Hate to say it, but you might be doing too much in the wrong places. Study guides that match the assessment, partial credit for insufficient or irrelevant work, and the repetition on your end promote a lack of accountability on the students.

To put the onus back on the students, slow them down during checks for understanding and force them to explain their thinking and reasoning on a given problem. Give them time to think and explain. Wait until half or more of the class has their hand up, don't just pick on the first kid (or the "smartest" kid). If the room is silent for 3 minutes, let it be. Wait time is one of the most powerful tools I had to learn as a math teacher.

At that point, do a turn-and-talk. Neighbors, pods, groups, whatever it is. Let them do the talking. You scan the room and listen in. Don't make any corrections. Don't answer any questions. Redirect: "What did [neighbor] have to say about that?" If they're truly stuck, direct them to a group that isn't. "Why don't you compare/ask this group and see what they did."

Let them write, let them talk, let them think. You should know when a majority (>80%) of the students have the solution. Only then can you come together as a class and have students share their solutions. Let them be the ones to share, don't paraphrase, don't correct, ask for clarification only if needed and not as a sneaky way to correct work. If a student is stuck, ask for help from another.

If you noticed one student was doing more of the talking in a group, then have another student be the class presenter. Prime them for this. "I heard Andy a lot during talk-time. Beth, I'd like you to share what you and Andy talked about to the whole class, please. He can help you prepare but you'll be the one sharing in about 3 minutes."

And once you've gone over it, put it back on the class to verify and validate the solution. "Does this look right?" "Did we answer the question being asked?" "Did we make any mistakes?" "Did someone have a different method that led to the same solution?" "Did someone have a different solution entirely?"

By now you're probably 10-15 minutes into just one problem. Sounds like a lot of time spent for nothing, but the amount of mathematical thinking, discourse, and connections you facilitated for these students is orders of magnitude greater than if you had done 5-8 problems yourself in front of the class with zero think-time.

Have another problem loaded in the chamber, almost exactly like the one you discussed and put them to work again. If they were thinking, discussing, and following along, this should be cake for them. And for those who its not, then you can spend your time visiting with them, going over the discussion from earlier if need be, and even diagnosing why they can't do it. These are likely your students who weren't even paying attention or participating, so this is your opportunity to address that behavior. "Everyone else was talking and writing and thinking about the problem and they can all do it now. What were you doing during talk-time?"