UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE OF EDUCATION

USING A FRACTIONAL BOARD TO TEACH ADDITION OF EQUIVALENT

FRACTIONS IN BASIC FIVE OF AKOTEYKROM NO.1 D/A BASIC SCHOOL

OSEI-OWUSU MICHAEL

JUNE, 2015

UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR EDUCATIONAL DEVELOPMENT AND EXTENSION

USING A FRACTIONAL BOARD TO TEACH ADDITION OF EQUIVALENT

FRACTIONS IN BASIC FIVE OF AKOTEYKROM NO.1 D/A BASIC SCHOOL

BY

OSEI-OWUSU MICHAEL

(4130363283)

A PROJECT WORK SUBMITTED TO THE INSTITUTE FOR EDUCATIONAL

DEVELOPMENT AND EXTENSION, UNIVERSITY OF EDUCATION, WINNEBA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

DEGREE IN BASIC EDUCATION

JUNE, 2015

DECLARATION

Candidate’s Declaration

I hereby declare that this project work is the result of my own original research and that no

part of it has been presented for another Degree in this University or elsewhere.

Candidate’s Signature…………………..Date……………………….

Name: Osei–Owusu Michael

Supervisor’s Declaration

I hereby declare that the preparation and presentation of the project work were supervised in

accordance with the guidelines on supervision of project work laid down by the University of

Education Winneba.

Supervisor’s Signature……………………Date……………………….

Name: Mr. Yaw Andoh Bennin

ABSTRACT

The focus of the study was to design a fractional board to teach addition of equivalent

fractions in basic five of Akoteykrom No1 D/A Basic School. The study revealed that factors

that contribute to poor performance of pupils in Mathematics include:

Inadequate Teaching and learning materials.

Teacher and student’s absenteeism and lateness.

Lack of parental monitoring of pupils progress among other factors.

The instruments used for the study were questionnaire, interview and test. Data from the

various instruments were analysed using frequency, percentages and mean.

After the intervention, it became known that the use of the designed fractional board and the

other strategies like the educational talk had contributed immensely to the performance of

pupils in mathematics.

Recommendations made from the study were that, the Government should provide adequate

textbooks to the schools to facilitate learning and motivation should come from both parents

and teachers to eradicate the misconceptions associated with mathematics.

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ACKNOWLEDGEMENT

I am grateful to my supervisor Mr. Yaw Andoh Bennin for his guidance which made this

project a success. My heartfelt gratitude goes to my dear parents, Mr. Stephen Osei-Owusu

and Mrs.Theresah Osei-Owusu for their spiritual support. I acknowledge Miss Helen

Akweley Mensah and all my siblings for their tremendous help and encouragement during

the writing of this project.

Finally, I pay glowing attribute to the staff of Akoteykrom No1 D/A Basic School for

providing me information needed for the success of the project.

iv

DEDICATION

I dedicate this project to my parents, Mr. Stephen Osei. Owusu and Mrs.Theresah Osei-

Owusu for supporting me morally, financially and prayerfully

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TABLE OF CONTENTS

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

CHAPTER ONE

Background of the study

Statement of the problem

Purpose of the Study

Research Questions

Significance of the study

Delimitation

Limitation

Organisation of the study

CHAPTER TWO

Review of related literature

CHAPTER THREE

Methodology

Research Design

Population

Samples and sampling

Research instruments

Questionnaire

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Interview

Test

Pre-test

Intervention

Data Analysis

CHAPTER FOUR

Results, Finding and Discussion

CHAPTER FIVE

Summary, Conclusion and recommendation

References

APPENDICES

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CHAPTER ONE

INTRODUCTION

The introductory chapter deals with the background of the study, statement of the problem,

purpose of the study, research questions, significance of the study, delimitation, limitations

and organisation of the study.

