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Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya

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  • Simiyu Mark

    (Kibabii University)

  • Dr. Edwin Masibo

    (Kibabii University)

  • Dr. Duncan Wasike

    (Kibabii University)

Abstract

Mathematical problem-solving skills are a critical competency for secondary school learners, yet many students struggle with applying conceptual knowledge to real-world scenarios. This study investigated the effect of the ASSURE instructional design model on learners' mathematical problem-solving efficacy in secondary schools within Bungoma County, Kenya. Grounded in John Dewey's Cognitive Constructivism Theory, the research employed a descriptive survey design to examine four key dimensions: teachers' analysis of learners' entry behavior, utilization of instructional resources, teacher-learner engagement, and classroom evaluation approaches. The study population comprised principals, mathematics teachers, and Form Three students from 53 public secondary schools in Bungoma North Sub-County. A sample of 280 teachers and 378 students was selected from categorized schools (extra-county, county, and sub-county tiers). Data was collected using questionnaires, student tests, and principal interviews. Instruments were validated through pilot testing, and data was analyzed using descriptive statistics, presented in tables, charts, and text. Key findings revealed that teacher responsiveness to learners' prior knowledge significantly enhanced instructional outcomes (β = 0.37, *p*

Suggested Citation

  • Simiyu Mark & Dr. Edwin Masibo & Dr. Duncan Wasike, 2025. "Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(8), pages 255-262, August.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:8:p:255-262
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