The impact of using the IBL approach and the 5E framework in mathematics classrooms on students’ motivation and engagement

Mathematics education is at a crossroads in this era, as students need transdisciplinary knowledge as well as practical application. Traditional teaching approaches focusing on memorizing abstract mathematical knowledge detached from students’ lives often decrease their motivation and engagement in learning mathematics. To address this challenge, this study investigates the influence of incorporating inquiry-based learning (IBL) and the 5E framework in secondary mathematics instruction on student motivation and engagement. The results of this study reveal that this method greatly raises students’ intrinsic motivation as evidenced by the increase in their engagement, self-efficacy and the increased interest in mathematics. Significant improvements were also seen in the levels of social, cognitive and emotional engagement, highlighting the effectiveness of IBL and the 5E framework in creating more meaningful and engaging learning experiences. The research concludes that a wider implementation of these approaches promotes a more dynamic and practical mathematics education, despite limits in sample size and scope.