Background of the study

Throughout the ages, mathematics has been part of all human activities. These human

mathematical activities are demonstrated right from childhood. Children possess a natural

curiosity and interest in mathematics, and come to school with an understanding of

mathematical concepts and problem solving strategies that they have discovered through the

exploration of the world around them. Mathematics educators are to provide experiences that

will continue to foster students’ understanding and appreciation of mathematics to improve

on their performance.

Mathematics has developed many countries like China, India and the Muslim world since 300

B.C. It has a major role to play in energy, commerce, banking and even informal trade. With

the current energy crises in Ghana, Mathematics has an important role to play. It takes a lot of

engineering and a substantial amount of mathematics to get the petrol from oil reservoir into

your car, or the electricity from renewable sources or fossil fuel power plants to your light

switch.

Skemp, R. (1985) explains mathematics as a way of finding solutions to problems and a way

by which information and our knowledge of shapes and measurement are related to our day-

to day activities. This means our knowledge of the basic articles in mathematics is very

crucial in solving the problems we encounter in our daily activities.

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In Ghana, mathematics is one of the important subjects that are to be learnt by all students

from the basic schools to the higher level of education. In recent times, one cannot gain

admission into either Senior High School or any tertiary institution with a fail in

mathematics. This is the reason why pupils must be helped to develop interest in the learning

of mathematics.

My experience as a mathematics teacher at the basic level for about seven years has made me

identify that most pupils have conceptual problem in dealing with fractions. This is because

most teachers use the traditional method of teaching, which involves teaching without

appropriate teaching and learning materials.

To overcome the challenges, a variety of teaching and learning strategies have been

advocated for use in mathematics classrooms. These include the use of child – centred

methodologies and relational learning model, which does not improve the use of formula on

the pupils.

At the basic level of education, Mereku (2001) asserts that the Ghanaian mathematics teacher

is regarded as a demonstrator of process and transmitter of information and taught largely

through teacher centred approaches. This denies the students the ability to experience and use

manipulative materials. It is no wonder therefore that students’ performances in mathematics

in Ghana is among the lowest in Africa and the world (Kraft, 1994).

The Trends in International Mathematics and Science Study (TIMSS) Report in 2003

recommended that the Teacher Education Universities in Ghana such as University of

Education Winneba (U.E.W) and University of Cape Coast should re- examine the content

and pedagogy of mathematics and science programme to ensure that teachers can teach the

topics included in the Basic Schools Syllabus.

ix

If Ghana is to achieve the millennium development goals and go beyond the status of a

successful knowledge based economy, she must ensure that her youth are equipped with

stronger mathematical skills that include practical problem – solving at the basic and higher

levels of education. Unfortunately, devastating and oppressive problems are being developed

in Akoteykrom, where the researcher teaches currently.

Akoteykrom is a community with only one school. The school is divided into the

kindergarten, primary and Junior High levels. Farming is the main occupation of the people.

Parents mostly engage their wards in farming after they have closed from school. This

deprives the pupils from getting ample time to practise what they are taught at school.

Surprisingly, some girls are seen selling foodstuffs on the streets. They remain on the streets

even till late in the night, as late as 11.pm. As a result, they sleep in class during lessons.

Statement of the problem

The importance of mathematics is not much realised at Akoteykrom N0.1 D/A Basic School.

Pupils’ interest in mathematics is gradually diminishing. They do not contribute in

mathematics lessons. Most of them sleep during mathematics lessons.

The problem of low performance among pupils and their inability to solve problems

involving the addition of equivalent fractions was identified by the researcher in basic five of

the school. Hence the topic, “using a fractional board to teach addition of equivalent fractions

in basic five of Akoteykrom No 1 Basic School.”

Purpose of the study

This project seeks to:

Investigate the cause of low performance of pupils in mathematics in basic five

x

Help pupils overcome difficulties in solving problems involving addition of equivalent

fractions

Find means by which pupils interest in mathematics could be promoted

Research questions

The study was guided by the following research questions:

1. What are the causes of low performance of pupils in mathematics?

2. What are the causes of pupils’ inability to solve problems on addition of equivalent

fractions?

