CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND

Mathematics is one of the compulsory subjects taught at the basic schools (from Primary

School to Senior High School) in Ghana. The concept of mathematics is applied in many

fields of studies (Physics, Chemistry, Economics, Banking and Finance etc) that have

contributed to the development of the world today. In terms of technology, mathematics has

driven much to such, to help improve technological aspect as far as calculators and computers

are concerned. There is no doubt that educational planner made it compulsory to include

mathematics among the core subjects in both junior and senior high schools. The quality of

education so far as effective teaching and learning of mathematics is usually a function of a

particular circumstance and conditions in an individual classroom.

However, it is unfortunate that mathematics which is supposed to be an action oriented

subject is feared by many students across the length and breadth of the educational leather.

Besides, most teachers still adopt lecture method in teaching mathematical concept at the

basic school. Some do not use teaching and learning materials relevant to the topic concern,

and practice instrumental learning (the traditional method of teaching and forcing rules and

formula onto students to memorize without understanding). The method of teaching has gone

a long way in killing student’s interest in learning the subject.

Why is it so? The vast majority of schools and for that matter mathematics do not have the

opportunity in using varied, attractive and relevant teaching learning materials that remove

1
boredom but rather sustain learner’s interest for their better understanding of the lesson being

taught by the teacher. Additionally, Adeyanju (1997), assert that, learning can and will be

much reinforced with learning aids or materials of different variety because they stimulate,

motivate as well as capture and arrest leaner’s attention during the instructional process.

Real-life experience during teaching provides the most direct type of learning, but most

instructors find it difficult to apply in the mathematics classroom.

Through investigation and document analysis (exercise books, homework book, and test

papers), the researcher got to know about 75% of the pupils are not able to analyses two-set

problem with a Venn diagram. The Chief Examiner Report from West African Examination

Councils (2004) also confirms this problem of representation and interpretation of sets.

On the other hand, the causes of the problem were identified as follows: Representation,

description and analyses of two and three sets problem with the reason that students were not

taught through appropriate procedure. Inadequate activities and exercise to consolidate the

concept of sets representation on Venn diagram

To resolve this, child centered approach was used during an effective teaching and learning

process of sets problem.

1.2 STATEMENT OF THE PROBLEM

Venn diagram as the engine for other topics in the learning and studying of mathematics and

its related courses is very important when students have better understanding and are able to

use it relating to real life situation and interpret it. The observations made from pupils text

books, continuous assessment and their terminal report cards during school section prompted

2
the researcher to investigate the problem identified. In summary, the problem is that most

mathematics teachers in the Efutu Municipality, in the central region do not use appropriate

teaching methods and teaching learning materials (TLMs) during effective teaching and

learning process in mathematics.

Also lack of student’s participation could be a contributing factor of student’s inability to

solve problems on two set problems.

In effect, this problem can result in learners having low interest in mathematics as a subject at

the basic school level, which will not motivate learners to study the subject at higher level of

education.

To unveiled this problem (pupils in ability to understand and apply two set problem to real

life situations), an activity method together with the required teaching learning materials were

used to improve pupils understanding on two set problem.

1.3 PROBLEM DIAGNOSIS

At the first day of visit to the school, an observation was made during the mathematics period

that most of the minds of the pupils were frequently not on the lesson and many others having

no interest at all in the lesson. Through the observation and interviews, I realized that the

teacher do not employ any teaching appropriate teaching materials. The teaching and learning

of mathematics has always been abstract and root learning (subject was taught like reading

comprehension) and those who cannot cope will not get any of the concepts the teacher

impacts to learners. Teachers do not actively involve pupils in the teaching and learning

process in their mathematics lessons. Thus, place more emphasis on teacher dominated

3
methods of teaching, which does not encourage much use of teaching learning materials

(sometimes not used at all in lessons) to the neglect of activity-oriented and child-centered

methods that embraces active use of TLMs resulting in learning participation. Further, it is

seen that most teachers do not prepare adequately towards lessons. This is glaring at

instructional times, where teachers teach without concrete materials (TLMs) but rather read

to pupils and this call for behaviorist sort of learning instead of constructivist approach.

During lessons, some of the learners do not take mathematics instructions seriously. They just

wished the whole lesson should come to an end. Students’ inability to solve set problem

involving union, intersection and complement and presenting it graphically using Venn

diagram was identified when the researcher did the pre-test by means of interaction and

interviewing some of the students.

1.4 CAUSES OF THE PROBLEM

The following were identified as causes of students in ability to understand set problems and

their dislike for mathematics as a subject.

Firstly, Lack of required teaching learning materials. In the school, there are not enough

teaching learning materials for the teaching of mathematics topics as specified in the syllabus.

Moreover, teachers are also not ready to improvise using materials from the environment. In

view of this, teachers consider lecture method as the best method for teaching mathematics.

Secondly, medium of communication during effective teaching and learning process is one of

the contributing factors leading to pupil’s inability to understand set problems. Some of the

students said the vocabulary used by the teacher were above their standard.

