CHAPTER ONE

1.0 Introduction

This chapter covers the background of the study, statement of the problem diagnosis, causes of

the problem, purpose and objectives, research questions, significance or benefit of the study

and delimitation.

1.1 Background of the study

Mathematics as a subject is mostly considered to be difficult by many students and that it

should be reserved for students with high intellectual abilities. This is so because, students

think mathematics is more of numbers rather than symbols or strange alphabets such as α, β, µ

etc.

From my personal research as a student, the confusing nature of mathematics concept is also a

challenge to most mathematics teachers; therefore they find it difficult to use the correct

methodology in imparting these concepts. They use “short cut” method to avoid controversies

or confusion in the class

Mathematics as a subject has so many definitions from different angles. The subject comprises

of calculations involving addition, subtraction, multiplication and division. Again, it may

involve algebra, geometry, trigonometry and some kinds of aspect of logical thinking. Simply

put, mathematics is very important in our life. The subject generally deals with finding answers

to most problems of mankind such as business transactions, using the knowledge of shape and

measurement in building and even moving from house to a particular destination. Due to its

importance, it has been considered as a core subject in educational curriculum of our education

1
system. Mathematics help children to reason logically, classify and generalize facts, develop

ideas in quality and space to perform investigation within their communities.

This skills, knowledge and competence will go a long way to help the students to develop

appropriate human values and personal qualities. It is rather unfortunate that most students see

mathematics as a difficult subject. To them, mathematics requires thinking as compare to other

subjects. According to Richard Skemp, mathematics thinking includes process such as

“generalizing, problem solving and discovering”. The subject is assumed to be difficult due to

inappropriate methods used by some teachers during lesson delivery. These include teaching

without the use of teaching and learning materials (TLM), use of lecture method of teaching

instead of the activity based methods and teaching without lesson plan.

Besides, the environment also plays a very important role in students’ poor performance in

mathematics. In Winneba here, the major economic activity is fishing hence during their

bumper harvest students help their parents in the various homes before going to school. It is

undeniable fact that mathematics is a cumulative subject and irregularities in attendance may

result to conceptual lag. Interacting with students in a junior high school in Winneba and their

mathematics teachers, the researcher found out that students find it difficult to understand the

concept on the topic “fractions” especially unlike fraction.

Fractions cannot be over looked at when talking about mathematics. Fraction is said to be part

of a whole or a group. It takes the day activities such as sharing, measuring, weighing and so

on. The student must be taken through this topic with lots of care and attention. This will help

develop interest in solving problems involving fractions without difficulties.

2
Fractions are very important for students to learn because of their wide spread applications.

The concepts of fraction improve the development of problems solving skills and culminate

arithmetic skills. Fractions assume the central role in the workplace and daily activities. For

instance, business today uses all forms of fractions either as percentage or rates, decimals,

proper or improper fractions. To know employment rates, market rate and error rates all call for

application of fractions. Through the researcher’s interaction with the students, he gathered

once again that solving problems involving unlike fractions pose a lot of problem to students.

According to (Vamvakoussi and Vosniadou, 2010) understanding of fraction is essential for

learning algebra, geometry and other aspects of higher mathematics.

1.2 Statement of the problem

This research topic under review is titled “addition and subtraction of unlike fraction”. The

above research topic will go a long way to develop students” interest, relational understanding,

analytical and problem solving skills as well as effective methodology by teachers to enhance

students understanding of the topic. This research will also provide suggestions for teachers

and administrators looking to improve fraction instruction in their classrooms or schools. . The

desire to assist the pupils to overcome this difficulty encouraged the researcher to undertake

this research work in the school.

1.3 Problem diagnosis.

Most student hate mathematics as subject.

Truancy or students not been regular in school make it difficult to understand the overall

concept of fraction.

3
Lack of mathematical concept such as addition, subtraction and multiplication of numbers.

Students are overcrowded in the classrooms hence make it very difficult for teachers to go

round and assist students who are facing problems.

The environment is too noisy hence students don’t pay much attention when lesson is going on.

1.4 Causes of the problem

Teachers normally use canes when teaching hence it kill the interest of most students and also

teachers lack creativity or using of proper method to arouse students interest.

Most parents do not take keen interest in their wards education, some of the students

interviewed said at times they have to go and sell or go to the sea shore to labour before getting

money for their schooling.

