Effectiveness of Instructional Accommodations for Teaching Mathematics: An Experimental Study

Abstract

This is particularly true of modern school environments, which are flexible enough to allow for adjustments to instructional methods. In order for students to make hypotheses, conduct investigations, gather and analyze data, and collaborate with their peers, meaningful and real-world related mathematical problems or activities should be actively used in mathematics instruction. In this method, the teacher primarily serves as a facilitator, directing the actions of the students. The purpose of the study is to evaluate how 5th grade pupils in FG schools learned mathematics as a result of instructional modifications. To determine if instructional adaptability had an impact on students' learning in mathematics in the fifth grade, an experimental research method was employed. Following the investigation, a pretest posttest control group design was used. The 22 fifth-grade pupils at FG Junior Public School No. 5 in Lahore Cantt were chosen as the study's sample. The technique of random sampling was used. For the aim of the research, students were divided into two groups: an experimental group and a traditional group. Results revealed that a significant improvement was found in the performance of the students of experimental group through instructional adaptations in teaching mathematics. Implication of the research was also discussed.