Enhancing Secondary Level Student’s Comprehension of Mathematical Ideas Through Pre-Lecture Exercises

This study examines the efficacy of integrating pre-lecture exercises to augment the comprehension of mathematical ideas among secondary level students. A quasi-experimental method was utilized, where 120 students were randomly allocated to either an experimental group that received pre-lecture assignments in addition to regular lectures, or a control group that only received traditional lectures. Pre-tests and post-tests were conducted to evaluate students' understanding before to and following the intervention. Statistical analyses, such as t-tests and ANOVA, were performed to compare the performance of both groups. Analyzedqualitative feedback regarding the effectiveness of pre-lecture assignments. The findings demonstrate a notable enhancement in students' understanding when they completed pre-lecture activities, as indicated by their higher results on the post-test in comparison to the control group. Furthermore, students expressed favorableexperiences with pre-lecture activities, emphasizingtheir efficacy in fostering active learning and conceptual comprehension. The results emphasizethe educational advantages of including pre-lecture assignments in mathematics instruction to improve students' learning outcomes and promote a more profound comprehension of mathematical ideas.