Algebra Walk as a Classroom Activity: Effects on the Achievement and Motivation Levels of Grade 8 Learners in Algebra

Abstract

This quantitative study examined the effects of the Algebra Walk as a classroom activity on the achievement and motivation
levels of Grade 8 learners in graphing linear equations. Two groups participated: an experimental group exposed to the Algebra
Walk and a control group was taught using traditional paper-and-pencil activities. A researcher-made, validated achievement test
and a motivation questionnaire were administered before and after the intervention. Data were analyzed using descriptive
statistics, paired samples t-test, independent samples t-test, ANCOVA, and thematic analysis for qualitative responses. Results
revealed that while both groups improved significantly, the experimental group demonstrated higher posttest scores (M = 28.18,
SD = 5.35) and gain scores (M = 14.25, SD = 5.72) compared with the control group (M = 22.46, SD = 5.42; gain score M =
8.61). Motivation findings showed higher ratings in intrinsic motivation, self-regulation, utility value, and test anxiety for the
experimental group. ANCOVA confirmed a significant effect of the intervention on achievement after controlling for pretest
scores. These results indicate that the Algebra Walk is an effective strategy in enhancing both achievement and motivation in
algebra.