3. What are some of the measures that can be adopted to solve the problem?

4. Could an improvised fractional board be appropriate to facilitate pupils’ understanding of

addition of equivalent fractions?

5. What role can parents play to help pupils improve on their performance in mathematics?

Significance of the study

This research work will promote pupils’ understanding of addition of equivalent fractions and

help them improve on their performance in mathematics. This work will highlight various

means by which pupils’ interest in mathematics could be promoted and sustained. It will

provide information to curriculum planners, teachers, circuit supervisors, course organisers

and parents. It will also serve as a reference material for further research in a related area of

study.

Delimitation

The research was conducted on pupils in basic five of Akoteykrom N0.1 D/A Basic School

only. The population of the pupils is forty. There are other pupils in other classes who have

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similar problems but could not be covered due to the difficulty that would be encountered in

selecting a sample size. Finally the study is based on mathematics and not any other subjects.

Limitation

During the research period, an encounter with some of the parents revealed that they do not

have any idea in mathematics. Some pupils were reluctant to answer some questions for fear

of mistake or being mocked by their friends.

Some mathematics teachers also gave different answers to the question

Organization of the study

The study comprises five chapters. Chapter one deals with the introduction, background of

the study, statement of the problem, purpose of the study, research question, significance of

the study, delimitation and limitation.

Chapter two reviews related literature on the study.

In chapter three, the research design used in the study and methods used in collecting data for

the study are discussed.

Chapter four is composed of analysis of data and the presentation and discussion of the

results of the study.

Chapter five presents the summary, conclusion, recommendation and suggestion for future

research.

xii

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Overview

This part of the research work reviews what has already been written on the topic in terms of

theories, concepts, and empirical evidence. It covers the following topics:

Importance of mathematics

Causes of low performance of pupils in mathematics

Misconception about mathematics

How children learn mathematics

Generating and sustaining pupils’ interest during mathematics lessons

Gender equity in mathematics lessons

Meaning and types of fractions

Importance of mathematics

As Russell, B. (1986) put it, “mathematics is the subject in which we know neither what we

are talking about nor whether what we say is true”. Perhaps, first and foremost, we should

study and find out what it is.

Mathematics is about relationships and structure, even at the most basic level. First you learn

to count and the important relationship is ‘order’. Then you learn to add and multiply.

One of the benefits of studying mathematics is the variety of career opportunities it provides.

A 2009 study showed that the top three best jobs in terms of income and other factors were

suited for mathematics majors.

Another recent survey showed that the top fifteen highest- earning college degrees have a

common mathematical element.

xiii

In actuarial science, mathematics and statistics are applied to finance and insurance, which

include a number of interrelating disciplines such as probability and economics.

Computer science, which is the study of the theoretical foundation of information and

computation also prizes mathematics highly. Cryptography, which is the practise and study of

finding information, is not just meant for spies anymore. It is considered to be a branch of

both mathematics and computer science. Cryptography applications include the security of

ATM cards, computer passwords and finger print sensors, which are currently being used by

computers and smart phones.

Causes of low performance of pupils in mathematics

The performance of pupils in mathematics has been of great concern to most citizens in the

country. Flolu, Dzansi- McPalm and Awoyemi (2007) posit that, performance of pupils in

mathematics at the basic level has not been encouraging. Several factors have generally been

identified as causes of low performance of pupils in mathematics at the basic level of

education in Ghana.

One of the factors that is relevant to consider is teacher attitude and behaviour towards

teaching and learning. According to Ikonta (2008), teachers should be made to realise that

they are the bedrock of any educational system and should therefore show more

responsibility and commitment to their work. A great number of them do not have mastery

over the content of mathematics and therefore skip certain content areas. Etsey (2005) asserts

that skipping content areas in mathematics would affect the performance of pupils in the

subject. Since the curriculum tends to be spiral, failure to teach some areas would lead to

future problems in mathematics.

xiv

Another cause of low performance of pupils in mathematics is teacher qualification.