4
Thirdly, Winneba is as a fishing community, most parent don’t consider school as beneficial

thereby providing little care to pupils in terms of getting them exercise books new school

uniforms etc. because of this, most student do not have the right mind to study mathematics

1.5 PURPOSE / OBJECTIVE

The purpose of the study is to use students’ involvement and practical activities with symbols

and discussions method design by researcher to help student get the concept of representation

and interpretation of set and also to solve two set problem with ease. It will also serve as a

guide to both teachers and students to find a way of teaching and learning of the concept of

sets.

Again, it was also, to help teachers and students acquire knowledge and skills to improvise in

order to supplement the inadequacies of available teaching learning materials in the school

and to motivate teachers in using them to enhance teaching and learning of mathematics

1.6 RESEACH QUESTIONS

The study seeks to investigate the following questions:

i. To what extent does the use of practical activities and child centered approach / methods

help student to interpret set on the Venn diagram and also solve two set problem?

ii. Does the inability of students to solve set problems involving union, intersection,

compliment, and graphical representation affect their performance in examination?

iii. How will the use of Venn diagram help students in solving two-set problem?

5
1.7 SIGNIFICANCE OF THE STUDIES

Upon the stated objectives and research questions enumerated for the conduct of the research

study, it is hope that the outcome of the study will be beneficial to different institutions and

personnel in educational sector of the country. The study will also serve as a valuable

document to help curb the problem of ineffective use and insufficiencies of teaching learning

materials in the teaching and learning of mathematics.

Furthermore, the study will serve as a training module and a reference material for the

mathematics teacher, educational administrators, supervisors, and stakeholders for running

workshops and in-service training for trained and untrained teachers in the Municipality and

Nation as a whole. This will help them to upgrade their knowledge and skills on how to use

different methods and modern teaching learning materials in the teaching of set problems and

how to relate them to real life experience.

Again, it is believe that the outcome of the study would assist student to overcome their

difficulty in dealing with two set problems. In addition, the outcome of this piece will help

students to disabuse their minds that union, intersection, compliment and graphical

representation of set problems as well as mathematics is difficult.

In conclusion, policy makers, school authorities and teachers may find the outcome of this

research work useful in planning and implementing programs in schools and teacher

educational curriculum.

6
1.8 DELIMITATION (SCOPE)

Depending and relating the study on one school may not be good enough for which findings

of the research could be concluded. Under normal circumstance, the study should be base on

range of schools. As a teacher who is practicing in other to acquire certain knowledge and

skills in the field of action research and also working within a limited time frame, I conceder

it very necessary to limit myself to one Junior High school at Winneba in the Efutu

Municipality in the Central Region of Ghana. This choice of school and class (form three(3))

will enable me ensure the efficiency and quick accessibility of the students under study for

accurate gathering of information as well as designing proper interventions to help address

the difficulties in solving problems on two set problems using Venn diagram and using the

concept to solve problem at home.

7
 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter is to view existing literatures and relates them to the topic understudy. The

chapter seek to inform readers and other scholars who may find this work beneficial to realize

that there have been similar concern and opinion expressed by other writers.

In the researcher’s attempt to write this project, a number of books were consulted for

information about the topic. The main aim is to look at the various approaches some authors

used in solving two and three set problems.

According to Angel and Porter, (1997) we can solve practical problems involving sets by

using problem- solving approach process. Thus (i) understand the problem (ii) devise a plan

(iii) carryout the plan and (iv) examine and check the result.

First determine: What is the problem? Or what am I looking for? To device the plan, list all

the facts that are given and how they are related. Look for key words or phrase like “only set

A” “set A and set B”, “set A and set B but not set C”.

To add to this, Grawoig et al. (1976) also identifies the two and the three-set as logical but

need amplification since the element in the intersection of the two set are added twice when

the two set are added. Therefore this element must be subtracted exactly one time.

Hence the relation: n (AUB) = (A) +n (B)-n (A∩B).

8
They realized that if the number of set is increased to three, the solution becomes more

complex, but the rationale is just the same. The reasoning underlying this is the same for two

sets. If we add the elements in each of the three set together, we have done some double

counting and possibly some triple counting hence the formula:

n (AUB UC) = n (A) +n(C) –n (A∩B)-n (A∩C) –n (B∩C) +n (A∩B∩C).

Pupils learning in school can be enhanced in two ways as stated by Kyiaracou (1995). These

ways are

“Teacher exposition: listening to teacher exposition, which include asking or been asked

questions, watching a demonstration and genuine teacher-pupils discussion”

“Academic work: been instructed to undertake or engage in academic tasks and activities,

either on one’s own or together with pupils”.

He further noted that teacher exposition tends to emphasis no description of explanation on

new information through direct-pupil interaction and usually is base on teaching the class as a

whole. However the academic work according to him is much more diverse and includes all

the tasks and activities that a teacher task pupil through and majority of the lesson giving in

our classroom involve a mixture of exposition and academic work.

Buckwell (1991) suggested among others that “in order to help solve problems involving sets,

we use a diagram know as Venn diagram. In these, each set is represented by an oval (or

circle) and the universal set is represented by a rectangle. The diagrams help to give you a

clear picture of the relationship between one sets and another”. According to Gudder (1976)

“a useful way of picturing the relationship between sets, their unions, intersections, etc is by

9
depicting sets as circles in Venn diagram”. Hence two and three set problem can by solve

easily using the Venn diagram as a devise.

