Pupils' and Teachers' Perception of the SIMPLE Approach to the Teaching of Word Problems

This design-based research study examined the implementation fidelity and effectiveness of the SIMPLE Approach, a constructivist intervention integrating the bar model method with metacognitive scaffolding to enhance word problem-solving skills in Kosovo’s lower secondary classrooms. The study aims to address the research gap in that intervention studies in design-based research recognise the critical role of teachers but provide little insight into their actual work and the fidelity of their implementation. To address this research gap, the study investigated (1) alignment of the teachers’ implementation of the SIMPLE Approach and (2) teachers' and pupils' perceptions. Data from classroom observations, teacher diaries, and interviews revealed varying fidelity levels, improving over time. Teacher 1 showed the lowest fidelity, struggling with the bar model method and limiting group work, while Teacher 3 demonstrated the highest fidelity, effectively incorporating all aspects of the SIMPLE Approach and promoting active pupil engagement. Pupils reported initial difficulty with the bar model but ultimately expressed positive perceptions and a desire for continued use. While generalisability is limited, the findings suggest the SIMPLE Approach holds promise but highlights the need for comprehensive teacher training and ongoing support, particularly when introducing novel methods to ensure effective implementation and high fidelity.