Agyemang (1993) asserts that a teacher who does not have both academic and professional

qualification would undoubtedly have a negative impact on teaching and learning. However,

if a teacher is academically and professionally qualified but work under unfavourable

working environment, that teacher would be less dedicated than a teacher who is unqualified

but works under favourable working environment.

Motivation is yet another factor that can affect the performance of pupils. According to

Farrant (1968), the relationship between teachers and pupils is often up – side down. Pupils

come to school because they must and teachers teach because they are paid to. Teachers

mourn that their profession is not respected and complain that they are inadequately paid for

the services they render. This often results in a lackadaisical attitude towards work.

In the educational system, the academic performance of students may be dependent, to a large

extent, on the quality of the teacher, his/ her teaching methodologies, the resources available

and class size. These in turn depend on both the educational system and how the teacher is

motivated (Okendu, 2008).

Asamoah (2009) added that a teacher whose needs are not met may be psychologically

unstable and unproductive. On the other hand, a satisfied teacher is stable and therefore

would be more productive. In line with this, Cook (1980) observed that the key to improving

performance is motivation.

Misconception about mathematics

The word “Mathematics” strikes dread in the hearts of many pupils. But why does

mathematics appear so daunting? Several misconceptions in learning mathematics may be

causing unnecessary distress.

xv

One of the misconceptions about mathematics is gender perception. Gender perception is

held by the society that mathematics is a subject for boys. This perception discourages girls

from pursuing mathematics at the higher level.

Armstrong and Prince (1982), found that the view of mathematics as a male domain has

contributed to the enormous decline in the performance of girls.

Notwithstanding, the following perceptions also exist in the minds of people;

Mathematics is different from other subjects and somehow mysterious however,

mathematics is not special. It requires the same basic reading and logical skills that you

would use in other subjects areas.

Mathematics is not needed for the real world. However, research has shown that it is an

integral part of our daily activities.

How children learn mathematics

The book, mathematics for teacher training colleges in Ghana has specified in its content how

children learn mathematics from two theories. These are the Behaviourist and

Developmentalist theories.

The Behaviourists believe that learning takes place through a stimulus response mechanism.

This school of thought believes that re-inforcement and motivation promote effective

learning. As a result, mathematics teachers should reward pupils when they do well in their

lessons. The rewards can be in material form such as pens, pencils, exercise books among

others. It can also be verbal praise like “Good” or “Very well” when they answer questions

correctly. Behaviourists also believe that the learning environment has an impact on the

pupils. The Developmentalist theory on the other hand suggests that understandable learning

does not come as a result of observable behaviour but should be based on the intellectual

development of the learner.

xvi

Piaget, (1987), a major proponent of the Developmentalist theory, identifies four stages of

cognitive development. These stages are the sensory motor stage, pre- operational, concrete

operational and formal operational stages. This means that at each stage, there are a whole lot

of different things to be done by the teacher. At every stage, the teacher has to know what is

supposed to be taught to suit the intellectual ability of his/ her pupils.

Dienes, Z (1985) added that the teachers should also adopt different methods or techniques of

teaching a particular topic.

Skemp, R. (1985) identified two forms of learning. These are the instrumental learning and

relational learning. Under the instrumental learning, children may be able to solve a problem

but may not know how the procedure came about. Under relational learning, pupils know

how the procedure came about.

Generating and sustaining pupils’ interest during Mathematics lessons.

The teacher plays an important role in the development of pupils’ interest in lessons.

One important factor is the use of activity method of teaching. The activity method places the

child in the central focus of the teaching leaning process. In this method, the child is allowed

to discuss interact or take active part in the learning process.

The use of appropriate teaching and learning materials can help sustain pupils’ interest. The

pupils get the opportunity to interact with these materials using their senses thereby making

learning very interesting.

