The Effectiveness of the P.O.S.S.E Strategy on Academic Achievement and Mathematical Literacy among Early Childhood Education Female Students

Al-Barkati, Niveen Bint Hamzah

doi:10.21608/jsrep.2025.437731

The Effectiveness of the P.O.S.S.E Strategy on Academic Achievement and Mathematical Literacy among Early Childhood Education Female Students

Document Type : Original Article

Author

Niveen bint Hamzah Al-Barkati

Professor of Mathematics Education, Department of Curriculum and Instruction, College of Education, Umm Al-Qura University, Makkah.

10.21608/jsrep.2025.437731

Abstract

The present study aimed to enhance the academic achievement and mathematical literacy of female students enrolled in the “Concepts and Mathematical Skills in Early Childhood” course at Umm Al-Qura University through the implementation of the P.O.S.S.E strategy. To achieve this goal, the researcher formulated three research questions and three corresponding hypotheses. The study employed a quasi-experimental approach with a one-group pre-test and post-test design. A purposive sample consisting of 26 students was selected.
The researcher developed an achievement test and a mathematical literacy scale, ensuring their psychometric properties. The course lessons were designed based on the steps of the P.O.S.S.E strategy. The results showed statistically significant differences at the 0.05 level between the pre- and post-test mean scores for both the achievement test and the mathematical literacy scale in favor of the post-test. Furthermore, a strong positive correlation (r = 0.79) was found between post-test scores on both measures.
Based on these findings, the study recommends the integration of the P.O.S.S.E strategy into university-level teaching due to its effectiveness in enhancing achievement and mathematical literacy. The study also calls for training faculty members in reading comprehension strategies as part of instructional development.

Keywords

References

anization for Economic Cooperation, and Development – OECD- .(2013). PISA 2012 assessment al and analytical al framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing.
Aprillia,N.(2015). Improving Reading Comprehension of The Eighth Grade Students at SMPN 6 Yogyakarta Through prose Strategy in The Academic Year of (2014-2015). Thesis presented As. A partial fulfillment of The Requirements for the Attainment of the Sarjana pendidikan Degree in English language Education. Universities Negera yogyakarta- Indonesia.
Aulia, E. T., Prahmana, R C I .(2022). Developing interactive e-module based on realistic mathematics education approach and mathematical literacy ability. Journal Elemen, 8(1), 231-249
Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: The learning trajectories approach (3rd ed.). Routledge.
Dayrson,Margharait.(2012). Strategies for Reading Comprehension.AL-Damam. Dar AL-Kitab for publishing and distribution-KSA.
Haara, F. O., Bolstad, O. H., & Jenssen, E. S. (2017). Research on mathematical literacy in schools--aim, approach and attention. European Journal of Science and Mathematics Education, 5(3), 285-313.
Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (2nd ed., pp. 8–38). Teachers College Press
Jameel, A. (2017). The Effectiveness of P.O.S.S.E Strategy on Improving Reading Comprehension of the EFL University Students. International Journal of English Literature and Social Sciences.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. National Academy Press.
NAEYC & NCTM. (2020). Early childhood mathematics: Promoting good beginnings. Joint Position Statement.
Nurhanurawati, N., Caswita, C., Bharata, H., Widyastuti, W. (2022). The analysis of junior high school students’ mathematical literacy: Field study in Bandar Lampung. Al-Jaba Journal Pendidikan Matematika, 13(1), 199-209.
OECD .(2019). PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, September 17, 2019, from
https://www.oecd-ilibrary.org/docserver b25efab8- en.pdf?expires=1568722448&id=id&accname=guest&checksum=55 EFD8C7697D85E7AA09CBF6BCC23868
Piaget, J. (1972). The psychology of the child. New York: Basic Book
Sarama, J., & Clements, D. H. (2020). Engaging young children in mathematics through technology. Early Childhood Education Journal, 48(1), 21–30. https://doi.org/10.1007/s10643-019-00977-
Thomson, S., Kylie, H. and Bortoli, L. (2013). A Teacher's Guide to PISA Mathematical Literacy. ACER: Melbourne.
UNESCO-IBE. (2013). Glossary of curriculum terminology. Retrieved September 3,2019, from: HYPERLINK "https://2u.pw/ONJqz"https://2u.pw/ONJq