Articles

Do Instructional Strategies Impact Students’ Situational Interests in Learning Mathematics? A Case Study of Secondary School Students in Guyana

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This experimental study investigates which instructional strategies are effective in promoting situational interest in learning mathematics among secondary school students. This research study builds on established theories of interest and mathematics education. Situational interest is an important facet of learning engagement, and it can potentially enhance students’ interest and motivation in class.  A total of 165 students were engaged in this study, selected from three diverse secondary schools in Georgetown, Guyana, encompassing different grade levels and varying motivating profiles. This study employed a quantitative research design, providing a comprehensive understanding of the relationship between instructional strategies and situational interest. Participants were given a carefully constructed questionnaire that entails questions about their level of situational interest and their perceptions of various instructional strategies used in their mathematics classroom. Results suggested visual aids, inquiry-based learning, and collaborative learning are most effective in promoting situational interest. These findings highlight the interplay between pedagogical approaches and students’ motivation, and how closely connected they are. This emphasizes the importance of using teaching strategies that align with students’ interests and needs.

 

The Analysis of the Improvement of Student’s Mathematical Communication Skills in Solving Problems of Circumference and Area of Circles under the Implementation of Inquiry-Based Learning

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Mathematical communication skills convey and interpret mathematical ideas through drawings, tables, diagrams, formulas, or demonstrations. The inquiry-based learning model allows students to discover data, facts, and information from various sources to provide experiences. This study aims to analyze students’ mathematical communication skills, improve them using the inquiry-based learning model, and then deepen them through a description. This study uses an explanatory sequential method combining quantitative and qualitative research. The research subjects were 23 VIB students in the control class and 23 VIA students in the experimental class. The study results show that students’ mathematical communication skills are divided into weak, moderate, and strong skills. The independent sample t-test results showed a significant influence of applying the inquiry-based learning model with a sig. 0.003 (p <0.05). Strong and moderate mathematical communication skills showed an increase of 47.83% and 13.04%, while weak skill levels showed a decrease of 60.87%. The improvement of mathematical communication skills is presented as a description of observation and interview results. The research conclusion reveals that applying the inquiry-based learning model can improve students’ mathematical communication skills in solving problems of circumference and area of circles in elementary school students.