Gender equity in mathematics lessons.

A study conducted by the American Association of University of Women (1992) revealed

that girls are not receiving the same quality of education as boys. Marshal S. T (1982) also

says that girls may read a problem in mathematics and science more easily and more quickly

xvii

than boys, but boys are better at solving the problem. According to Smith, A (1981), there is

a strong, pervasive, traditional and conservative belief among people that mathematics is a

male preserve. Girls are most often regarded as being incapable of learning mathematics at

the higher level. As a result, most girls shy away from studying mathematics at the higher

level.

Maccoby and Jackling (1974) assert that parents allow boys more chance to interact actively

with the physical world, but they talk more to girls. Pranti et al (1983) also posit that girls

who offer mathematics are referred to us witches and are believed to portray supernatural

powers.

Gender equity is an important goal of the exclusionary classroom. Teachers, parents, authors,

publishers, examiners, and curriculum planners should ensure that written materials should be

devoid of gender stereotyping. However, written materials should communicate high

expectation to girls in order to improve upon their performance and also to motivate them

succeed in mathematics.

Meaning and Types of Fractions

A fraction is a part of a whole. It is a way of representing division of a “whole” into “parts”

It has the form: Numerator

Denominator

The numerator is the number of parts chosen and the denominator is the total number of

parts. Example13

, 25 ,

12 , In the fraction

13 , 1 is the numerator and 3 is denominator.

The types of fractions include:

Proper fraction: It has the numerator part being smaller than the denominator. Examples

are 26 ,

47 ,

35

xviii

Improper fraction: Its numerator is greater than its denominator. Examples are 75 ,

94 ,

83

Mixed fraction: It is made of a whole number 32

3 ,546 , 2

25 ,

Equivalent fractions: They are pair of fractions that look different but show the same

amount. To test whether one fraction is equivalent to another, one must express both

fractions in their lowest terms. All the following are equivalent fractions:

13 ,

26 ,

39 ,

39 ,

412,

515 ,

xix

CHAPTER THREE

METHODOLOGY

Overview

This chapter comprises research design, population, sample and sampling procedure, research

instruments, data collection and data analysis procedures.

RESEARCH DESIGN

Gray (1992) explained that research design indicates the nature of the hypothesis and the

variables involved in the study. The research design used in this study was action research.

Action research is concerned with working collaboratively with other people to solve

perceived problems. The fundamental aim of action research is to improve practice rather

than to produce knowledge (Elliot, 1991)

Some of the benefits of action research are as follows:

It promotes teachers’ personal development.

It helps the teacher to understand what actually goes on within the teaching and learning

process

It enables the modern teacher to adapt to appropriate teaching methods that best suit the

child’s development level.

In spite of the various benefits of action research, the under listed weakness has been

identified:

Since action research is collaborative in nature, some participants who may be involved in the

study may not give the necessary or required information for the study.

xx

Population

Population is a group of people of interest to the researcher. It is the target group to whom the

research would like to generalize the result of the study. The population for the study

included basic five pupils of Akoteykrom No1 D/A Basic School. Another group was the

staff including the headmaster of the school. They provided the researcher with some

information to the identified problem.

In basic five of the school, there are seventeen boys and twenty three girls. Some of the

parents of these pupils were also interviewed for adequate information.

Sample and sampling

Sampling is the process of selecting a portion of the population to represent the entire group.

Seven boys and eight girls were sampled and their ages range between 11- 15 years. They

were purposively sampled because of their low performances and negative attitudes towards

mathematics lessons.

Research instruments

The researcher used the following instruments to gather information on the population under

study: questionnaire, interview, pre-test, post- test and intervention.

Questionnaire

Questionnaires were administered to parents. During the process, all stakeholders contributed

immensely to the exercise. Sample of the questionnaire could be found in appendix A.

