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

teachers rarely conducted them). Customized instructional materials improved problem-solving skills (β =

0.37, *p* < .001), while excessive reliance on technology had a negative impact (β = −0.31, *p* < .001).

Student-led explanations of problem-solving processes were highly effective (β = 0.55, *p* < .001), whereas

teacher modeling (β = −0.33, *p* < .001) and unstructured group work (β = −0.19, *p* = .02) were

counterproductive. A notable perception gap emerged in assessment practices: 93.2% of teachers rarely used

formative assessments, yet 69.9% of students believed their progress was regularly monitored.

Based on these findings, the study recommends targeted teacher training in diagnostic assessments and

differentiated instruction to address diverse learning needs. It advocates for strategic technology integration (e.g.,

GeoGebra) aligned with Bloom's Taxonomy and structured collaborative learning protocols (e.g., defined roles,

rubrics) to enhance group work. These recommendations support Kenya's Competency-Based Curriculum

instruction, emphasizing learner analysis, objective setting, method selection, media utilization, learner

participation, and evaluation (Heinich et al., 2002). In an era where mathematical proficiency is indispensable

for technological and economic advancement (OECD, 2019), fostering problem-solving skills in secondary

education has become a global priority. However, persistent challenges in mathematics education, particularly

in low- and middle-income countries, hinder the development of these critical competencies (UNESCO, 2021).

Recent empirical studies highlight the transformative potential of structured instructional models like ASSURE

in addressing these challenges. For instance, Adi et al. (2022) demonstrated its efficacy in enhancing financial

literacy among elementary students through tailored lesson design, while Al-Khattat et al. (2021) reported

significant improvements in higher-order thinking skills when the model was integrated with active learning

strategies. These findings align with broader research underscoring the importance of diagnostic assessments

Table 1: National mean -score for mathematics KCSE

The same trend was evidenced in Bungoma North sub-county where students attained very low marks/ mean

Source

Knec

Results

analysis

2022

Globally, technology-assisted learning has emerged as a promising avenue for improving mathematical

enhanced problem-solving skills among diverse student populations, while Parvez et al. (2022) reported similar

benefits in low-resource settings through adaptive mobile learning tools. However, the effectiveness of such

interventions hinges on thoughtful integration, as excessive reliance on technology can detract from conceptual

understanding (Clark & Mayer, 2023).

This study bridges a critical gap by examining the ASSURE model's application in Kenya's secondary schools,

where teacher-centered methods remain prevalent (Muguna, 2020). By focusing on Bungoma County—a region

emblematic of systemic challenges in mathematics education—it offers insights into how structured instructional

reform and provide actionable recommendations for aligning teaching practices with the demands of 21st-

effective mathematics teaching and learning. Key issues include students' lack of problem-solving skills, varying

learning abilities, inadequate use of instructional materials, and overreliance on traditional teaching methods

such as the lecture approach (Twoli et al., 2017).

Despite being a compulsory subject in the Kenyan curriculum (Ministry of Education Syllabus, 2019),

mathematics instruction continues to face significant challenges in achieving desired learning outcomes. Given

the critical role of mathematics in students' academic progression, career opportunities, and daily life, there is a

pressing need to explore innovative teaching strategies that can enhance problem-solving skills and overall

performance.

This study, therefore, seeks to investigate the effect of the ASSURE model a systematic instructional design

approach on developing learners' mathematical problem-solving skills and improving academic performance.

findings shed light on the alignment (or lack thereof) between teachers' instructional practices and students'

on classroom instruction.

Table 3: Teacher’s Responses on Analysis of Learners' Entry Behavior

The Table highlights teachers' self-reported practices regarding learners' entry behavior and how these influence

their instructional approaches. The data suggests varying levels of engagement with strategies aimed at assessing

and addressing students' prior knowledge, learning styles, and prerequisite skills. These self-reported activities

include the following.

Teachers reported moderate engagement in assessing students' prior knowledge before introducing new

mathematical concepts. While 42.1% indicated they "sometimes" assess prior knowledge, only 18.5% reported

doing so "often," and none claimed to do so "always." Notably, a significant proportion (35.4%) admitted they

"never" assess prior knowledge. This suggests that while some teachers recognize the importance of assessing

prior knowledge, it is not consistently practiced across the board.

The mean score for modifying lesson plans based on students' entry behavior was lower indicating infrequent

application of this practice. A notable 33.1% of teachers reported "never" modifying their lesson plans, while

38.8% said they "rarely" did so. Only 20.2% indicated they "often" adjusted their plans based on entry behavior,

and none reported doing so "always." reflecting a tendency toward lower engagement in this practice.

The consideration of students' learning styles during lesson planning received minimal engagement in this

practice by teachers. Nearly half (46.6%) reported "never" considering learning styles, while another 32.6% said

they "rarely" did so. None of the respondents indicated they "often" or "always" accounted for learning styles

when planning lessons, highlighting a significant gap in differentiated instruction.

Adjusting the pace of instruction based on students' understanding of prerequisite skills also scored low. A

majority (56.7%) reported "rarely" adjusting the pace, while another 32.6% said they "never" did so. Only 6.7%

indicated they "often" adjusted instructional pacing, underscoring limited responsiveness to students' varying

levels of understanding. Overall, the findings suggest that teachers generally acknowledge the importance of

assessing entry behavior but struggle to consistently implement related practices such as diagnostic testing,

differentiated instruction based on learning styles, and adjusting lesson plans or pacing.

The comparative analysis between teacher-reported practices and student perceptions reveals several important

discrepancies that warrant closer examination. Regarding assessment practices, while teachers self-report

indicated limited use of diagnostic tests and formal assessments to evaluate prior knowledge with only 11.8%

frequently using such tools, students perceived a significantly higher level of pre-instruction testing, as evidenced

both groups acknowledged the importance of connecting new concepts to prior knowledge, the overall alignment

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