Investigating the Impact of the Stratified Cognitive Apprenticeship Model on High School Students’ Math Performance

Abstract

This study assessed the impact of a cognitive apprenticeship model (CAM)-based stratified teaching module on the mathematical proficiency of high school students. The stratified cognitive apprenticeship model teaching module (SCTM) first involves grouping students based on their mathematical abilities. Students with higher performance are placed in one class, while those with lower scores are placed in another. Instruction for each group is then conducted using the cognitive apprenticeship model, tailoring the teaching approach to align with the specific needs and abilities of each group. A quasi-experimental design was adopted and 150 students were recruited. This study compared the outcomes of a control group, which was instructed using conventional teaching methods (CI), with those of two experimental groups—one instructed using a stratified cognitive teaching method (SCTM)-based on the CAM—and another instructed using the CAM alone. Students’ performance was evaluated based on a mathematics test including the following dimensions: knowing and understanding, investigating, communication, and application (of mathematical knowledge to real-life problems). The data were analyzed using an analysis of covariance (ANCOVA). The results indicated that students instructed using the SCTM outperformed their peers in mathematical achievement, thereby validating SCTM’s effectiveness as a comprehensive educational strategy for mathematics education at the senior high school level.

Keywords

• cognitive apprenticeship model
• mathematics education
• stratified teaching