Enhancing Algebra Learning: Effects of Feuerstein’s Instrumental Enrichment on Tenth Grade Students with Different Motivation Levels

This study investigated the effect of teaching based on Feuerstein’s Instrumental Enrichment (FIE) program on tenth‑grade students’ acquisition of algebraic concepts, taking into account differing levels of academic internal motivation. Participants were purposefully selected from two UNRWA schools in the North Amman area. In each school, two tenth‑grade sections were randomly assigned to either an experimental group, taught according to the FIE program, or a control group, taught using conventional methods. The experimental group comprised 73 students and the control group 74 students.  Instructional materials were redesigned in line with Feuerstein’s Instrumental Enrichment principles. Two instruments were used: an algebraic concepts acquisition test (35 multiple‑choice items) and an Academic Internal Motivation Scale (24 items). Validity and reliability evidence for both tools was established using appropriate procedures and found acceptable for research purposes.  Results revealed statistically significant differences at the α = 0.05 level in favor of the experimental group in the acquisition of algebraic concepts, indicating the effectiveness of FIE‑based instruction compared to traditional teaching. No statistically significant interaction was found between teaching method (FIE vs. conventional) and level of academic internal motivation on students’ acquisition of algebraic concepts.  The study contributes to mathematics education by demonstrating that a structured cognitive enrichment approach can improve conceptual algebra learning irrespective of students’ initial motivation levels. It recommends offering professional development programs to familiarize mathematics teachers with the philosophy, principles, and procedures of Feuerstein’s Instrumental Enrichment and to train them in integrating its tools into regular mathematics instruction. Further research is advised to examine the impact of FIE across different grade levels and mathematical domains.