A Gawp into Exploring Participatory Action Research in conjunction with Reciprocal Teaching to Enhance Students' Ability to Solve word Linear Programming Problems in Zambia: A Hermeneutic Approach
Article Sidebar
Main Article Content
The study used a hermeneutic design and had a qualitative nature. The data was then subjected to a thematic analysis. The goal was to improve and elevate Zambian students' aptitude for solving linear programming problems. If all activities involved are monitored, students' ability to solve linear programming problems can be improved through the exploration of participatory action research and reciprocal teaching. The use of the approach can have an impact on how well students succeed when working together to solve linear programming word problems.
In class, teachers observed their pupils at work, but during their combined sessions, they discuss the issues they were having as well as any misunderstandings that periodically surfaced. The findings showed that when students collaborate, their performance on linear programming assignments can increase dramatically. The benefits of cooperation are illustrated by the teacher reflections' participatory action research. According to the study, participatory action research is a useful teaching approach in educational contexts.
The study found that using reciprocal teaching in secondary schools can increase students' proficiency with solving linear programming problems, which will improve student performance and lessen the workload for both teachers and students.
Downloads
Downloads
References
Andriyani, Karim and S. Fahmi, (2020), “The Development of a Braille Geometry Module Based on Visual Impairment Students Synthetic Touch Ability with RMT Approach,” AIP Conference Proceedings, 2215, 060001 DOI: https://doi.org/10.1063/5.0000577
Bhandari, P. (2023). What Is Qualitative Research? | Methods & Examples. Scribbr. Retrieved February 19, 2024, from https://www.scribbr.com/methodology/qualitative-research/
Boonen, A. J. H., de Koning, B. B., Jolles, J., & Van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skill straining. Frontiers in Psychology, 7(191), 1-10. https:// doi.org/ 10.3389/fpsyg.2016.00191 DOI: https://doi.org/10.3389/fpsyg.2016.00191
Boonen, A. J. H., Van der Schoot, M., Van Wesel, F., De Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271–279. https://doi/10.1016/j.cedpsych.2013.05.001 DOI: https://doi.org/10.1016/j.cedpsych.2013.05.001
Bredal, Anja; Stefansen, Kari; Bjørnholt, Margunn (2022). "Why do people participate in research interviews? Participant orientations and ethical contracts in interviews with victims of interpersonal violence". Qualitative Research. doi:10.1177/14687941221138409. hdl:11250/3052848. S2CID 254487490. DOI: https://doi.org/10.1177/14687941221138409
Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research, 1(1), 9-28. DOI: https://doi.org/10.1177/14767503030011002
Checkland, P. (2001). Soft systems methodology: A thirty year retrospective. Systems Research and Behavioral Science, 18(2), 145-160.
Creswell, J. W., & Creswell, J. D. (2017). "Research design: Qualitative, quantitative, and mixed methods approaches." Sage Publications.
Denzin, N. K., & Lincoln, Y. S. (2018). "The SAGE handbook of qualitative research." Sage Publications.
Duffy, G. G., & Roehler, L. R. (1989). Why strategy instruction is so hard to evaluate: Theoretical and methodological considerations. Educational Psychology Review, 1(4), 309-328.
Fred Janssen et al (2020). A practical approach to assessment for learning and differentiated instruction Nternational Journal of Science Education2020, VOL. 42, NO. 6, 955–976https://doi.org/10.1080/09500693.2020.1744044 DOI: https://doi.org/10.1080/09500693.2020.1744044
Gallagher, L., Lawler, D., Brady, V., OBoyle, C., Deasy, A., & Muldoon, K. (2017). An evaluation of the appropriateness and effectiveness of structured reflection for midwifery students in Ireland. Nurse Education in Practice, 22(1), 7–14. https://doi.org/https://doi.org/10.1016/j.nepr.2016.11.003 DOI: https://doi.org/10.1016/j.nepr.2016.11.003
Gordon, E. J. (2017). ‘The good, the bad and the ugly’: A model for reflective teaching practices in coaching pedagogy. Strategies, 30(1), 21–27. https://doi.org/https://doi.org/10.1080/08924562.2016.1251866 DOI: https://doi.org/10.1080/08924562.2016.1251866
Hall, J. M. (2020). A Self-Critique of Facilitating Dialogic Reflective Practice with Novice Teachers. Reflective Practice, 21(5), 1–14. https://doi.org/https://doi.org/10.1080/14623943.2020.1798920 DOI: https://doi.org/10.1080/14623943.2020.1798920
Hartman, H. (1994). From Reciprocal Teaching to Reciprocal Education. Journal of Developmental Education, 18(1), 2-32.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65–97). Macmillan.
