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Abstract
This study investigated the effect of context-based instructional approaches on students’ problem-solving skills using quasi-experimental design. A total of 166 eleventh grade students participated in the study. Data were collected using problem-solving skill test. A REACT (Relating, Experiencing, Applying, Cooperating and Transferring) strategy of context-based instruction and traditional instruction integrated with the REACT strategy of context-based instruction were used to teach treatment group I and treatment group II students, respectively while the traditional method was used in the comparison group. The result shows the existence of mean differences between the groups in favor of the treatment groups. But this difference was not statistically significant. Therefore, the traditional problem-solving strategies did not have a significant impact on students’ problems solving skills although active learning strategies were used. Hence, we suggest the concomitant use of active learning method(s) and more recent problem-solving strategies. On the other hand, the gender gap was not that much significant in the treatment groups and hence, the approaches can work for both genders.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 15, Issue 2, February 2019, Article No: em1665
https://doi.org/10.29333/ejmste/102283
Publication date: 21 Dec 2018
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Article Downloads: 4298
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