<b>The effect of conventional learning integrated with education for sustainable development on students' mathematical connection ability</b>

Source abstract

Purpose - This study was conducted due to low mathematical connection ability. The study aimed to analyse the effect of conventional learning integrated with Education for Sustainable Development (ESD) on students’ mathematical connection ability. Methodology - This study employed a quasi-experimental design with a nonequivalent control group design. The population consisted of Grade VII students, and the sample was selected using purposive sampling. The research involved an experimental class receiving conventional learning integrated with ESD and a control class receiving conventional learning. Data were collected using essay tests administered as pretests and posttests based on indicators of mathematical connection ability. The data were analysed using descriptive statistics and inferential statistics to determine the effect of the treatment. Findings - The results showed that students who learned through conventional learning integrated with ESD achieved better mathematical connection ability than those who received conventional learning. The integration of environmental, social, and economic contexts enabled students to connect mathematical concepts, relate mathematics to other disciplines, and apply mathematics to real-life situations. Therefore, conventional learning integrated with ESD can serve as an alternative strategy to improve students’ mathematical connection ability and support meaningful mathematics learning. Novelty - This study contributes by specifically examining the effect of integrating ESD into conventional mathematics learning on students’ mathematical connection ability, an aspect that has received limited attention in previous studies. Significance - The findings are beneficial for mathematics teachers, researchers, and curriculum developers in designing contextual and sustainability-oriented mathematics learning.