Investigating the impact of argumentation on high school students’ achievement in probability

Abstract

This study aimed to investigate the impact of an argumentation instructional approach on high school students' understanding and performance in probability in Zimbabwe. A sample of 120 students was randomly assigned to experimental and control groups, with the experimental group receiving argumentation-based instruction while the control group followed traditional teaching methods. Both groups completed standardized pre-tests and post-tests, with results analysed using t-tests and ANCOVA. Findings indicated a significant improvement in the experimental group's performance. The study concluded that the argumentation approach positively influenced students' understanding and achievement in probability. However, limitations included the study's focus on a single school and a short intervention duration, suggesting future research should encompass multiple schools and longitudinal designs. The findings have implications for mathematics education policy and curriculum development in Zimbabwe and similar contexts.