This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students.

Mathematics has been crucial to learning and extending the frontiers of knowledge in all academic areas. At the elementary level, several teaching approaches have been implemented to improve students’ mathematical achievement. However, compared to traditional teaching exposition techniques, the teaching with the use of math manipulatives has been found useful to enhance mathematical achievement. The current quasi-experimental study was carried out with Pakistani students, and aimed to explore the blended effect of concrete and virtual manipulatives on fifth-graders’ mathematical achievement. Different mathematical concepts such as whole number, decimals and percentages, fraction, unitary method, perimeter, area, and geometry from a grade 5 textbook were targeted for the intervention period. Following randomization, one section from a public school was chosen as a control group and the other section classified as an experimental group. The mathematical achievement of fifth graders was measured through mathematics achievement test (MAT), developed, and piloted for this particular study, in a pre–posttest design. The data were analysed using one-way ANCOVA and mixed between-within ANOVA test to examine the significant differences, if any exist, in pretest/posttest scores between and within the groups over the period of intervention. The results revealed blended use of concrete and virtual manipulatives significantly enhances students’ mathematical achievement as compared to the results achieved from traditional instruction. This study offers information for teachers and students to incorporate concrete and virtual manipulatives simultaneously in mathematics lessons.

This study investigates the impact of integrating both concrete and virtual manipulatives on the mathematics achievement of fifth-grade students across different achievement levels (low, average, and high). Utilizing a quasi-experimental design with pre- and post-tests, a convenience sample of fifth-grade students was randomly assigned to either a control or experimental group. The data collection instruments, consisting of separate pre- and post-tests on the same mathematical concepts, underwent thorough validity and reliability testing. Initial assessments demonstrated that the achievement levels between the control and experimental groups were comparable prior to the intervention. The experimental group received instruction that incorporated both concrete and virtual manipulatives, whereas the control group followed traditional teaching methods. Following a 12-week intervention period, a post-test was administered. The data were analyzed using parametric paired-sample t-tests and one-way ANCOVA, ensuring that all underlying assumptions were satisfied. The findings revealed significant improvements in post-test scores among students in the experimental group, regardless of their initial achievement levels. Although low-achieving students in the control group also showed progress, their gains were less substantial compared to those in the experimental group. This study highlights the potential benefits of incorporating both concrete and virtual manipulatives in fifth-grade mathematics instruction to enhance academic achievement.

Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional methods. This quasi-experimental study investigates the impact of the UbD model on the science achievement of fifth-grade students in Pakistan. Using a pretest-posttest design, students were randomly assigned to either a control group or an experimental group. The academic achievement science test (AAST) was administered to measure outcomes. Data analysis, incorporating independent sample t-tests and mixed between-within subject ANOVA, indicated that the UbD model significantly improved science achievement over conventional teaching methods. These findings underscore the effectiveness of UbD in science education and highlight the importance of innovative pedagogical strategies for promoting academic success among elementary students. Implications and future research directions are suggested.

The study aimed to explore secondary and higher secondary school students’ view on the role of permaculture as a tool for environmental literacy development. Cross‐sectional survey research design was applied to collect the data through a questionnaire that was developed by Lebo to assess students’ views or attitudes and beliefs. Note that 1304 students were selected as a sample using a convenient sampling technique. The collected views were analyzed using parametric statistics, including independent sample t ‐tests and one‐way analysis of variance, with all assumptions met. The findings indicated significant differences in students’ views on permaculture and environmental literacy with respect to gender. Some students appeared to better recognize ecological limits and possibilities. Some students prioritized protecting the environment over making money. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school. Thus, the study underscores the importance of integrating permaculture approach in educational settings based on environmental education programs. These programs cultivate a deeper understanding of environmental literacy and sustainable practices among students to individually nourish the earth system.