English Improving Math Learning and Motivation in Disadvantaged Schools: A Case Study of Chahi-Zanda Girls' High School

Abstract

The aim of the present study was to investigate the effectiveness of active mathematics teaching methods on different dimensions of students' learning in a low-income educational setting. This study was conducted with a quantitative descriptive approach and based on a case study, and its sample consisted of 19 students from grades 4 to 7 of a school who were selected using convenience sampling. Data were collected using a researcher-made questionnaire consisting of 25 items in five dimensions of motivation, understanding of concepts, social cooperation, teacher's role, and learning outcomes. The reliability of the instrument was examined using Cronbach's alpha coefficient, which showed a very desirable value of 0.938 for the entire questionnaire. Data analysis was conducted exploratorily using descriptive statistics, Pearson correlation, and simple linear regression. The findings of the study showed that the mean scores of all dimensions were above the scale average, which indicates students' positive attitude towards the mathematics learning experience through active teaching methods. The correlation results indicated positive and strong relationships between some dimensions, especially between understanding of concepts and learning outcomes. Also, regression analysis showed that social cooperation significantly (p = 0.008) predicted students' learning outcomes. Overall, the results indicate that active mathematics teaching methods, even in low-resource settings, can play an effective role in improving learning by strengthening social capital and interpersonal cooperation.