The Effectiveness of Realistic Mathematics Education (RME) -Based Strategies on Students’ Performance in Lower Secondary

Abstract

Mathematics is crucial for developing higher-order thinking like reasoning and effective problem-solving. However, persistent student struggles severely impact their academic performance, engagement, and future opportunities. The Realistic Mathematics Education (RME) approach, grounding learning in meaningful real-world contexts, is recognized for enhancing student engagement and learning outcomes. This study investigated the effectiveness of RME-based strategies on mathematics performance among lower secondary students from one school in Klang Valley, Malaysia. A quasi-experimental design compared an RME group (utilizing guided practice, graphical representations/manipulatives, collaborative learning, individual tasks) with a traditionally taught control group following traditional methods. The study quantitatively analyzed data from achievement tests to evaluate student performance and from questionnaires to understand their perceptions of the RME interventions. Results revealed statistically significantly higher mathematics performance in the RME group compared to the traditional group, evidencing the intervention's positive impact. Furthermore, a positive relationship between guided practice and student achievement across all mathematics topics covered highlighted it as a preferred, particularly effective RME component. The small, single-school sample is a limitation, affecting external validity, thus necessitating further research with larger, diverse samples for broader generalization of these results in Malaysia. This study contributes to evidence on effective mathematics instruction by identifying valuable RME practices and offering actionable pedagogical insights for educators to improve instruction and foster deeper student understanding.