The effect of context-based teaching enriched with new generation questions on academic achievement, mathematical literacy self-efficacy, mathematical reasoning and mathematical anxiety

The main purpose of this study is to examine the effects of context-based mathematics instruction enriched with new-generation questions on ninth-grade students' academic achievement, mathematics literacy self-efficacy perceptions, mathematical reasoning skills, mathematics anxiety, and retention. In line with this purpose, the study also investigates students' opinions about the implementation of context-based mathematics instruction enriched with new-generation questions, as well as their suggestions to improve the effectiveness of this instructional approach. The study group consisted of a total of 58 ninth-grade students enrolled at a public Anatolian Imam Hatip High School located in Türkoğlu district of Kahramanmaraş province during the second semester of the 2023–2024 academic year. The research employs an embedded design (nested mixed design), one of the mixed research methods. Quantitative data were collected using the "Academic Achievement Test (AAT)," the "Mathematics Literacy Self-Efficacy Scale (MLSES)," the "Mathematical Reasoning Test (MRT)," and the "Mathematics Anxiety Scale (MAS)." Qualitative data were obtained through personal information forms, focus group interviews, and student and researcher diaries. For the analysis of quantitative data, analysis of covariance (ANCOVA) was used, while qualitative data were analyzed using content analysis. The results of the study reveal that context-based mathematics instruction enriched with new-generation questions is more effective than the current curriculum in improving students' academic achievement, strengthening their self-efficacy perceptions related to mathematical literacy, and enhancing their mathematical reasoning skills. Moreover, this instructional approach was found to be effective in ensuring the retention of academic achievement scores and contributing positively to reducing students' mathematics anxiety. The students stated that context-based mathematics instruction enriched with next-generation questions made it easier to relate mathematics to daily life, contributed to a better understanding of the topics, helped them realize that mathematics is present in all areas of life, improved their reasoning and interpretation skills, made the lessons more engaging and enjoyable, increased their attention and motivation, supported the retention of knowledge, and positively influenced their attitudes toward mathematics. However, some students also pointed out limitations of the approach, particularly the length of the questions, difficulties in understanding certain expressions, and the mental fatigue caused by some questions. To improve the effectiveness of this approach, students suggested using more examples from their immediate environment and frequently encountered situations, incorporating more engaging and relevant contexts, increasing the number of examples from various context types, sequencing questions from easy to difficult, providing more detailed explanations, and including more hands-on activities such as experiments and observations to encourage direct student participation. Keywords: Context-based instruction, mathematics teaching, academic achievement, mathematical reasoning, mathematical literacy self-efficacy, mathematics anxiety, retention