Impact of Innovative Pedagogies Using Digital Simulations on Students’ Attitude Towards Learning Mathematics: A Quasi-Experiment on Lower Secondary Schools in Karachi

Source abstract

Students commonly face difficulties in understanding basic mathematical concepts, leading to mathematical anxiety not because they are unable to grasp them, but due to a learned mindset shaped by negative experiences and social influence. When learning the subject conventionally, students need to connect the concept with experience; therefore, there is a need to change the way mathematics is taught. This study aims to analyse the effectiveness of using innovative pedagogy to develop a positive attitude among grade VI students. The researchers used a quasi-experimental design involving grade VI students selected from two private schools and a public school located in the East and South districts of Karachi, Pakistan. The students were divided into experimental and control groups. The data were gathered through an achievement test and questionnaire and analysed using t-tests. The results indicated that students exposed to digital simulations and group work showed higher self-confidence, motivation, enjoyment, work effort, value, and mathematics achievement, and lower mathematics anxiety than those who were taught using the conventional method. Based on the results, it is concluded that the use of innovative pedagogy with the application of digital simulations and group work can significantly improve the affective and academic results in mathematics learning.