Effect of Problem-Solving Approach on Learner Participation in Mathematics Class in Bondo Sub-County, Kenya
DOI:
https://doi.org/10.47604/ajep.3799Keywords:
Problem Solving Approach, Mathematics Performance, Learner ParticipationAbstract
Purpose: The main purpose of this study was to investigate the effect of the Problem-Solving Approach on learner participation in mathematics class group discussions in bondo sub-county, Kenya.
Methodology: This study examined the impact of the Problem-Solving Approach (PSA) on learner engagement during group discussions in the Experimental Group (EG). The study adopted a quasi-experimental design involving a non-equivalent control group grounded in Social Constructivist Learning Theory. The target population comprised 2,162 Form Two students from 26 sub-county secondary schools. Purposive and simple random sampling methods were used to obtain eight schools with 784 students. Qualitative data were collected using a classroom observation guide and analyzed thematically through transcription of audio recordings and artifact documentation.
Findings: Findings revealed that PSA positively influenced learner participation through enhanced peer interaction, confidence, active participation, learner autonomy, and classroom engagement.
Unique Contribution to Theory, Practice and Policy: By examining participation patterns, the study highlights the role of PSA in transforming the mathematics classroom from a teacher-dominated environment to an interactive learning space where learners actively exchange ideas, justify reasoning, and negotiate meaning. The study may also inform teacher education institutions and faculties of education in Kenyan universities and colleges by demonstrating the importance of equipping pre-service teachers with strategies that promote active learner participation. For practicing mathematics teachers, the findings may provide practical insights into how PSA can be used to structure group activities that enhance learner engagement, especially among students who are often reluctant to contribute in conventional classroom settings. Finally, curriculum developers and education policymakers may benefit from the study by recognizing the value of embedding collaborative problem-solving strategies within instructional guidelines.
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