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RESEARCH PAPER
Effects of Context-Based Instructional Approaches on Students’ Problem-Solving Skills in Rotational Motion
Fikadu Eshetu 1,2
,
 
Shimeles Assefa 3
 
 
 
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1
PhD candidate, Department of Science and Mathematics Education, Addis Ababa University, ETHIOPIA
 
2
Lecturer, Jigjiga University, ETHIOPIA
 
3
Associate Professor, Department of Science and Mathematics Education, Addis Ababa University, ETHIOPIA
 
 
Publication date: 2018-12-21
 
 
EURASIA J. Math., Sci Tech. Ed 2019;15(2):em1665
DOI: https://doi.org/10.29333/ejmste/102283
 
 
Article (PDF)
References (57)
 
KEYWORDS
context-based instructional approaches
traditional instruction
problem-solving skills
rotational motion
 
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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