Enhancing Secondary Students' Problem-Solving Achievement and Behaviour in Linear Algebra: The Impact of the Thinking Aloud Pair Problem-Solving Strategy

Abstract

Mathematical problem-solving is a fundamental skill in education, especially in areas like linear algebra, where students often face considerable challenges. This study examines the impact of the Thinking Aloud Pair Problem-Solving (TAPPS) strategy in enhancing students' problem-solving behaviour and academic performance. Adopting a quasi-experimental design, the study involved 30 secondary school students from Johor, Malaysia. Quantitative data were gathered through pre- and post-tests, including a problem-solving behaviour questionnaire and an achievement test. Results revealed significant improvements in both problem-solving behaviour and academic achievement after implementing the TAPPS strategy. Additionally, a moderate positive correlation was identified between problem-solving behaviour and achievement. These findings emphasise the potential of the TAPPS strategy to strengthen students’ mathematical reasoning, reflection, and accuracy when solving linear algebra problems. The implications are significant for educators seeking innovative methods to improve mathematical problem-solving skills in secondary education.