The Effect of IDEA Model-Based Instruction on Productive Struggle in Mathematics among Tenth-Grade Students in Jordan: The Role of Conceptual Reasoning

This study investigated the effect of instruction based on the IDEA Model on productive struggle in mathematics among tenth-grade students in Jordan, considering their level of conceptual reasoning. The study employed a quasi-experimental design. The participants were selected from female tenth-grade students in two schools in Madaba, Jordan. Two classes were randomly assigned in each school: one experimental class taught according to the IDEA Model and one control class taught using the conventional method. After combining the classes, the experimental group consisted of 80 female students, while the control group consisted of 78 female students. Instructional materials based on the IDEA Model were developed, along with a productive struggle scale and a conceptual reasoning scale. The conceptual reasoning scale was administered before the experimental treatment, and students were classified into high and low conceptual reasoning groups accordingly. The results showed statistically significant differences at α = 0.05 in productive struggle attributable to the teaching method, in favor of the experimental group. However, no statistically significant differences were found in productive struggle due to the interaction between teaching method — IDEA Model versus conventional instruction — and conceptual reasoning level — high versus low. The study recommended encouraging mathematics teachers to adopt IDEA Model-based instruction, organizing introductory workshops on the model, and training teachers to design instructional activities based on it.