The classrooms are too small for the number of students in a class. This generates a lot of heat

in the classrooms.

The environment where the school is situated is in the heart of the town hence it does not make

the place conducive for learning.

Teachers’ inability to use the right method and teaching aids has also contributed to students’

lack of basic concept under mathematics.

1.5 Purpose of the study (objectives)

The main purpose of this research is to;

4
Identify and assist student with little or no idea about subtraction and addition of unlike

fraction for better understanding.

Help students to develop interest in solving addition and subtraction of unlike fractions.

Enable students to relate the topic, addition and subtraction of unlike fraction to other topics

like percentages, rate and ratio.

Develop effective and better way of handling the topic.

To devise strategies and activities needed in teaching fractions in general and unlike fractions

in particular.

To design appropriate materials needed in teaching unlike fractions.

1.6 Research questions

These are questions that guide and direct the purpose of the study. Below are some of the

outlined research questions,

What are the causes of students’ inability to solving problems involving addition and

subtraction of unlike fractions?

What practical activities to be adopted to develop students interest in addition and subtraction

of unlike fractions?

How can teachers assist students to relate the concept to real life situation?

5
1.7 Significance of the study

The research will help deepen students understanding and interest in fractions and also serve as

a guide for teachers on the importance of teaching aids as well as the use of proper

instructional methodologies in teaching unlike fractions.

It will also serve as a reference for future reviews of the Junior High School(J.H.S) textbook

and aside J.H.S, Ghana Education Services will find it useful in their policy-making process

as a resource book.

It hopes to generate interest in researchers who might want to advance arguments on the topic.

It will enlighten teachers to know the problem students encounter and be forearmed against the

errors student are likely to commit and to look out and plan for them when planning towards

teaching and learning of unlike fractions.

Again the research will be of benefit to many people such as traders, farmers and government

workers as whole.

1.8 Delimitation

Mathematics being one of the most important subjects in the educational curriculum is a

discipline which is very broad in terms of content. For example it has major areas such as

algebra, calculus, geometry, statistics and so on.

The study however is narrowed to the area of algebra. The topic under review; addition and

subtraction of unlike fraction “is taught at almost all the basic school system but not to the best

of my knowledge. For the benefit of this study, it is restricted to only a Junior High School one

(1) students of Effutu Municipality in Winneba.

6
Again, the study could have been extended to other schools in the Municipality to validate the

methodology employed but for easier collection of data, testing and analysis, it was restricted

to only one Junior High School.

7
 CHAPTER TWO

LITERATURE REVIEW

This chapter the literature review covers the theories and concepts that other researchers and

psychologists have written on the topic. The review of the literature is organized under

following the Sub-Headings:

Introduction

 Definitions of fractions

 Theoretical view on fractions

 Illustration

2.0 Introduction

This chapter gives highlight on the research work of other researchers whose research

work has bearing on the problem under discussion.

Mathematics as a subject is well understood when taught practically through games, using

teaching and learning materials as well as involving students when teaching. Students in their

daily lives use fractions in most part of their activities they go through such as sharing, playing

games and the like. This research will help children to understand the concept of fractions the

more.

8
2.1 Identification of fraction

copyright@2011mathisfun.com defines fraction as a part of a whole. A number written with

the bottom part (the denominator) telling you how many parts the whole is divided into, and

the top part (the numerator) telling how many you have.

According to Encarta (2007) explains fraction as number formed by dividing one quantity by

another for example 1/5, 2/6 and so on. The top number of the fraction is known as the

numerator. It moves future to explain fraction as a number that is not whole number such as ½

simple fraction or 0.5 decimal fraction, formed by dividing one quantity into another.

Howard, Asare-Inkoom and Inkani (2008) stated that fractions are set of all number in the
𝑎
form 𝑏 , where b≠0.

A fraction (from Latin: Fractus, “broken”) represent a part of a whole or, more generally, any

number of equal parts. When spoken in everyday English, a fraction describes how many parts

of a certain size there are for example, one half, eight-fifth, three-quarters.

Other uses of fractions are to represent ratio and to represent division. Thus the fractions also

used to represent 3:4 (the ratio of the part of the whole) and the division 3:4 in mathematics the
𝑎
numbers which can be expressed in the form 𝑏 , where ‘a’ is an integer and ‘b’ is not zero, is

call the set of rational numbers and is represented by the symbol Q, which stands for quotients.

