The Effectiveness of the Match Mine Strategy in Mathematics Learning

Abstract

Mathematics learning often becomes challenging for students when classroom instruction relies heavily on teacher-centered methods that limit active participation, communication, and conceptual development. Although cooperative learning strategies have been recognized for improving student engagement and understanding, the specific effectiveness of the Match Mine strategy in mathematics remains underexplored. This lack of empirical evidence creates uncertainty for educators seeking structured, student-centered approaches that enhance learning outcomes. The purpose of this study is to determine the effectiveness of the Match Mine strategy in improving students’ conceptual understanding, motivation, and engagement in mathematics, as well as to examine teachers’ perceptions and implementation practices. A quantitative research design was used, involving 31 primary school students and several mathematics teachers. The methodology consisted of five phases: a pre-test to establish baseline understanding, a teaching session using the Match Mine strategy, a post-test using identical items, distribution of questionnaires to students and teachers, and comprehensive quantitative analysis using descriptive statistics and significance testing. The findings show a clear improvement in student learning following the intervention. Post-test scores increased, with the mean rising from 8.19 to 8.84, and fewer students scoring in the lower range. The paired t-test indicated a statistically significant difference between pre-test and post-test results, confirming that the improvement was meaningful and not due to chance. Teacher feedback also revealed moderate to high acceptance of the strategy across all experience levels, with the strongest support from teachers with more than ten years of teaching experience. In conclusion, the Match Mine strategy demonstrates strong potential to enhance conceptual understanding, engagement, and overall learning in mathematics classrooms while being well-supported by practicing teachers.