REACT instructional strategy and secondary school students’ mathematics achievement: Gender inclusivity and implications for distance mathematics education
DOI:
https://doi.org/10.33830/ijdmde.v3i2.14756Keywords:
Constructivist Learning, Distance Mathematics Education, Gender Inclusivity, Mathematics Achievement, REACT Instructional StrategyAbstract
Persistent difficulties in mathematics achievement highlight the need for instructional approaches that connect abstract concepts with learners’ experiences and promote active engagement. This study examined the effect of the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) instructional strategy on senior secondary school students’ mathematics achievement, considering gender and implications for distance mathematics education. A pretest–posttest quasi-experimental design with a control group involved 80 Senior Secondary School II students from two purposively selected schools in Ijebu-Ode, Ogun State, Nigeria. The experimental group received REACT-based instruction, while the control group received conventional instruction. Data were collected using a 25-item Mathematics Achievement Test with a reliability coefficient of 0.88 and analyzed using descriptive statistics and analysis of covariance (ANCOVA). Results showed that students exposed to REACT achieved higher post-test scores than those taught conventionally, with instructional strategy significantly affecting mathematics achievement. Gender had no significant effect, and no significant interaction between instructional strategy and gender was found, indicating comparable outcomes for male and female students. The findings support REACT as an inclusive, constructivist-oriented approach and provide a pedagogical basis for adapting its contextual, collaborative, experiential, and transfer-oriented principles to blended and distance mathematics learning environments in future studies.
References
Agormor, S., Apawu, J., Aboagye-Agbi, J. J., & Hokor, E. K. (2022). Prior mathematics achievement and mathematics self-efficacy as indicators for success in preservice teachers’ achievement in geometry and trigonometry. Journal of Research in Instructional, 2(2), 115–128. https://doi.org/10.30862/jri.v2i2.83
Akinoso, S. O. (2015). Relevance of mathematics in everyday activities and career choices among secondary school students in Nigeria. African Educational Research Journal, 3(4), 264–271.
Akkoç, H., & Ocak, G. (2019). Effect of constructivist learning approach on students’ academic achievement in mathematics. Journal of Education and Learning, 8(6), 60–72. https://doi.org/10.5296/jel.v8i6.15357
Alam, S., Budiarto, M. T., & Siswono, T. Y. E. (2022). A study of students’ self-efficacy in mathematics performance based on Bugis ethnicity and gender. European Journal of Mathematics and Science Education, 3(2), 155–170. https://doi.org/10.12973/ejmse.3.2.155
Alkan, M. F., & Özkaya, Ş. Y. (2023). An exploratory study on the effects of attitude and self-efficacy on math achievement as mediated by math anxiety. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 488–496. https://doi.org/10.17556/erziefd.1218193
Amidi, A., Kartono, K., Mulyono, M., & Pudjiastuti, E. (2025). The effectiveness of contextual teaching and learning with Articulate Storyline in improving mathematical literacy: A perspective of high self-confidence students. Educational Process: International Journal, 16, Article e2025233. https://doi.org/10.22521/edupij.2025.16.233
Appiah, J. B., Korkor, S., Arthur, Y. D., & Obeng, B. A. (2022). Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. International Electronic Journal of Mathematics Education, 17(3), Article em0688. https://doi.org/10.29333/iejme/12056
Arroyo-Barrigüete, J. L., Carabias-López, S., Borrás-Pala, F., & Martín-Antón, G. (2023). Gender differences in mathematics achievement: The case of a business school in Spain. SAGE Open, 13(2). https://doi.org/10.1177/21582440231166922
Asanre, A. A., Abiodun, T. O., & Odupe, T. A. (2019). Content coverage and students’ attitude as predictors of senior secondary academic achievement in mathematics. Islamic University Multidisciplinary Journal, 6, 164–167. https://iuiu.ac.ug/journaladmin/iumj/ArticleFiles/71009.pdf
Asanre, A. A., Sondlo, A., & Oluwadayo, A. T. (2024a). Effect of problem-based learning strategy on the learning outcomes of senior secondary school students in mathematics. Journal of Advanced Sciences and Mathematics Education, 4(1), 15–23. https://doi.org/10.58524/jasme.v4i1.370