However, the word fraction is also used to describe mathematical expressions that are not

rational numbers, for example algebraic fractions (quotients of algebraic expressions), and
𝜋
expressions that contain irrational numbers, for example √2/2 , etc. fractions have been
4

demonstrated through Cuisenaire rods, fraction bars, fraction strips, fraction circles, papers (for

9
folding or cutting), pattern block, pie-shaped pieces, geo-boards counter and computer

software by (Filliozat 2004, P. 152).

A fraction is represented by an orders pair (p, q) of natural numbers. The fraction

corresponding (p, q) is denoted by p/q. for any considered to represent the same fraction as p/q.

2.2. Theoretical views

Meaghaer (2002) contends that “teaching of fractions continues to hold the attention of the

mathematics teachers and educational researchers all over the world” he then presents the

following question for literature debate. In what order should various representatives be

introduced?

Does it matter if fractions are introduced as counting or measurement? Should multiple

representation be pursed in advance? What could be the relative importance of procedural,

factual, as well as conceptual knowledge in success with the concept of fractions?

Fractions are among the most complex mathematics concepts that basic school children

encounter (Charalambous & Pitta-Pantazi (2007), so it is important there is procedures for

manipulating them. (Van De Walle. 201). A fraction is a part of a whole that is fraction is less

than one. (Jamieson – proctor 2012).

A good concept of the whole interpretation of fraction since this construct is significantly

related to all subordinate constructs. (Charalambous & Pitta-Pamtazi, 2007).

It is important for students to understand how fraction are like and different from whole

number. A key ideas about fraction does not say anything about the size of the parts-only the

relationship between the part and the whole. Using appropriate models of fractions. (Van De

10
Walle 2010). He moved on further saying that the fractional amount (e.g. partitioning into 4

parts, means each part is 1/4). The part must be the same size. When discussing fraction

language is important for students understanding of the concept-for example ¾ = three parts

out of four parts altogether (Jamieson-Proctor, 2012) campare and order unit fraction and

locate and represent them on a number line; investigate strategies to solve problems involving

addition and subtraction of fraction with same denominator; recognize that the place value

system be extended beyond hundredths; and compare, order and represent decimals. (ACCRA,

2012).

Eicholz, O’Dffer and Fleenor (2001) in mathematics in our world said in teaching of fractional

numbers, it becomes much easy to understand by children when teaching and learning

materials are employed in the teaching and learning process. To their illustrations, they used

large cardboards in teaching the concept of fraction in order for children to understand

concepts of fraction. They went on teaching operation of fraction with different teaching and

learning materials to aid children understanding.

Tzur (2002) also said that children recognizes fractions into three (3) categories:

The equidivision of the whole into parts.

The recursive partitioning of part and

The reconstruction of the whole. Tzur recommends that it is necessary for teachers to consider

one catergory or stands in teaching fraction at a time.

11
(Adam & sharp, 2002) fractions typically is taught before algerbra and thus, this approach is

not readily accessible to every student. Teachers should introduce the fraction concept by

building upon students’ previous knowledge of whole number using multiple representations.

Furthermore, Tirosh, (2000) was of the view that teachers need to have insight into students’

thinking processes- their conceptions and misconceptions about addition and subtraction of

unlike fraction to facilitate their understanding.

Although most of fractional operations- addition subtraction and multiplication are covered in

basic schools; they are often revisited in SHS research has shown that students have a

procedural knowledge of fractional operation rather than an understanding and underlying

concept. Therefore JHS teachers need to processes a conceptual understanding of fractional

operations to deliver a sense-making curriculum (Sowder et al 2000). Theories about teachers

knowledge characteristics and structure in the mathematics; Hill, Schilling and Ball (2004)

have developed a model for mathematics teachers referred to as mathematics knowledge for

teaching (MKT). In their model, the three knowledge domains most central to mathematics

teaching are common knowledge of mathematics, specialized knowledge of content and

knowledge of students and their ways of thinking about the content. In order for teachers to be

successful with the use of manipulative materials, they need extensive training in the use of

manipulative materials for the activity. (Stein & Bovalino, 2001); simply using manipulative

material however, does not guarantee a good mathematics lesson (NCTM, 2000). However,

Moyer (2001) stated teacher plays an important role in creating mathematics environments that

provides students with representations that enhance their thinking, yet even if teachers have

learned appropriate strategies of using manipulative materials (Teaching and Learning

12
Materials), their beliefs about how students learn mathematics may influence how and why

they use manipulative materials as they do. (p178).

