Enhancing Secondary Level Student’s Comprehension of Mathematical Ideas Through Pre-Lecture Exercises

Abstract

This  study  examines  the  efficacy  of  integrating  pre-lecture  exercises  to  augment  the comprehension  of  mathematical  ideas  among  secondary  level  students.  A  quasi-experimental  method  was utilized,  where  120  students  were  randomly  allocated  to either  an  experimental  group  that  received  pre-lecture  assignments  in  addition  to  regular lectures,  or  a  control  group  that  only  received  traditional  lectures.  Pre-tests  and  post-tests were   conducted   to   evaluate   students'   understanding   before   to   and   following   the intervention.  Statistical  analyses,  such  as  t-tests  and  ANOVA,  were  performed  to  compare the  performance  of  both  groups. Analyzedqualitative  feedback  regarding  the  effectiveness of  pre-lecture  assignments.  The  findings  demonstrate  a  notable  enhancement  in  students' understanding when they completed pre-lecture activities, as indicated by their higher results on  the  post-test  in  comparison  to  the  control  group.  Furthermore,  students  expressed favorableexperiences with pre-lecture activities, emphasizingtheir efficacy in fostering active learning  and  conceptual  comprehension.  The  results emphasizethe  educational  advantages of  including  pre-lecture  assignments  in  mathematics  instruction  to  improve  students' learning outcomes and promote a more profound comprehension of mathematical ideas.