Designing a Numeracy Literacy-Based Hypothetical Learning Trajectory to Enhance Students’ Mathematical Problem-Solving Ability in Linear Programming Courses

Source abstract

This study sought to ascertain if university students' ability to solve mathematical problems in linear programming courses could be enhanced by a Numeracy Literacy-Based Hypothetical Learning Trajectory (HLT). Students' persistent difficulties in translating contextual optimisation problems into mathematical models and the limited integration of numeracy literacy into mathematics instruction in higher education served as the impetus for the study. A quantitative mixed-methods approach was employed with a quasi-experimental post-test only control group design. 51 students from the Biology Education Study Programme at Universitas Khairun were selected via purposeful sampling; 26 of them were placed in the experimental class and 25 in the control group. The experimental group received instruction using the Numeracy Literacy-Based HLT, while the control group received conventional instruction. Data was gathered through tests of mathematical problem-solving skills, classroom observations, and documentation. Data analysis was done using IBM SPSS Statistics, which included descriptive statistics, normality and homogeneity tests, and independent sample t-tests. The experimental class achieved a significantly higher mean score (22.65) than the control class (14.52) with a significance value of p = 0.000, indicating that the HLT successfully improved students' mathematical reasoning, modelling, communication, and optimisation problem-solving abilities. What makes this study unique is the development of a literacy-focused HLT specifically for teaching linear programming at the university level. This study's theoretical contributions to mathematics education can be practically useful to lecturers, curriculum designers, and lawmakers searching for innovative strategies to enhance higher-order mathematical competencies in higher education.