Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems
Abstract This research examined the impact of the Cognitive-Communicative (C–C) model as a pedagogical strategy for teaching algebraic word problems (AWPs). The C–C model integrates structured dialogue, concept clarification, and systematic problem-solving steps to enhance students’ comprehension an...
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| Format: | Article |
| Language: | English |
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Springer
2025-06-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00619-y |
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| author | Sandra Boamah Emmanuel Asemani Emmanuel Kabutey Koranteng Ronald Osei Mensah |
| author_facet | Sandra Boamah Emmanuel Asemani Emmanuel Kabutey Koranteng Ronald Osei Mensah |
| author_sort | Sandra Boamah |
| collection | DOAJ |
| description | Abstract This research examined the impact of the Cognitive-Communicative (C–C) model as a pedagogical strategy for teaching algebraic word problems (AWPs). The C–C model integrates structured dialogue, concept clarification, and systematic problem-solving steps to enhance students’ comprehension and reasoning. Employing a mixed-methods framework, the study adopted a quasi-experimental design involving two Senior High Schools designated as control and experimental groups. The selection of these schools was based on convenience sampling. An intact class from Form 2 served as the control group, while another intact class was designated as the experimental group. The total sample comprised 95 students, with 45 in the control group and 50 in the experimental group. The experimental group received instruction through the C–C model, and subsequently, 10 students from this group were interviewed. In contrast, the control group was taught using traditional instructional methods. Both groups underwent pre-tests and post-tests simultaneously, utilizing a teacher-created achievement test. Analysis of the data through independent sample t-tests indicated that the intervention significantly enhanced the word problem-solving abilities of the experimental group. The statistical findings demonstrated that the experimental group outperformed the control group in the post-test assessments. A key outcome of this study is the statistically significant improvement in the experimental group’s proficiency in solving algebraic word problems, attributable to the effective implementation of the C–C model. Interviews with ten selected students from the experimental group revealed that the C–C model positively influenced their learning experience, alleviating anxiety and rendering the learning process more engaging. These findings suggest that incorporating the C–C model into mathematics instruction can enhance students’ problem-solving skills, reduce anxiety, and foster deeper engagement, making it a valuable approach for improving mathematics education. |
| format | Article |
| id | doaj-art-0c0e82f1b83e4b85a5e4a08bb3317798 |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-0c0e82f1b83e4b85a5e4a08bb33177982025-08-20T03:47:17ZengSpringerDiscover Education2731-55252025-06-014112910.1007/s44217-025-00619-yEffect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problemsSandra Boamah0Emmanuel Asemani1Emmanuel Kabutey Koranteng2Ronald Osei Mensah3Department of Mathematics/IT, Accra College of EducationDepartment of Basic Education, University of EducationDepartment of Mathematics/IT Presbyterian Woman’s College of EducationSocial Development Section, Centre for Languages and Liberal Studies, Takoradi Technical UniversityAbstract This research examined the impact of the Cognitive-Communicative (C–C) model as a pedagogical strategy for teaching algebraic word problems (AWPs). The C–C model integrates structured dialogue, concept clarification, and systematic problem-solving steps to enhance students’ comprehension and reasoning. Employing a mixed-methods framework, the study adopted a quasi-experimental design involving two Senior High Schools designated as control and experimental groups. The selection of these schools was based on convenience sampling. An intact class from Form 2 served as the control group, while another intact class was designated as the experimental group. The total sample comprised 95 students, with 45 in the control group and 50 in the experimental group. The experimental group received instruction through the C–C model, and subsequently, 10 students from this group were interviewed. In contrast, the control group was taught using traditional instructional methods. Both groups underwent pre-tests and post-tests simultaneously, utilizing a teacher-created achievement test. Analysis of the data through independent sample t-tests indicated that the intervention significantly enhanced the word problem-solving abilities of the experimental group. The statistical findings demonstrated that the experimental group outperformed the control group in the post-test assessments. A key outcome of this study is the statistically significant improvement in the experimental group’s proficiency in solving algebraic word problems, attributable to the effective implementation of the C–C model. Interviews with ten selected students from the experimental group revealed that the C–C model positively influenced their learning experience, alleviating anxiety and rendering the learning process more engaging. These findings suggest that incorporating the C–C model into mathematics instruction can enhance students’ problem-solving skills, reduce anxiety, and foster deeper engagement, making it a valuable approach for improving mathematics education.https://doi.org/10.1007/s44217-025-00619-yAfrican studiesCognitive skillsMathematical skillsSociology of educationStudents’ efficiency |
| spellingShingle | Sandra Boamah Emmanuel Asemani Emmanuel Kabutey Koranteng Ronald Osei Mensah Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems Discover Education African studies Cognitive skills Mathematical skills Sociology of education Students’ efficiency |
| title | Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems |
| title_full | Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems |
| title_fullStr | Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems |
| title_full_unstemmed | Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems |
| title_short | Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems |
| title_sort | effect of cognitive communicative model on senior high school students proficiency in solving algebraic word problems |
| topic | African studies Cognitive skills Mathematical skills Sociology of education Students’ efficiency |
| url | https://doi.org/10.1007/s44217-025-00619-y |
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