A Comparative Analysis of Innovative Pedagogical Strategies in Foundation Mathematics: An Action Research Study

Abstract

Foundation mathematics requires innovative pedagogical strategies to ensure an effective teaching–learning process. As the subject often presents a significant challenge for students transitioning from higher secondary education to higher education, foundation programs must adopt appropriate approaches to strengthen essential conceptual understanding. This study examines the effectiveness of various instructional strategies and seeks to determine which methodologies most effectively enhance student performance and conceptual clarity. Using a quasi-experimental design, the study implemented Flipped Classroom, Collaborative Problem Solving, and Blended Learning approaches in a second-level foundation mathematics course. The research compares the relative effectiveness of these methods in improving learning outcomes. Data were collected through a pre-test/post-test design to measure students’ cognitive gains. The results were analysed using both descriptive and inferential statistical techniques. A Comparative study has done through ANCOVA. The findings indicate that while all three approaches can be successfully used to teach this topic, Blended learning was the most effective in this study for the particular topic, underscoring the value of active, student-centered methods and the inclusion of innovative pedagogical strategies in foundation-level mathematics curricula.