The Effectiveness of Teaching Method Based on the Components of Concept-Rich Instruction Approach in Students Achievement on Linear Algebra Course and Their Attitudes Towards Mathematics

Abstract

The study aimed to investigate the effectiveness of a teaching strategy based on a Concept-Rich Instruction approach in the student’s achievement in a linear algebra course and their attitudes towards mathematics. The study sample consisted of (112) male and female students divided into two groups. An experimental group of (55) male and female students taught using a teaching strategy based on Concept-Rich Instruction. A control group of (57) male and female students were taught traditionally. The study data were collected using a mathematical test and a questionnaire that measures students' attitudes towards mathematics. The study results showed statistically significant differences between the two study groups and in favor of the experimental group in the achievement test and the measure of attitudes towards mathematics. The study recommended using the Concept-Rich Instruction approach in teaching the linear algebra course to improve achievement, enhance students' attitudes towards mathematics, and invite students to use these components. As well as recommend conducting similar studies on other mathematics courses such as calculus, differential equations, probability etc.