Doward (2002) found that mathematics achievement is increased through the long term use of

concrete instructional materials and that students’ attitudes towards mathematics are improved

when they have instruction with concrete materials provided by teachers who are

knowledgeable about their use.

Fuson Carpenter, and Moser (as cited in Moch, 2001) stated that is important to have

manipulative available to children to support the thinking. Stein and Bovalino (2001) have

extend this arrangement by stating;

Manipulative materials can be important tool in helping students to think and reason in more

meaningful way by giving students concrete ways compare and operate on quantities,

manipulative materials such as pattern blocks, titles and cubes can contribute to the

development of well grounded, interconnected understanding of mathematical ideas (P.356).

In summary, educators and researchers Fauvel & Van Maanen 2000, Katz 2001, have asserted

that the history of mathematics is an excellent resources for motivating students to learn

mathematics, and one of the greatest benefits in enhancing the understanding of mathematics

itself. There are different ways in which historical materials may be incorporated in the

classroom, with the history implicit or explicit in the teaching situation (Fauvel & Van

Maanen, 2000). Either ways it can bring about global changes in the teachers’ approach. This

is because a historical analysis according to Puig & Rojaro, (2004), may help the teacher to

understand stages in learning as confirmed by Barbin (2000), and why a certain concept such

as fraction is difficult for students.

13
It is not possible to show any single object and say ‘this is what a half is’ it important to realize

that fractions are not objects they are actions. It is only when we learn to use symbols to

represent these actions that these symbols can be treated as objects. J.L. Martin, et al 2007.

Siegler et al 2010 were of the opinion that understanding algebra and geometry and other

aspect of mathematics, fractions is one of the most important skills that need to be developed in

mathematics curriculum. Yet fraction has proven to be difficult to understand for most students

around the world.

Several authors and researchers assert that students’ difficulties in solving unlike fractions

include poor reading skills, lack of skills to perform arithmetic operations and inadequate

strategies for solving problems. However, from all the explanation given and gathered from

above, the researcher is of the view that what all the authorities have cited in this piece or work

testify to the fact that teaching and learning of unlike fractions must be done by using

appropriate materials to improve learner’s mental picture, set solid foundation for a better

understanding.

14
2.4. ILLUSTRATIONS

¼ or one fourth

1 meter

¼ or one fourth

100 centimeters

¼ or one fourth

A set of bricks

3 numerato 3 Numerator

4 Denominator

15
 CHAPTER THREE

METHODOLOGY

3.1. Description of the research

The research gave the researcher a nice opportunity to have a bite and to experience what is

actually happening on the ground. It gives the researcher chance to interact with some teachers

and students in one junior high school in the Effutu Municipality. Majority of the teachers

including the headmaster were friendly. The students considered or accepted the researcher as

of their teachers.

Although there were some few hitches the researcher encountered such as the teachers inability

to disclose some vital information to the researcher, teachers unwillingness to give out their

periods etc. but in a nutshell, it was a very exciting experience.

3.2 Research design

The type of research conducted by the researcher is Action Research. It is designed to assist

that Junior High School in Winneba to improve upon their performance on the operation of

addition and subtraction of unlike fractions. This design was adopted because it deals with

specific problem in a particular setting. This method is most appropriate owing to the fact that

it deals with the problem which hinders classroom teaching and learning process. The

participating researcher can easily identify the problem and the knowledge obtained is intended

to be applied in the local setting.

This research will also go a long way to help the reader to understand what actually goes on in

the teaching and learning situation. Besides, it will help the teacher personal development and

16
improvement of his or her practice as well as evaluation of his or her teaching effectively.

However, the action research has some weaknesses which are:

Being geared towards the solving of oly organized(s) but does not improve knowledge in

general.

It also aimed at a particular topic within which a particular discipline.

3.3 Population

The investigation was conducted at a Junior High School. The population of the school was

one hundred and two (102). That is from JHS 1 to 3 and staff. The student body was ninety-one

(91). Thirty-two (32) were boys and fifty-nine (59) were girls. The staff together with the

headmaster was eleven; only one female and ten males.

