Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics
The collaboration between teachers, researchers, and educators has proven essential in advancing teacher professional development and improving pupils’ outcomes. This study investigates the effect of co-creating instructional materials and lesson plans on pupils’ mathematics problem-solving skills b...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/12/1328 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846104922576125952 |
|---|---|
| author | Ernest Ampadu Millicent Narh-Kert Rita Yeboah |
| author_facet | Ernest Ampadu Millicent Narh-Kert Rita Yeboah |
| author_sort | Ernest Ampadu |
| collection | DOAJ |
| description | The collaboration between teachers, researchers, and educators has proven essential in advancing teacher professional development and improving pupils’ outcomes. This study investigates the effect of co-creating instructional materials and lesson plans on pupils’ mathematics problem-solving skills by employing the principles of co-creation and design-based research (DBR) to collect and analyze quantitative and qualitative data, providing a comprehensive understanding of the outcomes. A sample of 530 pupils from six primary schools was used, and data were collected using problem assessment sheets for primary 1, 2, and 3 pupils. The assessment tools measured pupils’ problem-solving understanding and competencies across numbers and algebra, measurement and geometry, and data strands. Descriptive and inferential statistical analyses were applied. The findings revealed that pupils’ performance improved across all three strands due to the co-creation process, with the most significant improvements observed among female pupils and those from rural schools. The factorial ANOVA results showed a significant interaction effect between class level and school location in the geometry and measurement and data strands, with F (2, 518) = 15.15, <i>p</i> < 0.001, and F (2, 518) = 12.28, <i>p</i> < 0.001, respectively. However, the interaction effect of the three independent variables on pupils’ performance in the numbers and algebra strand, F (2, 518) = 1.073, <i>p</i> = 0.342, was not significant. The study concludes that co-creation between teachers, researchers, and educators holds substantial potential for enhancing the teaching and learning of problem solving in schools and provides an excellent opportunity for teachers, educators, and researchers to harness their skills and competencies to improve mathematics teaching and learning. |
| format | Article |
| id | doaj-art-5ebe8c7e684948f88c28906dcb4cddf0 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-5ebe8c7e684948f88c28906dcb4cddf02024-12-27T14:22:31ZengMDPI AGEducation Sciences2227-71022024-12-011412132810.3390/educsci14121328Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in MathematicsErnest Ampadu0Millicent Narh-Kert1Rita Yeboah2Department of Learning, KTH-Royal Institute of Technology, 114 28 Stockholm, SwedenDepartment of Teacher Education, University of Ghana, Accra P.O. Box LG 1181, GhanaDepartment of Teacher Education, University of Ghana, Accra P.O. Box LG 1181, GhanaThe collaboration between teachers, researchers, and educators has proven essential in advancing teacher professional development and improving pupils’ outcomes. This study investigates the effect of co-creating instructional materials and lesson plans on pupils’ mathematics problem-solving skills by employing the principles of co-creation and design-based research (DBR) to collect and analyze quantitative and qualitative data, providing a comprehensive understanding of the outcomes. A sample of 530 pupils from six primary schools was used, and data were collected using problem assessment sheets for primary 1, 2, and 3 pupils. The assessment tools measured pupils’ problem-solving understanding and competencies across numbers and algebra, measurement and geometry, and data strands. Descriptive and inferential statistical analyses were applied. The findings revealed that pupils’ performance improved across all three strands due to the co-creation process, with the most significant improvements observed among female pupils and those from rural schools. The factorial ANOVA results showed a significant interaction effect between class level and school location in the geometry and measurement and data strands, with F (2, 518) = 15.15, <i>p</i> < 0.001, and F (2, 518) = 12.28, <i>p</i> < 0.001, respectively. However, the interaction effect of the three independent variables on pupils’ performance in the numbers and algebra strand, F (2, 518) = 1.073, <i>p</i> = 0.342, was not significant. The study concludes that co-creation between teachers, researchers, and educators holds substantial potential for enhancing the teaching and learning of problem solving in schools and provides an excellent opportunity for teachers, educators, and researchers to harness their skills and competencies to improve mathematics teaching and learning.https://www.mdpi.com/2227-7102/14/12/1328co-creationdesign-based researchinstructional materialsproblem solvingperformance |
| spellingShingle | Ernest Ampadu Millicent Narh-Kert Rita Yeboah Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics Education Sciences co-creation design-based research instructional materials problem solving performance |
| title | Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics |
| title_full | Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics |
| title_fullStr | Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics |
| title_full_unstemmed | Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics |
| title_short | Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics |
| title_sort | teachers researchers and educators partnerships the effect of co creation on pupils problem solving performance in mathematics |
| topic | co-creation design-based research instructional materials problem solving performance |
| url | https://www.mdpi.com/2227-7102/14/12/1328 |
| work_keys_str_mv | AT ernestampadu teachersresearchersandeducatorspartnershipstheeffectofcocreationonpupilsproblemsolvingperformanceinmathematics AT millicentnarhkert teachersresearchersandeducatorspartnershipstheeffectofcocreationonpupilsproblemsolvingperformanceinmathematics AT ritayeboah teachersresearchersandeducatorspartnershipstheeffectofcocreationonpupilsproblemsolvingperformanceinmathematics |