The researcher retrieved information from the questionnaires distributed to the parents of the

target population.

xxi

Interview

The researcher prepared an interview guide and conducted it face-to- face with all fifteen

pupils under study. The sample of the interview guide can be found in appendix B.

Test

Two tests, pre-test and post-test, were organised for the pupils. The pre-test was conducted to

diagnose their weaknesses. Then after the intervention, the researcher organised a post-test to

find out whether the strategies adopted worked effectively.

Pre-test

The researcher used this test to realise and define the perceived problem. The researcher used

interview and observed the pupils to see how they participated in mathematics lessons. The

test was administered on the topic “addition” of equivalent fractions”. The fifteen pupils were

allowed to solve five questions within a given period of time. Sample of the test can be found

in appendix C

Intervention

It is a series of methods put in place to solve a specific problem. After the problem had been

identified, the researcher developed some strategies to solve the problem. Some measures

such as putting the class into three groups were put in place.

The researcher organised an educational talk for them. This was meant to eliminate any

misconception associated with mathematics and to provide the pupils with career

opportunities in the subject. A lesson was taught with the use of an improvised fractional

board.

xxii

The researcher found it necessary to design the fractional board in such a way that, it would

appeal to the senses of the pupils. For easy handling the researcher used a light weight board

made of wood to construct the factional board.

The board is in a rectangular shape with dimensions 10mm x 25mm. Along the equal

portions. This was done according to the number of parts required at each stage which are the

whole, half, quarter, one-eighth and one –sixteenth .

xxiii

Fig 1.0. The Designed Fractional Board

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116

116

116

116

116

116

116

116

116

116

116

116

18

18

18

18

18

18

18

18

14

14

14

14

12

12

1 whole

During the lesson delivery, the researcher allowed the pupils to interact with the fractional board. The researcher asked the pupils how many The

quarters are there in a half. The pupils were allowed to count and they realised that there are two quarters in a half. Thus, 1/4+1/4=1/2.

The children were also allowed to find the number of one-eighths in a half. They counted and realised there are four one-eighths in a half. Thus

1/8+1/8+1/8+1/8=1/2. The children also realised that one of the halves equals two of the one-fourths and also equals four of the one-eighths.

Thus 1/2=2/4=4/8.

24

Post-test

After the display of the designed fractional board and the presentation during the educational talk, pupils were observed in their mathematics.

Afterwards the post-test was organised to ascertain whether the strategies used at the intervention stage had been effective. The test contained the

same questions and the same time was given to the pupils to solve the question. The result and analysis of this test can be found in chapter 4. A

sample of the post- test can be found in appendix D.

Data analysis plan

The data collected through the various instruments were analysed using simple frequency data analysis. The analysis was done using tables,

frequencies, percentages and simple mean.

25

CHAPTER FOUR

RESULTS/ FINDING AND DISCUSSIONS

Overview

This chapter of the project briefly talks about the information gathered after the application of

the various data collection instruments. Pupils were interviewed, questionnaires were

administered to parents/ guardians of the pupils. Data from the various instruments were

analysed using percentages and frequency tables as follows:

The Responses on the questionnaire given to Parents/Guardians on the Causes of Low

Performance of Their Wards.

Table 1:

Does Your Child Go To Bed Early?

Responses No. of parents Percentages (%)

Yes 1 7

No 14 93

Total 15 100

Table 1, which describes whether children go to bed early or not, revealed that 93% of the

children do not go to bed early. 7% of the parents also confessed that their children go to bed

early.

26

Table 2:

Do You Buy Mathematics Books For Your Children?

Responses No. of parents Percentages (%)

Yes 5 33

No 10 67

Total 15 100

From table 2, which is about the issue of parents buying books for their children, they had

this to say: 67% of the parents said they do not buy books for their children. 33% of them

said they buy books for their children.

Table 3:

Do You Encourage Your Wards To Study Mathematics At Home?

