Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions

Christiana Subaar; Juliana Awune Asechoma; Vincent Ninmaal Asigri; Victor Alebna; Francis Xavier Adams

doi:doi:10.11648/j.sjams.20180604.12

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Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions

Christiana Subaar, Juliana Awune Asechoma, Vincent Ninmaal Asigri, Victor Alebna, Francis Xavier Adams

Published in Science Journal of Applied Mathematics and Statistics (Volume 6, Issue 4)

Received: 10 August 2018 Accepted: 29 August 2018 Published: 21 September 2018

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Abstract

This is an interventional study sought to find the difference in the performance of pupils who were taught using sets of objects (sets model) and paper folding activities, to solve word problems involving addition and subtraction of proper fractions. A total of thirty pupils, of Navrongo Presbyterian Primary School Basic Five A, were used in the study. A well-structured lesson, with teaching and learning materials, was used. A pretest and posttest assessments were deployed to ascertain the effect of the interventional teaching strategies. Prior, to the intervention of the study, 73.3% of the pupils (total of 30) scored below the average mark ranging from 5-7. These represented the experimental group of the study. 26.7% of the pupils (control group) scored the average mark. However, after the intervention, both strategies (sets of objects and paper folding activities) showed remarkable performance. Although both strategies showed remarkable performance in pupils, 59% of the experimental group (total of 22 pupils) scored above the average mark in the paper folding as compared to 50% of the experimental group who scored above the average mark in the usage of sets model. While 87.5% of the control group scored above the average marks ranging from 8-10 during the paper folding activities, 62.5% of the control group scored above the average marks from 8-10 during the use of sets model. The posttest results of both the control and experimental groups taught using paper folding performed far better compared to sets model. The study has shown that pupils’ level of performance had improved drastically with the help of paper folding method. In conclusion, paper folding activities help pupils to appreciate word problems involving addition and subtraction of proper fractions.

Published in	Science Journal of Applied Mathematics and Statistics (Volume 6, Issue 4)
DOI	10.11648/j.sjams.20180604.12
Page(s)	119-123
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Experimental Group, Folding, Fraction, Paper, Proper

References

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[2]	Hurrell, D. (2013). Effectiveness of teacher professional learning: Enhancing the teaching of fractions in primary schools.
[3]	Anthony, G., & Ding, L. (2011). Teaching and learning fractions: Lessons from alternative example spaces. Curriculum Matters, 7, 159.
[4]	Anthony, G., & Walshaw, M. (2003). Pizza for dinner:“How much” or “how many”. In Mathematics Education Research Group Association annual conference, Geelong.
[5]	Baroody, A., Baroody, A. J., & Coslick, R. T. (1998). Fostering children's mathematical power: An investigative approach to K-8 mathematics instruction. Routledge.
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[7]	Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook of research on mathematics teaching and learning, 334370.
[8]	Tay, M. K., & Wonkyi, T. M. (2018). Effect of using Geogebra on senior high school students’ performance in circle theorems. African Journal of Educational Studies in Mathematics and Sciences, 14, 1-18.
[9]	Kadingdi, S. (2006). Policy initiatives for change and innovation in basic education programmes in Ghana. Educate~, 4(2), 3-18.
[10]	Sarfo, F. K., Eshum, G., Elen, J., & Adentwi, K. I. (2014). Towards the solution of abysmal performance in mathematics in junior high schools: Comparing the pedagogical potential of two designed interventions.
[11]	Baroody, A. J., & Hume, J. (1991). Meaningful mathematics instruction: The case of fractions. Remedial and Special Education, 12(3), 54-68.
[12]	Fazio, L. K., Kennedy, C. A., & Siegler, R. S. (2016). Improving children’s knowledge of fraction magnitudes. PloS one, 11(10).
[13]	Lamon, S. J. (2012).Teaching fractions and ratios for understanding: Essential content Knowledge and instructional strategies for teachers. Routledge.
[14]	Lamon, S. J. (2013). MORE! Teaching Fractions and Ratios for Understanding: In-Depth. Discussion and Reasoning Activities. Routledge.
[15]	Bezuk, N., & Cramer, K. (1989). Teaching about fractions: What, when, and how. National council of teachers of mathematics, 156-167.
[16]	Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T. & Changas, P. (2013). Improving at-risk learners’ understanding of fractions. Journal of Educational Psychology, 105(3), 683.
[17]	Chikwere, P., & Ayama, K. Teaching of Geometric Construction in Junior High School: An Intervention. Journal of Elementary Education, 26(1), 139-146.