Asanre, A. A., Sondlo, A., & Oluwadayo, A. T. (2024b). Impact of interest and motivation on academic achievement of junior secondary school students in mathematics. Journal of Mathematics Instruction, Social Research and Opinion, 3(3), 275–284. https://doi.org/10.58421/misro.v3i3.269
Asanre, A., Sondlo, A., & Adedeji, A. (2025). Evaluating the impact of the flipped classroom model on senior secondary students’ mathematics achievement: A quasi-experimental study. International Journal of Didactic Mathematics in Distance Education, 2(2), 128–140. https://doi.org/10.33830/ijdmde.v2i2.11774
Boateng, R. F., Charles, A. A., & Mohammed, S. (2023). Effect of REACT strategy on senior high school students’ achievement in protein synthesis. American Journal of Educational Research, 11(9), 620–627. https://doi.org/10.12691/education-11-9-11
Casey, B. M., & Ganley, C. M. (2021). An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model. Developmental Review, 60, Article 100963. https://doi.org/10.1016/j.dr.2021.100963
Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Szűcs, D., & Mammarella, I. C. (2022). Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: A meta-analysis on 906,311 participants. Educational Psychology Review, 34(1), 363–399. https://doi.org/10.1007/s10648-021-09618-5
Çibukçiu, B. (2025). The impact of constructivist methods on students’ mathematical problem-solving. Discover Education, 4, Article 83. https://doi.org/10.1007/s44217-025-00475-w
Diwa, O. B., Ayuh, O. R., Osayi, U. H., & Bekom, A. K. (2023). Teachers’ gender and effective classroom management and teaching methods as a dimension for teaching effectiveness of mathematics teachers in Ikom education zone of cross river state, Nigeria. Global Journal of Educational Research, 22(1), 25–36.
Elbehary, S. G. A. (2024). Training Egyptian undergraduate mathematics students to implement REACT strategies: An approach to strengthen their conceptual and procedural knowledge of rational numbers and capability to create contextual situations. Al-Jabar: Jurnal Pendidikan Matematika, 15(1), 171–215. https://doi.org/10.24042/ajpm.v15i1.21420
Fatkurochman, M., Slamet, I., & Pramudya, I. (2024). Contextually based mathematics learning module improves students’ mathematical literacy abilities. Journal of Educational Research and Evaluation, 8(1), 67–77. https://doi.org/10.23887/jere.v8i1.73940
Fisher, C., Berliner, D., Filby, N., Marliave, R., Cahen, L., & Dishaw, M. (2015). Teaching behaviors, academic learning time, and student achievement: An overview. The Journal of Classroom Interaction, 50(1), 6-24. https://www.jstor.org/stable/44735708
Hiltrimartin, C., & Pratiwi, W. D. (2025). Problem-solving skills among students on the topic of derivatives: Differences in the changes of achievement emotions. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), Article em2645. https://doi.org/10.29333/ejmste/16504
Iroko, G. A., Adesina, K. A., & Asanre, A. A. (2024). Examining the influence of gender and school location on academic achievement in algebra among senior secondary school students. FNAS Journal of Mathematics and Science Education, 5(4), 36–42.
Ismail, F. A., Bungsu, J., & Shahrill, M. (2022). Improving students’ participation and performance in building quantities through think-pair-share cooperative learning. Indonesian Journal of Educational Research and Technology, 3(3), 203–216. https://doi.org/10.17509/ijert.v3i3.50348
Johnson, E., Andrews-Larson, C., Keene, K., Melhuish, K., Keller, R., & Fortune, N. (2020). Inquiry and gender inequity in the undergraduate mathematics classroom. Journal for Research in Mathematics Education, 51(4), 514–516. https://doi.org/10.5951/jresematheduc-2020-0043
Juwita, R., Wijayanti, D. A., & Haeruman, L. D. (2024). The effect of REACT learning strategy assisted structured worksheet on mathematical problem-solving ability. Inovasi Matematika, 6(2). https://doi.org/10.35438/inomatika.v6i2.465
Kaiser, G., & Zhu, Y. (2022). Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai. Journal for STEM Education Research. https://doi.org/10.1177/27527263221091373
Latri, A., & Agusalim, J. (2020). The influence of REACT learning strategies on mathematics learning outcomes and learning activities of fifth grade students at SDN Lariangbangi Makassar. Jurnal Inovasi Pendidikan Matematika, 8(1), 32–39. https://doi.org/10.26858/jds.v8i1.13319
Lee, J., Lee, H. J., Song, J., & Bong, M. (2021). Enhancing children’s math motivation with a joint intervention on mindset and gender stereotypes. Learning and Instruction, 73, Article 101416. https://doi.org/10.1016/j.learninstruc.2020.101416
