Comparing the Impact of Traditional and Modern Mathematics Teaching in Bangladeshi Secondary Schools: A Mixed - Methods Study

Abstract

This study examines the comparative effectiveness of traditional and modern teaching strategies in mathematics education across Bangladeshi secondary schools, focusing on grade seven (thirty eight participants) and grade eight students (fifty one participants). This research investigates how different instructional methods influence students’ academic achievements, engagement, confidence, and overall teaching satisfaction, while considering variations across school types and socio-economic backgrounds. A mixed - methods design was employed using both qualitative and quantitative data from mathematics quizzes and structured surveys with qualitative insights gathered through students’ interviews and classroom observations from different schools of Chattogram. The quantitative data were analysed by SPSS using descriptive statistics, ANOVA, Chi-square tests, and regression analysis while qualitative responses were examined thematically using Delve software. Findings show that modern and blended approaches are generally more effective than fully traditional instruction, particularly for grade eight students, where the achievement difference was statistically significant (p = 0.004). In grade seven, the differences were small and not statistically significant (p = 0.901), partly due to smaller sample size. Students taught through interactive lessons, real-life applications, group activities, and technology-supported instruction demonstrated higher scores, deeper conceptual understanding, and increased motivation towards mathematics. Overall, the study concludes that modern and blended pedagogies offer considerable promise for improving mathematics learning in Bangladesh. However, success relies on adequate teacher training, and resource availability.