Exploring the effects of concept-based instruction in the teaching and learning of mathematics : a case of algebraic expressions

Abstract

The study explored the effects of concept-based instruction in the teaching and learning of mathematics. Continuous poor performance of learners in mathematics motivated this study. From the reviewed literature, it was established that poor performance was mostly owing to the use of teaching and learning approaches that were not motivating and learner engaging. The purpose of the study was to investigate if concept-based instruction could improve learners’ performance in mathematics through equipping them with conceptual understanding. To achieve this objective, a sequential explanatory design in which data were analysed quantitatively and qualitatively was employed. The mixed method design adopted pre and post-tests, questionnaire and semi-structured interviews. The theory of constructivism underpinned this study in a bid to bring up the importance of creating knowledge for oneself through linking new information to prior knowledge. A one group pre-test-post-test-design involving 35 learners from one township high school in Mopani District, Limpopo Province of South Africa was adopted. The single group was observed before and after intervention. A purposive and convenient sample was opted for, as it was accessible to the researcher and the learners were already grouped according to level of performance therefore would be easy for identification of improvement in performance. All the 35 learners wrote the two tests and completed a questionnaire each. Six (6) of the learners were selected for interviews for clarification of how they had arrived at their solutions and provision of more information. The selection was influenced by the solutions they had provided in the tests. Data analysis started with coding and categorising emerging themes from the data sources that were involved. Tables and graphs were used to illustrate data. A dependent t-test was carried out to identify changes in performance by learners in the two tests that were administered. From the findings, learners got engaged in the learning process and enjoyed the way lessons were conducted. The study found that the concept-based instruction allowed learners to build their own knowledge and enhanced conceptual understanding. The approach enabled them to relate new and prior knowledge. Learners managed to grasp aspects to do with algebraic functions and linked them to other topics which demonstrated connectivity. The t-test revealed that the intervention had positive gains. Both quantitative and qualitative results confirmed that concept-based instruction has the capability of improving learners’ performance in mathematics. The study recommends that concept-based approach of teaching and learning be extended to other mathematics topics and grade levels hoping it would be able to bring success the way it did to grade 11 learners of Mopani District in the topic of algebraic functions. The study therefore, recommends a paradigm shift from traditional teaching and learning approaches to the ones that target concept formation and building. The study developed concept-based teaching and learning guidelines that were meant to promote teaching for conceptual understanding. The guidelines were designed to help learners take active roles in their learning and be in a position to link and connect knowledge.