11},
number={7},
pages={440--456},
year={2023},
url={http://pubs.sciepub.com/education/11/7/1},
issn={2327-6150},
abstract={This action research was conducted across six (6) high schools in Jamaica. This study aimed to investigate the effects of learning-based activities, algebra tiles and problem-solving teaching techniques on students¡¯ conceptual understanding and problem-solving skills in the Jamaican Mathematics Classroom. The target population was Grades 8 and 9 students from which thirty-six (n = 36) were selected using the purposive sampling method. The method of data collection included observations, pre-tests, post-tests, questionnaires and interviews. A Modified Abbreviated Math Anxiety Scales instrument (mAMAS) and student journals were also used in the data collection process over a period of twelve weeks between September and December 2022. The data was analyzed using item analysis, coding and thematic analysis and descriptive statistics. The findings revealed that prior to the intervention approximately 44% of the participants lacked interest towards mathematics, 25% had negative perceptions of taking mathematics tests, at least 75% of the students lacked understanding in different mathematics concepts. Thirty-six percent (36%) of the participants seemed unable to employ problem solving skills in relation to different mathematical areas which include algebra, geometry and measurement. After implementing the intervention, it was found that some participants excellently mastered 7 of the 17 mathematical concepts such as performing addition on integers with opposing signs and obtaining the rules for geometric patterns using problem-solving steps; 1 in 5 participants who were exposed to geometric concepts showed full mastery. There were minimal comparative differences among the strategies used in the intervention process. The study concluded that the Algebra tiles, learning-based activities and problem-solving teaching techniques showed positive results in addressing the participants¡¯ lack of conceptual understanding and problem-solving skills. It is recommended that more of the above-mentioned strategies be implemented and more frequently used in the Jamaican Mathematics Classroom.},
doi={10.12691/education-11-7-1}
publisher={Science and Education Publishing}
}