Effect of Concept-Rich Instruction (CRI) on Mathematical Problem Solving Skills
Rommel Al Ali
Yousef Wardat
This study aimed to investigate the impact of Concept-Rich Instruction (CRI) on the problem-solving skills of fourth-grade students in mathematics at Abu Dhabi Emirates School. Using a quasi-experimental design, the study involved 62 students divided into an experimental group (30) and a control group (32). The experimental group was taught using the CRI approach, while the control group received traditional instruction. Data were collected using quantitative problem-solving tests, and the results were analyzed using descriptive statistics, t-tests, and Analysis of Covariance (ANCOVA) to control for pre-test scores. The findings revealed a significant improvement in the experimental group's problem-solving skills compared to the control group. The mean post-test scores for the experimental group increased from 60.36 to 81.73, while the control group's scores remained virtually unchanged. Additionally, no significant gender differences were found in the post-test scores, indicating that CRI is equally effective for both male and female students. The study underscores the effectiveness of CRI in enhancing mathematical problemsolving skills and highlights the need for innovative instructional methods in mathematics education. The results suggest that CRI can significantly improve students' understanding and application of mathematical concepts, providing a valuable alternative to traditional teaching methods. Future research should explore the long-term effects of CRI and its impact on other aspects of mathematical learning. By adopting CRI, educators can foster deeper conceptual understanding and problem-solving abilities in students, contributing to their overall academic success and preparing them for higher-level mathematical thinking.
Keywords:Approach, Concept-rich instruction, Mathematical problem solving
