| dc.description.abstract | This study examines the comparative effectiveness of traditional and modern teaching
strategies in mathematics education across Bangladeshi secondary schools, focusing on grade
seven (thirty eight participants) and grade eight students (fifty one participants). This research
investigates how different instructional methods influence students’ academic achievements,
engagement, confidence, and overall teaching satisfaction, while considering variations across
school types and socio-economic backgrounds.
A mixed - methods design was employed using both qualitative and quantitative data
from mathematics quizzes and structured surveys with qualitative insights gathered through
students’ interviews and classroom observations from different schools of Chattogram. The
quantitative data were analysed by SPSS using descriptive statistics, ANOVA, Chi-square tests,
and regression analysis while qualitative responses were examined thematically using Delve
software.
Findings show that modern and blended approaches are generally more effective than
fully traditional instruction, particularly for grade eight students, where the achievement
difference was statistically significant (p = 0.004). In grade seven, the differences were small
and not statistically significant (p = 0.901), partly due to smaller sample size. Students taught
through interactive lessons, real-life applications, group activities, and technology-supported
instruction demonstrated higher scores, deeper conceptual understanding, and increased
motivation towards mathematics. Overall, the study concludes that modern and blended
pedagogies offer considerable promise for improving mathematics learning in Bangladesh.
However, success relies on adequate teacher training, and resource availability. | en_US |
