The impact of Rogers' model for disseminating and adopting innovation on mathematics achievement among first-grade middle school female students

Hind Kadhim Tayyeh Al-Maliki; Mustafa Raad Abd Ulrasool Al-Saadi

doi:10.17977/um084v4i12026p125-137

Authors

Hind Kadhim Tayyeh Al-Maliki Ministry of Education, General Directorate of Education, Baghdad, Karkh II
Mustafa Raad Abd Ulrasool Al-Saadi Ministry of Education - Directorate General of Curricula

DOI:

https://doi.org/10.17977/um084v4i12026p125-137

Keywords:

diffusion of innovations, mathematics education, instructional innovation, academic achievement, teacher professionalism

Abstract

This study examines the effect of applying Everett Rogers’ Diffusion of Innovations model in mathematics instruction on the academic achievement of first-grade middle school students. A quasi-experimental design involving two equivalent groups (experimental and control) was used. The participants consisted of 49 students enrolled in a public middle school in Baghdad during the 2024–2025 academic year. Students in the experimental group were taught through an instructional framework structured around Rogers’ five stages of innovation adoption, whereas the control group received conventional instruction. To measure learning outcomes, a mathematics achievement test consisting of 32 items was developed and validated. The data were analyzed using an independent samples t-test. The results showed a statistically significant difference between the two groups in favor of the experimental group (p less than .05). These findings suggest that structuring instruction according to innovation diffusion stages can improve students’ mathematics achievement while promoting more interactive and engaging classroom learning environments. The study also discusses implications for instructional innovation and teacher professional development in mathematics education.

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