USING COMMUNITY OF INQUIRY TO EXAMINE THE EFFECT OF STATION ROTATION STRATEGY IN ELEMENTARY MATHEMATICS

Abstract

Problem-based learning (PBL) has been implemented to encourage students to learn through problem-solving in the Kingdom of Saudi Arabia (KSA). However, this method does not address students’ capability to apply the knowledge learned, and a new learning approach is needed. The current study examined the effects of using a station rotation strategy on students’ achievement, attitude, and educational presence using a sample of 50 male sixth-grade mathematics students in the KSA, using the community of inquiry (CoI) as a framework. The findings demonstrated that there were statistically significant, positive effects of the station rotation strategy on student achievement, student attitude, and student education presence toward learning mathematics. The results of this study concur with previous studies of the station rotation successes in student curricula. Both student achievement and attitude improved in response to the intervention. The KSA education system can use results from this study to inform use of a station rotation strategy in classrooms, as it creates an effective learning environment for students and allows teachers to increase the individual focus on each student.