Can inquiry-based pedagogy improve math performance? Evidence from 5711 students in Vietnam on the mediating role of math attitude

Ji Liu, Amin Abdul, Millicent Aziku and Yue Chen

International Journal of Educational Development, 2024, vol. 111, issue C

Abstract: High-quality math instruction is essential for fostering students’ critical thinking and problem-solving skills. This study explores the potential of inquiry-based pedagogy on student math attitude and performance in Vietnam, leveraging the 2022 Programme for International Student Assessment dataset comprising 5711 students. Using structural equation modelling, findings show that inquiry-based pedagogy significantly enhances math attitude (std.β=0.42, p<0.001) and math performance (std.β=0.08, p<0.001). Math attitude positively and partially mediates the relationship between inquiry-based pedagogy and math performance (std.β=0.07, p<0.001). Disaggregated analysis by region, school type, and geographic location further highlights the significance of instructional pedagogy in improving instructional outcomes across contexts.

Keywords: Inquiry-based pedagogy; Math attitude; Math performance; PISA; Vietnam (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:111:y:2024:i:c:s0738059324001974

DOI: 10.1016/j.ijedudev.2024.103170

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