About 91% of the students’ population is from the Winneba township and the remaining are

from nearby towns. The researcher went ahead to find out that almost 60% of the parents of

the students are fisher folks and the 40% of the parent are civil servants.

The class under study was Junior High School one (JHS 1). They were thirty five out of which

seventeen (17) were boys and eighteen (18) girls. The researcher decided to use twenty five

students (sample) through the use of simple random sampling technique to cover the entire

class.

3.4 Instrument

The instrument used were pre-test and post-test. According to Amedahe (2001) text is a device

that makes one demonstrates his or her level of ability. There are two types of text which are

17
essay type and objective type. The researcher used the essay type to help diagnose the strength

and weakness of the JHS 1 class of a JHS on the operation of addition and subtraction of

unlike fraction. The researcher chose the essay type ahead of the objective type because it is

easy to conduct. It also improves and encourages thinking as well as motivating students to

learn. The tests in addition improve the students writing skills and logical organization of

thought. This enable the researcher obtained much information on the influence of the

activities in solving the problem of learners in addition and subtraction of unlike fractions.

3.5 Sample and sampling techniques

The research was conducted at a Junior High School.

A sample of twenty five (25) students out the total population of 35 was selected by the

researcher through simple random sampling techniques. The technique (simple random

sampling) is the best technique which gives all units of the target populating an equal chance to

be selected.

They were made to pick piece of papers from a container. On those papers, the researcher

wrote “YES” on twenty five of them and the remaining one “NO”. those who picked “YES”

were considered to take part in the exercise but those who picked “NO” were not allowed.

The students testified that the method used in the selection was the best.

3.6 Data collection procedure

The researcher had an opportunity to visit the school on several occasions. The first time was

to present the introductory letter to the school. Permission was granted the very day. The nest

visit was to interact with the mathematics teachers on the students’ performance in

18
mathematics. Questionnaires were presented to the targeted class after brief interaction with

them.

Permission was granted on one of the days to had a lesson with class on the topic in question

(addition and subtraction of unlike fraction). After the lesson, the whole class was given an

exercise to do but after the analysis of the result, only twenty five (25) students who were

randomly selected marks were used to represent the total class. A post test was later given after

the interventions to the problem have been dealt with.

3.61 Pre-intervention

Pre-test which consist of the 10 questions were used to test for students ability on the operation

on addition and subtraction of unlike fraction. Some of the questions were selected from Junior

High school, form one mathematics book and the researcher own questions structured and to be

carried out by only the researcher while the rest is designed for students under study and the

teacher.

3.6.2 Intervention

In order to find a lasting solution to the identified problem, the researcher used a learner

centered approach of teaching by making the lesson more practical with this he made use of

manipulative materials such as Cuisenaire rod and papers.

19
ACTIVITY 1

The researcher displayed the Cuisenaire rods on the teacher’s table and ask student to observe

it critically and assist students identify the colours

Illustration of the set of Cuisenaire rods.

1 2 3 4 5 6 7 8 9 10

The researcher used Cuisenaire rods to solve two question in the pre-test

1 1 2
Q1. 3 - 5 = 15

w w

Yellow Light green

Orange Yellow

1 1
Q2. 3 + 5 = let students select the Cuisenaire rods that divide into 3 and 5 equal parts.

20
Fig. 1

Orange Yellow

The whole yellow and light green rods divide the whole into three and five respectivelt and

equivalent to 15 whites.

W W w w w w w w w w w w w W w

Fig.2
Orange Yellow

Yellow Yellow Yellow

Light green Light green Light green

Ask pupil to select two of the rods that divide the whole 5 and the one that divide it into 3

parts.

Fig.3

Yellow Light green Light green

W w w w w W w w w W w

Putting the three pieces together and exchanging for white rods, we have

11 numerator

15 denominator

21
1 2
+5
3

white + Red

L. green Yellow

Yellow D. green
+

Orange Yellow

Guide student to use the Cuisenaire rods to write the answer in the form of fraction.

ACTIVITY 2

Paper strips

3 2
Q1 +3=
4

¾ 3/4

2/3

22
We have to get a common fraction by splitting the ¾ bar into 3 parts and the 2/3 into 4 parts,

both bars will have 12 of the same size

9/12

8/12

The new bars show that ¾ + 2/3 = 9/12 + 8/12 = 17/12=5/15

𝑘 𝑚 𝑘𝑛 𝑙𝑚 𝑘𝑛+𝑙𝑚
That is 𝑙 + = + =
𝑛 𝑙𝑛 𝑙𝑛 𝑙𝑛

23
ACTVITY 3

The researcher made the students to solve more examples without the use of the Cuisenaire

rods and the paper strips techniques but the third method derived from the techniques; (cross

multiply).

