Evaluating the Effectiveness of the Layer-by-Layer Teaching Method on Mathematics Learning: A Comparison with Other Active Teaching Methods

Document Type : Research Paper

Authors

1 1. Assistant Professor, Department of educational sciences, Farhangian University, Tehran, Iran.

2 2. PhD Student in Higher Education, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran (Corresponding Author, www.farhad.saidi67@gmail.com)

10.48310/rme.2025.20033.1114

Abstract

Mathematics learning is one of the most challenging areas in education and requires effective, engaging, and structured instructional approaches to facilitate students’ conceptual understanding and problem-solving skills. This study aimed to evaluate the impact of the Layer-by-Layer Teaching Method compared to brainstorming, problem-solving, and traditional teaching methods on students’ mathematics learning. The research was applied in purpose and employed a quasi-experimental design with a pretest–posttest and a control group. The statistical population consisted of male seventh-grade students in Sanandaj during the 2024–2025 academic year. Four classes were selected through convenience sampling and randomly assigned to the four teaching methods. A researcher-made mathematics achievement test was used to collect data. The data were analyzed using SPSS software and Analysis of Covariance (ANCOVA). The pretest results indicated no significant difference between the groups, while the posttest results showed that, although all groups improved, the Layer-by-Layer Teaching group achieved the highest mean score. This finding suggests that the Layer-by-Layer approach is more effective in enhancing mathematical performance than brainstorming, problem-solving, and traditional methods. The results highlight that presenting learning materials in a structured, step-by-step manner can promote better understanding and deeper learning of mathematical concepts. Therefore, it is recommended that teachers incorporate the Layer-by-Layer Teaching Method alongside other active strategies to improve the quality and effectiveness of mathematics instruction

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