Responses No. of parents Percentages (%)

Yes 2 13

No 12 87

Total 15 100

From tables 3, which is about the issue if parents encouraging their children to study

mathematics at home, 87% of the parents said they do not encourage their wards to study

mathematics at home. 13% of them said they encourage their students to study mathematics

at home.

27

Responses of Pupils in an Interview

Table 4:

Do You Enjoy Mathematics Lessons?

Responses No. of pupil’s Percentages (%)

Yes 4 27

No 11 73

Total 15 100

From table 4, which shows whether pupils enjoy mathematics lessons, 73% of the pupils said

‘no’ to the question while 27% of them said ‘yes’ to the question.

Table 5:

Do You Study Mathematics At Home?

Responses No. of pupil’s Percentages (%)

Yes 3 20

No 12 80

Total 15 100

On the question of pupils studying at home, 80% of them said they do not study mathematics

at home while 20% of them said they study mathematics at home.

28

Analysis of Pupils’ Performance in Pre – Test and Post – Test

Table 6:

Pre – Test Results.

Marks(x) No of pupils (f) Percentage (%) fx

0 4 27 0

1 6 40 6

2 1 6 2

3 4 27 12

4 0 0 0

5 0 0 0

Total ∑ f = 15 100 ∑ fx=20

Mean = ∑ f x

∑ f=

2015

=1. 33

Table 6, which indicates pre- test result, clearly shows a relatively low performance of the

pupils in the pre-test. 27% of the pupils scored zero, 6% of them scored 2 marks and 27% of

them scored 3 marks. This is an indication that pupils’ inability to solve problems on addition

of equivalent fractions needed urgent attention.

29

Table 7:

Post–Test Results.

Marks(x) No of pupils (f) Percentage (%) fx

0 0 0 0

1 1 7 1

2 1 7 2

3 2 13 6

4 3 20 12

5 8 53 40

Total ∑ f = 15 100 ∑ fx=20

Mean= ∑ fx

∑ f =

6115 = 4.1

Table 7, which is about post- test results, shows that there had been a great improvement after

the intervention strategies were implemented. 53% of the pupils were able to solve all the

questions correctly, 20% of them scored 4 marks and 13% of them scored 3 marks.

Comparing the mean scores of the pre-test and post-test shows that there had been an increase

in performance, thus from an average mark of 1.33 to 4.1.

30

Summary of Chapter Four

This chapter is simply dedicated to results, analysis and discussion of finding.

The researcher used a descriptive statistical procedure in analysing the data.

The data analysis was based on the responses obtained from the questionnaire, interviews and

tests that were conducted. Analyses were also presented in tabular form using percentages

together with a measure of central tendency, which is the mean.

31

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Overview

This is the final chapter of the research work and it highlights the summary of the research

work, conclusion of all the data analysis and recommendations for other researchers who may

also take up the challenges to research into pupils’ inability to solve problems on the addition

of equivalent fractions.

Summary

The study was to use a designed fractional board to help basic five pupils of Akotekrom N0.1

D/A basic School solve problems involving addition of equivalent fractions.

During the study, a target group of fifteen pupils, made up of seven boys and eight girls, were

sampled from a population of forty pupils. The researcher used questionnaires, interviews,

and tests as the instruments to collect data for the study.

Among the key findings, the researcher realised that most teachers do not use teaching and

learning materials to teach. In addition, the methods used by them were teacher centred

instead of child-centred. These and other factors were the major causes of pupils’ poor

attitude towards the learning of mathematics.

32

Conclusion

A critical study of the research report and its findings reveals that pupils could learn and do

better in mathematics if:

Teachers use appropriate teaching and learning materials to teach mathematics.

Teachers employ the use of child-centred methods in teaching mathematics.

Both teachers and parents encourage and motivate pupils to develop their interest in

mathematics

Parents provide their wards with the basic needs and stationery such as mathematics

textbooks

Teachers discourage pupils from teasing their colleagues whenever they make mistakes

during the answering of questions.

