Abstract

The aim of this research is to investigate how the utilisation of example-problem pairs affects the outcomes of mathematics students when compared to conventional teaching methods. Thus, a mixed method embedded design, with a main emphasis on a quasi-experiment with supplemental field notes, was conducted with 64 second intermediate grade school students (eighth grade). Participants were divided into two groups comprising 33 students in the experimental group, and 31 students in the control group. An ACNOVA test revealed that the average scores of achievement of the students taught using the example-problem pairs were higher than the average scores of the students who were taught using conventional teaching methods, with a very large effect size. Moreover, the qualitative findings revealed that the students taught using example-problem pairs were more engaged and took more responsibility for their learning than the students who were taught using conventional teaching methods. In addition, the students who lacked the necessary prerequisite knowledge needed more support than the higher achieving students. The implications of the study were discussed.

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