Student engagement, conceptual-understanding, and problem-solving ability in learning plane geometry through an integrated instructional approach

The study investigated the impact of the integrated instructional approach on plane geometry learning using a mixed research method and quasi-experimental design on the three purposefully selected secondary schools. The researcher collected data using pre-post-tests, engagement Likert scale, observation, and interview and analyzed using ANCOVA, paired sample t-tests, and regression analysis. The intervention resulted in significant pre-post-test mean differences in experimental groups but not in the control group and showed significant differences between groups’ post-intervention results. Experimental group I showed an improvement compared to the two groups. After controlling the pre-test, the integrated approach contributed 13.1%, 14.8%, and 28.24% of the variability on concept understanding, problem-solving ability, and engagement, respectively. Student engagement and conceptual understanding jointly predict problem-solving ability in all groups, with the model explaining 63.1%, 54.4%, and 38% of the variance in Experimental group I, Experimental Group II, the control group, respectively. The researcher concluded the integrated instruction significantly improved plane geometry learning and recommended its application for teachers and other stakeholders.