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Christiana Subaar, Juliana Awune Asechoma, Vincent Ninmaal Asigri, Victor Alebna, Francis Xavier Adams. (2018). Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions. Science Journal of Applied Mathematics and Statistics, 6(4), 119-123. https://doi.org/10.11648/j.sjams.20180604.12

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Christiana Subaar; Juliana Awune Asechoma; Vincent Ninmaal Asigri; Victor Alebna; Francis Xavier Adams. Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions. Sci. J. Appl. Math. Stat. 2018, 6(4), 119-123. doi: 10.11648/j.sjams.20180604.12

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Christiana Subaar, Juliana Awune Asechoma, Vincent Ninmaal Asigri, Victor Alebna, Francis Xavier Adams. Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions. Sci J Appl Math Stat. 2018;6(4):119-123. doi: 10.11648/j.sjams.20180604.12

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@article{10.11648/j.sjams.20180604.12,
  author = {Christiana Subaar and Juliana Awune Asechoma and Vincent Ninmaal Asigri and Victor Alebna and Francis Xavier Adams},
  title = {Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions},
  journal = {Science Journal of Applied Mathematics and Statistics},
  volume = {6},
  number = {4},
  pages = {119-123},
  doi = {10.11648/j.sjams.20180604.12},
  url = {https://doi.org/10.11648/j.sjams.20180604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjams.20180604.12},
  abstract = {This is an interventional study sought to find the difference in the performance of pupils who were taught using sets of objects (sets model) and paper folding activities, to solve word problems involving addition and subtraction of proper fractions. A total of thirty pupils, of Navrongo Presbyterian Primary School Basic Five A, were used in the study. A well-structured lesson, with teaching and learning materials, was used. A pretest and posttest assessments were deployed to ascertain the effect of the interventional teaching strategies. Prior, to the intervention of the study, 73.3% of the pupils (total of 30) scored below the average mark ranging from 5-7. These represented the experimental group of the study. 26.7% of the pupils (control group) scored the average mark. However, after the intervention, both strategies (sets of objects and paper folding activities) showed remarkable performance. Although both strategies showed remarkable performance in pupils, 59% of the experimental group (total of 22 pupils) scored above the average mark in the paper folding as compared to 50% of the experimental group who scored above the average mark in the usage of sets model. While 87.5% of the control group scored above the average marks ranging from 8-10 during the paper folding activities, 62.5% of the control group scored above the average marks from 8-10 during the use of sets model. The posttest results of both the control and experimental groups taught using paper folding performed far better compared to sets model. The study has shown that pupils’ level of performance had improved drastically with the help of paper folding method. In conclusion, paper folding activities help pupils to appreciate word problems involving addition and subtraction of proper fractions.},
 year = {2018}
}

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TY - JOUR
T1 - Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions
AU - Christiana Subaar
AU - Juliana Awune Asechoma
AU - Vincent Ninmaal Asigri
AU - Victor Alebna
AU - Francis Xavier Adams
Y1 - 2018/09/21
PY - 2018
N1 - https://doi.org/10.11648/j.sjams.20180604.12
DO - 10.11648/j.sjams.20180604.12
T2 - Science Journal of Applied Mathematics and Statistics
JF - Science Journal of Applied Mathematics and Statistics
JO - Science Journal of Applied Mathematics and Statistics
SP - 119
EP - 123
PB - Science Publishing Group
SN - 2376-9513
UR - https://doi.org/10.11648/j.sjams.20180604.12
AB - This is an interventional study sought to find the difference in the performance of pupils who were taught using sets of objects (sets model) and paper folding activities, to solve word problems involving addition and subtraction of proper fractions. A total of thirty pupils, of Navrongo Presbyterian Primary School Basic Five A, were used in the study. A well-structured lesson, with teaching and learning materials, was used. A pretest and posttest assessments were deployed to ascertain the effect of the interventional teaching strategies. Prior, to the intervention of the study, 73.3% of the pupils (total of 30) scored below the average mark ranging from 5-7. These represented the experimental group of the study. 26.7% of the pupils (control group) scored the average mark. However, after the intervention, both strategies (sets of objects and paper folding activities) showed remarkable performance. Although both strategies showed remarkable performance in pupils, 59% of the experimental group (total of 22 pupils) scored above the average mark in the paper folding as compared to 50% of the experimental group who scored above the average mark in the usage of sets model. While 87.5% of the control group scored above the average marks ranging from 8-10 during the paper folding activities, 62.5% of the control group scored above the average marks from 8-10 during the use of sets model. The posttest results of both the control and experimental groups taught using paper folding performed far better compared to sets model. The study has shown that pupils’ level of performance had improved drastically with the help of paper folding method. In conclusion, paper folding activities help pupils to appreciate word problems involving addition and subtraction of proper fractions.
VL - 6
IS - 4
ER -

