Language, Literature and Education: Research Updates Vol. 12

This study examines the impact of innovative pedagogical approaches on the teaching and learning of definite integrals among secondary school students in Goma, Democratic Republic of the Congo. It responds to persistent difficulties in students' conceptual understanding of the definite integral, particularly its interpretations as area, accumulation and continuous sum, and its use in modelling situations. A mixed-methods design was adopted, combining a quasi-experimental pre-test/post-test approach with qualitative classroom observations and informal exchanges with teachers. The study involved 234 pupils from three secondary schools: 47 pupils formed the control group, which received traditional instruction, and 187 pupils formed the experimental group, which received instruction based on contextualised problem-situations, collaborative activities and pedagogical mediation. The results indicate a marked difference between the two groups. The control group recorded an overall average of 40.77%, whereas the experimental group achieved 75.33%, representing a mean difference of 34.56 percentage points. Student's t-test confirmed that the difference was statistically significant (p = 0.000048; p < 0.05). The experimental group also showed improved performance in the meanings of the definite integral, including area, accumulation and continuous sum, as well as in standard exercises and applications to situations. However, conceptual modelling remained the least mastered competence, with a success rate of 59%, indicating that this dimension requires continued pedagogical support. The findings suggest that innovative pedagogical approaches can support more meaningful learning of definite integrals in the Congolese secondary school context, while also highlighting the need for sustained attention to mathematical modelling, teacher preparation and locally adapted didactic resources.