2658-4034 2782-3563 Russian Journal of Education and Psychology Russian Journal of Education and Psychology Science and Innovation Center Publishing House 10.12731/2658-4034-2025-16-6-826 EOQPZB https://rjep.ru/jour/index.php/rjep/article/view/826 Effectiveness of a prototype lesson plan for teaching mathematics vocabulary Effectiveness of a prototype lesson plan for teaching mathematics vocabulary Wanjiru Benson N. bnjoroge@mku.ac.ke 0009-0003-4607-2317 Mount Kenya University (Thika, Kenya) 30 12 2025 16 6 73 89 20 07 2025 25 08 2025 18 08 2025 2025 Benson N. Wanjiru CC BY-NC-ND 4.0 https://rjep.ru/jour/index.php/rjep/article/view/826

Background. Low performance in mathematics in secondary schools in Kenya, especially in the Kenya Certificate of Secondary Education (KCSE), is often attributed to poor conceptual understanding. A key factor is the limited mastery of mathematical vocabulary, which hinders learners from solving word problems and grasping core concepts. Purpose. This study aimed to design and evaluate the effectiveness of a prototype lesson plan for teaching mathematics vocabulary using an empirical case from Murang’a County, Kenya. Materials and methods. A quasi-experimental design with nonequivalent control groups was used. Two Form 2 classes from purposively selected schools took part in a 10-week intervention. The experimental group received explicit instruction on mathematical terms using the Frayer Model and ICT tools. The control group relied on traditional definition-only strategies. Data was collected using pre- and post-tests on students’ Mathematics Achievement tests (PRESMAT and POSMAT). Results. The findings revealed that the experimental group (M = 9.13, SD =4.73) outperformed the control group (M = 5.90, SD = 2.61) in the Post-Test Students’ Mathematics Achievement Test, POSMAT. Further, the findings showed that there was a statistically significant mean difference between the experimental group and the Control group in the post-test, t (214) = 6.21, ρ= <.001, at ∝ =.05. The effect size for this difference was high, with Cohen’s d equal to 0.85. These findings indicate that structured vocabulary instruction using the Frayer Model significantly improves students’ conceptual understanding and mathematics performance compared to traditional definition-only approaches.

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