Investigating the impact of argumentation on high school students’ achievement in probability
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https://doi.org/10.71350/3062192515Keywords:
argumentation, instructional approach, probability, advanced level, critical thinkingAbstract
This study aimed to investigate the impact of an argumentation instructional approach on high school students' understanding and performance in probability in Zimbabwe. A sample of 120 students was randomly assigned to experimental and control groups, with the experimental group receiving argumentation-based instruction while the control group followed traditional teaching methods. Both groups completed standardized pre-tests and post-tests, with results analysed using t-tests and ANCOVA. Findings indicated a significant improvement in the experimental group's performance. The study concluded that the argumentation approach positively influenced students' understanding and achievement in probability. However, limitations included the study's focus on a single school and a short intervention duration, suggesting future research should encompass multiple schools and longitudinal designs. The findings have implications for mathematics education policy and curriculum development in Zimbabwe and similar contexts.
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