For example solve

4/5 – 1/3 2. 2/3 + 8/5 3. 4/9 – 5/12

Solution

∴ 4/5 – 1/3 = 4*3/5*3 – 5*1/5*3 = 12/15 – 5/15

∴ 4/5 – 1/3 = 7/15

(ii) 2/3 +8/5 = 2*5/3*5 + 3*8/3*5 = 10/15 + 24/15 = 34/15

∴ 2/3+8/5 = 34/15 or 2 4/15

4/9 – 5/12 = 4*12/9*12 – 9*5/9*12 = 48/108 = 3/108

∴ 4/9 – 5/12 = 3/108

3.6.3 Post intervention

In our attempt to check the effectiveness of the intervention procedures on how to solve

problems on addition and subtraction of unlike fractions, post – test was conducted. The result

of this revealed a remarkable improvement in the student’s performance.

24
3.7 Limitation

The researcher encountered many problems. These include:

Truancy in the class makes students find it difficult to understand the overall concept of

addition and subtraction of unlike fractions.

Lack of basic mathematics concept such as addition, subtraction and multiplication of

numbers.

Teacher’s unwillingness to release their class to the researcher and also to disclose vital

information to the researcher.

Analysis of data

The analysis of data was based on the outcome of the test administered to the students. The

research work is to assist the junior high school in the Winneba township to work out addition

and subtraction of unlike fraction with ease. By the help of SPSS, the two sample dependent

test was used to compare means of student marks before and after the intervention. The

analysis determines whether there is a significant difference between the mean score of

student’s skills in addition and subtraction of unlike fraction before and after the intervention.

Refer to appendix B for the results of the pre-test and post-test and their corresponding means.

25
 PRE-TEST

40

35

30

25
Series 1
20
Series 2
15 Series 3

10

0
1 Category 2 Category 3 Category 4

Figure 1 : the chart shows the summary of the pre-test scores.

POST TEST

Series 1
3
Series 2
Series 3
2

0
Category 1 Category 2 Category 3 Category 4

26
Figure 2: the chart shows the summary of the post-test scores.

Series 1
3
Series 2
Series 3
2

0
Category 1 Category 2 Category 3 Category 4

Figure 3: the chat above compares the pre-test and the post-test scores.

27
 CHAPTER FOUR

4.1 Results or Findings

This chapter talks about the result and finding during the conduct of the research and also goes

at length to analyze the response given by students in the questionnaire given to students and

overall interview will also be analyzed including the test conducted for them.

I observed during the research that the intervention procedures have been instituted, the

students’ performance as compares to the pre-test performance has improved drastically. From

table one in the appendix B the paired sample statistics; the pre-test mean which were 6.36 and

1.890.

The null hypothesis H0 is no difference in means on the pre-test and the post-test questions.

The alternative hypothesis H1 is where there is difference in means.

From the table two in appendix B, the null hypothesis is rejected and can be concluded that the

difference in means performance has significantly improved; hence the alternative hypothesis

H1 is accepted.

On the questionnaires, it was established that the teaching was done through abstract and

instrumental manner hence students inability to grasp the concept well. Besides, it became

obvious that the use of teaching and learning materials (Cuisenaire rod and paper strips in this

research) and the involvement of students in the lesson contributed to make the lesson practical

and real.

This research work has helped the students to develop problem solving skills in dealing with

problems associated with fractions.

28
 CHAPTER FIVE

Discussion of Results, Conclusion and Recommendations

5.1 Discussion of result

From the finding it was recognized that students were introduced to fractions without the use of

appropriate teaching and learning materials. However, after the intervention has been

administered, there was a significant improvement on their performance.

Another finding was low performance of students at the pre-test stage, which gave a mean of

3.06. The whole story change after the intervention, the mean was 6.36, this mean obtained in

the post test gave the evidence that the difficulties the students of that Junior High School (1)

was having in addition and subtraction of unlike fractions has improve tremendously.