Majid, R. M., Nurhayati, A., & Ismail, D. (2024). REACT strategy on mathematical reasoning reviewed from students’ interest in learning mathematics. Journal of Humanities and Social Sciences Studies, 6(11), 89–97. https://doi.org/10.32996/jhsss.2024.6.11.8
Mashuri, S., & Yawan, H. (2023). Gender difference influence students’ performance in learning math in secondary schools. International Journal of Education, Social Studies, and Management, 3(1), 1–12. https://doi.org/10.52121/ijessm.v3i1.114
Musyadad, M. A., & Avip, B. (2020). Application of REACT (relating, experiencing, applying, cooperating, transferring) strategy to improve mathematical communication ability of junior high school students. Journal of Physics: Conference Series, 1521, Article 032048. https://doi.org/10.1088/1742-6596/1521/3/032048
Ngozi, I. J., & Solomon, O. D. (2021). Effect of differentiated instruction on achievement of low mathematics achievers in primary schools in Abuja, Nigeria. Innovare Journal of Education, 9(5), 37–43. https://doi.org/10.22159/ijoe.2021v9i5.42253
Nurzannah, M., Herizal, Fajriana, & Mursalin, M. (2021). The effect of REACT strategy assisted by GeoGebra software on students’ mathematical representation ability. Malikussaleh Journal of Mathematics Learning, 4(2), 90–97. https://doi.org/10.29103/mjml.v4i2.5709
Origenes, M. J. G. (2025). The effectiveness of the constructivist approach on students’ achievement in mathematics: A meta-analysis. International Journal of Advanced Multidisciplinary Research and Studies, 5(6). https://doi.org/10.62225/2583049X.2025.5.6.5308
Pena, M., Olmedo-Torre, N., de les Valls, E. M., & Lusa, A. (2021). Introducing and evaluating the effective inclusion of gender dimension in STEM higher education. Sustainability, 13(9), Article 4994. https://doi.org/10.3390/su13094994
Prieto-Saborit, J. A., Mendez-Alonso, D., Fernandez-Viciana, A., Dixit, L. J. D., & Nistal-Hernandez, P. (2022). Implementation of cooperative learning and its relationship with prior training of teachers, performance and equity in mathematics: A longitudinal study. Sustainability, 14(23), Article 16243. https://doi.org/10.3390/su142316243
Quainoo, B. A., Otami, C. D., & Owusu, K. A. (2021). Effect of the REACT strategy on senior high school students’ achievement in molecular genetics. LUMAT: International Journal on Math, Science and Technology Education, 9(1). https://doi.org/10.31129/LUMAT.9.1.1418
Sihite, M. S. R., & Pangaribuan, L. R. (2023). Implementation of cooperative learning model with REACT strategies to improve student mathematical problem-solving ability. International Journal of Educational Research & Social Sciences, 4(2), 320–327. https://doi.org/10.51601/ijersc.v4i2.628
Siller, H.-S., & Ahmad, S. (2024). Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), Article em2395. https://doi.org/10.29333/ejmste/14153
Ugwuozor, F. O. (2020). Constructivism as pedagogical framework and poetry learning outcomes among Nigerian students: An experimental study. Cogent Education, 7(1), Article 1818410. https://doi.org/10.1080/2331186X.2020.1818410
Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom—Take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880–887. https://doi.org/10.17507/tpls.0807.21
Yawman, M., & Appiah-Kubi, J. (2018). Innovative teaching strategies and students’ achievement. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3161988
Yildiz, E. P. (2022). Teacher Education in the Digital Transformation Process in North Cyprus: A Situation Analysis Study. International Education Studies, 15(1), 187-199. https://doi.org/10.5539/ies.v15n1p187
Zakariya, Y. F. (2022). Improving students’ mathematics self-efficacy: A systematic review of intervention studies. Frontiers in Psychology, 13, Article 986622. https://doi.org/10.3389/fpsyg.2022.986622
Zhang, Y., Russell, S., & Kelly, S. (2022). Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012. Studies in Educational Evaluation, 73, Article 101146. https://doi.org/10.1016/j.stueduc.2022.101146
Zulkarnain, S. H., Hutkemri, Z., & Suraji. (2021). Effects of REACT learning model based on Riau–Malay culture towards mathematical problem-solving ability and achievement motivation amongst high school students. Turkish Journal of Computer and Mathematics Education, 12(4), 869–880.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Akorede Ayoola Asanre, Oluwadayo Taiwo Abiodun, Gbenga Samuel Olusola, Xulu Ntuthuko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