Recommendations

Based on the findings, the researcher outlined the following recommendations; The

government should provide adequate textbooks to the schools to facilitate learning

Secondly, encouragement and motivation should come from both parents and teachers to

eradicate the misconception that mathematics is difficult. Parents should entreat their wards

to learn mathematics at home and after school.

Finally, teachers should endeavour to use the most appropriate teaching and learning

materials that suit the development level of the pupils. Where the materials are not available,

teachers should improvise where necessary. Also, teachers should use activity methods which

give pupils the opportunity to take active part in lessons.

33

Suggestions for future research.

In view of the findings and suggested recommendations, a follow up research into the causes

of pupils’ inability to solve addition of equivalent fractions will complete the task. It is

therefore suggested that:

A study should be conducted to ascertain why girls tend to perform relatively lower in

mathematics as compared to boys.

A study should be conducted to find out how motivation could be used to encourage

pupils to develop interest in mathematics.

34

REFERENCES

Armstrong and Prince (1982), The relationship of mathematics; Self efficacy, journal of

vocational behaviour, Castle Rock, Colorado: Adler Publising.

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36

LESSON PLAN

WEEK ENDING: 10-04-2015 REFERENCES: Maths Syllabus for primary

CLASS: BASIC FIVE schools, Teachers’ guide.

SUBJECT: MATHEMATICS

Day/ Date

Duration

Topic/

Subtopic

Objectives / R.P.K Teacher Learner Activities Teaching

and

Learning

Materials

Core Points Evaluation

Exercise

Day

Monday

Date

6/04/15

Topic

Operation on

fractions

Subtopic

Addition of

equivalent

Objectives

By the end of the lesson,

the pupil will be able to:

1. identify equivalent

fractions

2. Add two or more

INTRODUCTION

Let pupils identify fractions as part of

a whole.

DEVELOPMENT

Activity 1: Using the paper strips,

lead pupils to identify equivalent

Designed

fractional

board , strips

of paper

12=2

4

=

Add the following

equivalent

fraction;

a) 26

+ 12

37

Duration

60mins

fractions equivalent fractions

R.P.K

Pupils are familiar with

fraction as part of a

whole

fractions.

Activity 2: Guide pupils to add two

or more equivalent fractions using the

fractional board.

Activity 3: Guide pupils to solve

world problems on equivalent

fractions

Conclusion

Summarise the salient points of the

lesson and give pupils exercise

12+ 2

4=2+2

4= 4

4

48+ 8

16=8+8

16=16

16

18+ 1

8=1+1

8=1

2

b) 14

+ 28

c)4

12 +

824

REMARKS

Lesson was

Successfully

taught

38

39

APPENDIX A

Sample of the Questionnaires for parents/ Guardians

INSTRUCTION: Please read carefully and tick in the box with appropriate answers to the

questions.

Do girls need mathematics in their daily lives?

Yes No

Have you taken it upon yourself to find out your wards’ performance in mathematics?

Yes No

Do you provide any supplementary mathematics textbooks for your wards to practise at

home?

Yes No

Does your child go to bed early?

Yes No

Do you encourage your wards to study at home after school?

Yes No

40

APPENDIX B

Sample of the interview guide for the pupils

Do you study mathematics at home?

Do you have any mathematics textbooks at home?

Do you like mathematics and feel happy when lesson are in progress?

Does your mathematics teacher call you often to answer questions during lessons?

41

APPENDIX C

Sample of pre – test for pupils

Add the following equivalent fractions:

1.12+ 2

4=¿

2.4

12+ 1

3=¿

3.4

16+ 5

20=¿

4.26+ 3

9=¿

5.12+ 2

4+ 4

8=¿

42

APPENDIX D

Sample of Post – test for pupils

Add the following equivalent fractions

1.12+ 2

4=¿

2.4

12+ 1

3=¿

3.4

16+ 5

20=¿

4.26+ 3

9=¿

5.12+ 2

4+ 4

8=¿

43