The Effect of Cognitively Guided Instruction on Students’ Mathematical Achievements and Conceptual Understanding in a US Curriculum-Based School in the UAE

Purpose: This study aims to investigate the effects of implementing Cognitively Guided Instruction (CGI) on the mathematical achievements and conceptual understanding of fourth-grade students in a US curriculum-based school in Dubai, UAE. Method: A mixed-method design was utilized to gather data for this study. Qualitative data was collected through classroom observations, while the quantitative aspect of the study involved conducting quasi-experimental pre-test and post-test assessments on 35 participants. Findings: The findings of the study revealed significant improvements in students' conceptual understanding and mathematical achievements as a result of implementing CGI. In addition, the results of direct observations also demonstrate that using CGI practices helped students overcome comprehension difficulties.