The Effect Of The Prospective Guide Strategy On Multiple Mathematical Representations Among Fifth Grade Students

Abstract

This research investigates the impact of a proactive guidance strategy on multiple mathematical representations among fifth-grade students. The study is grounded in two hypotheses: first, that there is no significant difference in achievement test scores between students taught with the proactive strategy and those taught using traditional methods; and second, that the experimental method with two equivalent groups will be employed.

The research sample consisted of 310 fifth-grade students from government primary schools in Maysan, with a focus on Al-Ashbal Primary School for Boys. From this, 72 students were selected, with Class B designated as the experimental group (30 students) and Class A as the control group (30 students) after excluding some participants. The study controlled for external factors that could influence the results.

Over a 10-week period, both groups were taught mathematics, after which a test was administered on April 20, 2025. The results, analyzed using a t-test for independent samples, indicated a statistically significant difference at the 0.05 level, favoring the experimental group that utilized the proactive guidance strategy.
The findings suggest that the proactive strategy significantly enhances students' academic performance in mathematics. Consequently, the researcher advocates for the adoption of this teaching method in mathematics education to improve educational outcomes. Recommendations include revising curricula to align with global advancements and encouraging teachers to enhance the realism of learning experiences, which is vital for effective education and the holistic development of students. The study underscores the importance of innovative teaching strategies in fostering academic achievement and personal growth in learners.