Jao, L., Sahmbi, G., & Huang, Y.S. (2020). Professional Growth Through Reflection and An Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in A Secondary Mathematics Teaching Methods Course. The Teacher Educator, 55(1), 47–65. https://doi.org/ https:// doi.org/ 10.1080/ 08878730. 2019. 1637986 DOI: https://doi.org/10.1080/08878730.2019.1637986
Jarvis, J., & Clark, K. (2020). Conversations to change teaching. Critical Publishing.
Jitendra, A. K., Griffin, C. C., Deatline-Buchman, A., & Sczesniak, E. (2016). Mathematical word problem-solving in third-grade classrooms. Journal of Educational Research, 100(5), 283-302. https://doi.org/ 10.3200/ JOER. 100. 5.283-302 DOI: https://doi.org/10.3200/JOER.100.5.283-302
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on excellence in college teaching, 25(3&4), 85-118.
Kurshumlia, R. & Vula, E. (2021). Using reciprocal teaching for improving students’ skills in mathematical word problem solving - A project of participatory action research. European Journal of Educational Research, 10(3), 1371-1382. https://doi.org/10.12973/eu-jer.10.3.1371 DOI: https://doi.org/10.12973/eu-jer.10.3.1371
Kurshumlia, R., & Vula, E. (2019). The impact of reading comprehension on mathematics word problem solving. In M. Carmo (Ed.), END, 2019 International Conference on Education and New Developments (pp. 331-335). Education and New Developments. https://doi.org/10.36315/2019v2end076 DOI: https://doi.org/10.36315/2019v2end076
Leavy, P. (2017). Research design. Quantitative, qualitative, mixed Methods, arts-based, and community-based participatory research approaches. The Guilford Press. https://doi.org/10.1111/fcsr.12276 DOI: https://doi.org/10.1111/fcsr.12276
Leeuwis, C., & Aarts, N. (2011). Rethinking communication in innovation processes: Creating space for change in complex systems. Journal of Agricultural Education and Extension, 17(1), 21-36. DOI: https://doi.org/10.1080/1389224X.2011.536344
Lenchuk, I. (2021). Reciprocal teaching as an instructional strategy for identifying reading literacy problems: A case study of an Omani EFL classroom. International Journal of English Language and Literature Studies, 10 (1), 1-10. https://doi.org/10.18488/journal.23.2021.101.1.10 DOI: https://doi.org/10.18488/journal.23.2021.101.1.10
Marshall, T., Keville, S., Cain, A., & Adler, J. R. (2022). Facilitating reflection: a review and synthesis of the factors enabling effective facilitation of reflective practice International and Multidisciplinary Perspectives, 23(4), 1–17. https://doi.org/10.1080/14623943.2022.2064444 DOI: https://doi.org/10.1080/14623943.2022.2064444
McTaggart, R. (1997). Participatory action research: International contexts and consequences. State University of New York Press.
Meyer, K. (2014). Making meaning in mathematics problem-solving using the reciprocal teaching approach. Literacy Learning: the Middle Years, 22(2), 7-14.
Miles, M. B., Huberman, A. M., & Saldana, J. (2019). "Qualitative data analysis: A methods sourcebook." Sage Publications.
Moreno, G. A., & Rutledge, D. (2019). How participatory action research as pedagogy helped transform the identities of students enrolled in a developmental mathematics classroom. Educational Action Research, 28(5), 775-790. https:// doi. org/10.1080/09650792.2019.1682630 DOI: https://doi.org/10.1080/09650792.2019.1682630
Nurhayanti, H., Riyadi, & Usodo, B. (2020). Analysis of mathematical problem-solving skills viewed from initial ability and gender differences in an elementary school. Elementary Education Online/ Ilkogretim, 19(3), 1127-1141. https://doi.org/10.17051/ilkonline.2020.716848 DOI: https://doi.org/10.17051/ilkonline.2020.716848
Özsoy, G., & Kuruyer H. G., & Çakiroğlu, A. (2015). Evaluation of students’ mathematical problem solving skills in relation to their reading levels. International Electronic Journal of Elementary Education, 8(1), 113-132.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175. DOI: https://doi.org/10.1207/s1532690xci0102_1
Pape, S. J., & Smith, C. (2002). Self-Regulating Mathematics Skills. Theory Into Practice, 41(2), 93-101. https:// doi. org/10.1207/s15430421tip4102_5 DOI: https://doi.org/10.1207/s15430421tip4102_5
Pearce, D. L., Bruun, F., Skinner, K., & Lopez-Mohler, C. (2013). What teachers say about student difficulties solving mathematical word problems in grades 2-5. International Electronic Journal of Mathematics Education, 8(1), 3-19. DOI: https://doi.org/10.29333/iejme/271
Pilten, G. (2016). The evaluation of effectiveness of reciprocal teaching strategies on comprehension of expository texts. Journal of Education and Training Studies, 4(10), 232-247. http://doi.org/10.11114/jets.v4i10.1791 DOI: https://doi.org/10.11114/jets.v4i10.1791
Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging. Exploring the roles of word problem characteristics, text comprehension and arithmetic skills. ZDM, 52(1), 33- 44. https://doi.org/10.1007/s11858-019-01118-9 DOI: https://doi.org/10.1007/s11858-019-01118-9
Reason, P. (1994). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 324-339). Sage Publications Inc.
Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: Participative inquiry and practice. Sage. DOI: https://doi.org/10.4135/9781848607934
Richter, J. (2016). Research design: Participatory action research (PAR). In J. Richter (Ed.), Human rights education through Ciné Débat. (pp. 107-115). Springer. https://doi.org/10.1007/978-3-658-12723-7_6 DOI: https://doi.org/10.1007/978-3-658-12723-7_6
Robutti, O., Cusi, A., Clark-Wilson, A., Jaworski, B., Chapman, O., Esteley, C., Goos, M., Isoda, M., & Joubert, M. (2016). ICME International survey on teachers working and learning through collaboration. ZDM Mathematics Education, 48(5), 651-690. https://doi.org/10.1007/s11858-016-0797-5 DOI: https://doi.org/10.1007/s11858-016-0797-5
Salihu, L., & Räsänen, P. (2018). Mathematics skills of kosovar primary school children: A special view on children with mathematical learning difficulties. International Electronic Journal of Elementary Education, 10(4), 421-430. https://doi.org/10.26822/IEJEE.2018438132 DOI: https://doi.org/10.26822/iejee.2018438132
Stoszkowski, J., & Collins, D. (2017). Using shared online blogs to structure and support informal coach learning—part 1: A tool to promote reflection and communities of practice. Sport, Education and Society, 22(2), 247–270. https://doi.org/https://doi.org/10.1080/13573322.2015.1019447 DOI: https://doi.org/10.1080/13573322.2015.1019447
Tarchi, C., & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text’s meaning. The Journal of Educational Research, 109(5), 518-530. https://doi.org/ 10.1080/ 00220671. 2014. 992583 DOI: https://doi.org/10.1080/00220671.2014.992583
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Pearson Education.
Van Garderen, D. (2004). Reciprocal teaching as a comprehension strategy for understanding mathematical word problems. Reading & Writing Quarterly (20), 225-229. https://doi.org/10.1080/10573560490272702 DOI: https://doi.org/10.1080/10573560490272702
Vula, E., Avdyli, R., Berisha, V., Saqipi, B., & Elezi, S. (2017). The impact of meta cognitive strategies and self-regulating processes of solving math word problems. International Electronic Journal of Elementary Education, 10(1), 49-59. https://doi.org/10.26822/iejee.2017131886 DOI: https://doi.org/10.26822/iejee.2017131886
Wertz, Charmaz, McMullen (2011)."Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry". 16-18. The Guilford Press: March 30, 2011. 1st ed. Print.
Woolfolk, A. (2011). Psikologji edukimi [Educational psychology]. Qendra për arsim demokratik.
Wright, P. (2021). Transforming mathematics classroom practice through participatory action research. Journal of Mathematics Teacher Education, 24(2), 155-177. https://doi.org/10.1007/s10857-019-09452-1 DOI: https://doi.org/10.1007/s10857-019-09452-1
Zhu, N. (2015). Cognitive strategy instruction for mathematical word problem-solving of students with mathematics disabilities in China. International Journal of Disability Development, and Education, 62(6), 608-627. https://doi.org/ 10. 1080/1034912X.2015.1077935 DOI: https://doi.org/10.1080/1034912X.2015.1077935
All articles published in our journal are licensed under CC-BY 4.0, which permits authors to retain copyright of their work. This license allows for unrestricted use, sharing, and reproduction of the articles, provided that proper credit is given to the original authors and the source.