Can inquiry-based pedagogy improve math performance? Evidence from 5711 students in Vietnam on the mediating role of math attitude

Abstract

High-quality math instruction is essential for fostering students’ critical thinking and problem-solving skills. This study explores the potential of inquiry-based pedagogy on student math attitude and performance in Vietnam, leveraging the 2022 Programme for International Student Assessment dataset comprising 5711 students. Using structural equation modelling, findings show that inquiry-based pedagogy significantly enhances math attitude (std.β=0.42, p<0.001) and math performance (std.β=0.08, p<0.001). Math attitude positively and partially mediates the relationship between inquiry-based pedagogy and math performance (std.β=0.07, p<0.001). Disaggregated analysis by region, school type, and geographic location further highlights the significance of instructional pedagogy in improving instructional outcomes across contexts.