EFFECTS OF ACTIVATING PRIOR
KNOWLEDGE ON LEARNING MATHEMATICS
L. Nunchanga1, Lalrintluanga Sailo2, Lalnunpuia3, Lalmuanawma4, Remlalsiama5, C Lalramliana6 1Research Scholar, Department of Education, Mizoram University, Mizoram, India - 796001 2Assistant Professor, Department of Physics, Govt. Zirtiri Res. Sc. College, Mizoram, India - 796001 3Associate Professor, Department of Physics, Govt. Champhai College, Mizoram, India - 796001 4Associate Professor, Department of Physics, Lunglei Govt. College, Mizoram, India - 796701 5Associate Professor, Department of Physics, Govt. Zirtiri Res. Sc. College, Mizoram, India - 796321 6Assistant Professor, Department of Mathematics, Govt. Zirtiri Res. Sc. College, Mizoram, India - 796001
Abstract. This study investigates the effects of activating prior knowledge on mathematics achievement among Class 8 students. Grounded in constructivist learning theory, the study explores how leveraging students’ existing cognitive frameworks can enhance their understanding of new mathematical concepts. A quasi-experimental pre-test–post-test design was employed involving 72 students from two private schools in Aizawl, Mizoram, India. The participants were purposively divided into an experimental group (n = 32) and a control group (n = 40). Both groups received instruction on the same mathematical topic, comparing quantities, but only the experimental group was exposed to targeted instructional strategies designed to activate relevant prior knowledge. Pre- and post-tests were administered to assess learning gains. Statistical analysis using independent samples t-tests revealed no significant difference in pre-test scores, confirming comparable baseline knowledge. However, the post-test results indicated a statistically significant improvement in the performance of the experimental group compared to the control group. These findings underscore the effectiveness of instructional approaches that explicitly activate prior knowledge in enhancing students’ mathematical understanding and performance. The study supports the integration of such strategies into routine classroom practice to foster deeper learning outcomes.
Received: 15 Nov 2023
Key Words and Phrases: Prior knowledge, Mathematics achievement, Instructional intervention, Quasi-experimental design, Conceptual understanding, Procedural knowledge.
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