Abstract
IntroductionThe aim of this study was to investigate how enhancing topic-specific prior mathematical knowledge of students before introducing new topics impacts their outcomes in mathematics achievements. MethodsA quasi-experimental design was applied to two groups: a control group [students who did not receive enhancement for their topic-specific prior mathematical knowledge (N = 37)] and an experimental group [students who received enhancement for their topic-specific prior mathematical knowledge (N = 36)]. ResultsThe results revealed that there were no significant differences between the students' average scores in 'conceptual knowledge' in the immediate post-test for groups; however, the difference was significant in the delayed post-test in favor of the experimental group. The results also showed that there were significant differences between the students' average scores in 'procedural knowledge' in both the immediate and delayed post-tests in favor of the experimental group. DiscussionThe results showed the importance of this strategy in improving students' outcomes.