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Author Information

Christiana Subaar

Department of Science, St. John Bosco’s College of Education, Navrongo, Ghana
Juliana Awune Asechoma

Department of Mathematics, St. John Bosco’s College of Education, Navrongo, Ghana
Vincent Ninmaal Asigri

Department of Mathematics, St. John Bosco’s College of Education, Navrongo, Ghana
Victor Alebna

Department of Mathematics, St. John Bosco’s College of Education, Navrongo, Ghana
Francis Xavier Adams

Department of Mathematics, St. John Bosco’s College of Education, Navrongo, Ghana

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APA Style

Christiana Subaar, Juliana Awune Asechoma, Vincent Ninmaal Asigri, Victor Alebna, Francis Xavier Adams. (2018). Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions. Science Journal of Applied Mathematics and Statistics, 6(4), 119-123. https://doi.org/10.11648/j.sjams.20180604.12

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ACS Style

Christiana Subaar; Juliana Awune Asechoma; Vincent Ninmaal Asigri; Victor Alebna; Francis Xavier Adams. Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions. Sci. J. Appl. Math. Stat. 2018, 6(4), 119-123. doi: 10.11648/j.sjams.20180604.12

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AMA Style

Christiana Subaar, Juliana Awune Asechoma, Vincent Ninmaal Asigri, Victor Alebna, Francis Xavier Adams. Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions. Sci J Appl Math Stat. 2018;6(4):119-123. doi: 10.11648/j.sjams.20180604.12

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@article{10.11648/j.sjams.20180604.12,
  author = {Christiana Subaar and Juliana Awune Asechoma and Vincent Ninmaal Asigri and Victor Alebna and Francis Xavier Adams},
  title = {Towards the Solution of Abysmal Performance of Fraction in Navrongo Presbyterian Primary School: Comparing the Sets of Objects and Paper Folding Designed Interventions},
  journal = {Science Journal of Applied Mathematics and Statistics},
  volume = {6},
  number = {4},
  pages = {119-123},
  doi = {10.11648/j.sjams.20180604.12},
  url = {https://doi.org/10.11648/j.sjams.20180604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjams.20180604.12},
  abstract = {This is an interventional study sought to find the difference in the performance of pupils who were taught using sets of objects (sets model) and paper folding activities, to solve word problems involving addition and subtraction of proper fractions. A total of thirty pupils, of Navrongo Presbyterian Primary School Basic Five A, were used in the study. A well-structured lesson, with teaching and learning materials, was used. A pretest and posttest assessments were deployed to ascertain the effect of the interventional teaching strategies. Prior, to the intervention of the study, 73.3% of the pupils (total of 30) scored below the average mark ranging from 5-7. These represented the experimental group of the study. 26.7% of the pupils (control group) scored the average mark. However, after the intervention, both strategies (sets of objects and paper folding activities) showed remarkable performance. Although both strategies showed remarkable performance in pupils, 59% of the experimental group (total of 22 pupils) scored above the average mark in the paper folding as compared to 50% of the experimental group who scored above the average mark in the usage of sets model. While 87.5% of the control group scored above the average marks ranging from 8-10 during the paper folding activities, 62.5% of the control group scored above the average marks from 8-10 during the use of sets model. The posttest results of both the control and experimental groups taught using paper folding performed far better compared to sets model. The study has shown that pupils’ level of performance had improved drastically with the help of paper folding method. In conclusion, paper folding activities help pupils to appreciate word problems involving addition and subtraction of proper fractions.},
 year = {2018}
}

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