The research also revealed that the teachers need to vary their method of teaching. Also they

need to prepare adequately before going to class and involve the students in their entire lesson.

Last but not the least, the teacher – student ration also needs to be addressed.

5.2 Conclusion

Fractions are very important stepping stone for learning advanced mathematics; they are also

commonly used in everyday life. Yet, many students continue to struggle with fractions even

after years of instruction. The researcher believes that the recommendation presented in this

booklet will help strengthen fractions teaching and will increase the number of students who

understand fraction and correctly solve fraction arithmetic problem.

From the result of the study, the following conclusions were drawn.

29
Teachers have to teach properly using appropriate teaching and learning materials especially

Cuisenaire rods and paper strips, the performance of the student in addition and subtraction of

unlike fraction will increase tremendously.

The language used in communication to learners such as “three over four” should be avoided.

Teachers’ attitudes towards students during mathematics lesson should be lovely to promote

conducive atmosphere in the class. This will encourage students to participate in the lesson. To

end it all, the underlying principle behind all of these recommendations is that students need a

deep conceptual understanding of fractions in order to learn about them effectively and

remember what they have learned. As the saying goes, there is no guaranteed way of making

sure students learn but if they are as well motivated their perception on mathematics will

change from negative to positive.

5.3 Recommendation

Based on the findings of this study, the following recommendation must be looked at critically.

The use of teaching and learning materials should be used in teaching to enhance the concept

being taught.

The use of manipulative materials is crucial in the development of students understanding of

fractions and the other topics. Manipulative materials help students construct mental referents

that enable them to perform fraction task meaningfully. Hence manipulative materials should

be used at the Primary and Junior High levels to introduce all components of the curriculum on

fractions.

30
Teachers should be resourceful in the development of some concepts or command over all

topics in any subject especial in mathematics.

Emphasis should be placed mainly on mathematics methodology at the teacher training

colleges and Universities, as it will equip teachers with the requisite knowledge and skills to

meet the needs of the changing world.

Besides, teachers should try as much as possible to make the school a second home for students

and also encourage parents to take the education of their wards seriously to reduce truancy.

31
 REFERENCES

ACARA, (2007) “Computations with fractions”

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 APPENDIX A

PRE-TEST QUESTION

Simplify the following:

𝟏 𝟏 𝟑 𝟏 𝟒 𝟏 𝟑 𝟓 𝟒 𝟐
-𝟓 2. -𝟒 3. -𝟑 4. +𝟕 5. -𝟗
𝟑 𝟐 𝟓 𝟏𝟎 𝟕

𝟑 𝟐 𝟑 𝟕 𝟓 𝟔 𝟒 𝟑 𝟐 𝟑
6. +𝟔 7. - 𝟐𝟎 8. - 𝟐𝟖 9. -𝟗 10. 𝟓 - 𝟕
𝟓 𝟖 𝟖 𝟏𝟏

35
 APPENDIX B

The table: below shows the paired samples statistic of the pre-test and the post-test score s.

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre-test 3.08 25 2.397 .479

Post-test 6.36 25 1.890 .378

The Table 2: Below shows the paired samples test of the pre-test and the post-test scores.

Paired Samples Test

Paired Differences

95%

Confidence

Interval of the

Std. Error Difference

Mean Lower Upper Sig. (2-

Mean T df tailed)

Paired 1 Pre-test -3.280 .843 .169 -3.628 -2.932 19.463 24 .000

Post-test

36
 RAW SCORES OF THE PRE-TEST

NUMBER OF STUDENTS MARKS

10 1

5 2

1 3

1 4

2 5

3 6

2 7

1 8

0 9

0 10

37
 RAW SCORES OF THE POST-TEST

NUMBER OF STUDENTS MARKS

0 1

0 2

0 3

5 4

4 5

6 6

3 7

3 8

2 9

2 10

38
 APPENDIX C

SOLUTION FOR PRE-TEST

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- = - = - = .
𝟑 𝟓 𝟑∗𝟓 𝟑∗𝟓 𝟏𝟓 𝟏𝟓 𝟏𝟓

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

𝟏 𝟏 𝟏∗𝟓 𝟑∗𝟏 𝟓 𝟑 𝟐
- 𝟓 = 𝟑∗𝟓 - 𝟑∗𝟓 = 𝟏𝟓 - 𝟏𝟓 = 𝟏𝟓.
𝟑

39