A problem is a task that presents a challenge to you: and whether a task is a problem for you

depend on your experience (Sydney, 1992). Problem according to Lefrancious (1972) Citing

Gagne refers to “thinking out” of a solution to a problem by combing old rules in his

repertoire. According to Gagne (1968), three conditions are necessary for a learner to be able

to solve problems and these are:

The rules required for the solution of the problem must be active at the same time or in close

succession.

Verbal instructions or question may be employed to elicit the recall of relevant rules

The direction of thought processes may also be determined by verbal instructions.

Bennett J.R et al, (1961) was of view that solving two set and three set problems demand a

productive thinking that calls upon the learner to select and organize his knowledge to

generate potential solution. He added that solving two sets problems are not simply a matter

of applying pervious learned rules. However, it is process that yields new learning diagram

that depicts for learner.

In his contribution, Hudgins (1983) said that two and three sets problem can be solved

inductively when the learner observes a series of example of the concept and he is left to

attain concept for himself from the explanation he observed.

Some of the reasons why teaching materials are used is that student are likely to understand

explanation, discussion activities and reading easier and recall more accurately.

10
By working with appropriate materials during instruction, students are able to recall

important information when they work independently in the real world.

A topic should be introduce with general concepts and gradually include specific example

linking the new information to what student already know , therefore ranking the child’s own

experience higher in the learning situation. This was said by Ausuble (1968). Thus relevant

previous knowledge of the students is very importance to teacher. Set theory is taught at the

basic school, yet student finds problem at their first year in Senior High and technical school.

This is so because teachers ‘approach to the topic. This is true when Davidson (2001) says

that school could be built, adequate textbook provided but if approach to teaching is not

improved, the teachers skills up-dated our student, performance will continue to retrogress.

Therefore there is the need for our teachers to use appropriate materials, combine with

innovate skills and exploratory activities to equip students with a relevant information needed

to grasp the right concept.

According to Billstein et al. (1993), in problem solving numerous approach, people felt that

the new language and symbolism cause confusion for children as well as other adults

however, the basic concept of set clarify many mathematics ideas and we also use the concept

of sets to define relations and functions, because we live in a world virtually dominated by

relationships.

Additionally, O’Neill (1990) thinks that some materials may be suitable for students needs,

even if they are not designed specifically for them, that teaching learning materials help

pupils to review and sustain their interest in during a lesson. The teachers teaching strategy is

greatly influence by the TLMs used. Brown et al (1985) is also of the view that teaching

11
learning materials as a great variety of materials in the environment that can be used to make

teachers or the lesson more meaningful, more vivid and more interesting. TLMs in as much

as they are used to supplement or compliment the teachers task, they vary from simple to

complex, inexpensive ones to expensive ones.

Finally, Tamakloe et al (2005) mentioned that teaching- learning materials have been

recognized to provide a number of importances in any meaningful teaching and learning of

process. The use of teaching learning materials in teaching set an environment which is

stimulating and conducive for learning in which pupils can easily be guided through the

discovery of knowledge on their own.

2.3 SUMMERY OF LITERATURE REVIEW

Form above, it can be said that set form the basis of moderation and requires proper

methodology and the use of appropriate diagram to bring meaning and understanding to

learners. I therefore think that there is the need to ensure that accurate representation of set to

cater for mental images of the objects to establish a good relationship between and among set.

I think Venn diagrams are the most appropriate and best way of representing set problems

express as word problem. It gives better meanings to subtopics as union, intersection,

universal, complement etc of set.

12
 CHAPTER THREE

METHODOLOGY

3.1 DESCRIPTION OF THE RESEARCH

A concept is an abstraction or ideas that permit the learner to classify a variety of related

phenomenon into a convenient meaningful category. Concepts enable the consolidation and

systematization of large quantities of data and allow communication and discussion of

complex issues between individuals. They also provide order and stability in an uncertain and

ever changing world.

Venn diagram according to Oswego City School District Regents Exam Prep Center (2008)

are “pictorial ways of representing interactions among sets to display information that can be

read easily”. Each set of given information is designated a circle. Interactions between the

sets are shown in the circles intersection; items common to both sets are found in the

intersection whereas other items are found outside the intersection. An example is shown

below;

There are two ways in which concept can be learned. In the unelaborated sense, these

methods differ in the following way. A concept is learned when the learner observes a series

of examples of the concept and is left to attain the concept form the examples observes.

Learning occurs deductively if the learner is given a statement of that concept.

3.2 DESIGN OF THE STUDY

The research is an action research since an action research is mainly conducted to identity

problem in a particular classroom situation and provide the require interventions to improve

13
the classroom practices. In view of this, the research was conducted in the form of pre-test

and post-test intervention.

The duration for the whole research was conducted within one month and two weeks. Three

weeks for the administration and making of the pre-test, one week for the intervention and the

rest for the post-test and analysis of the data.

The primary objective of the pre-test is to enable the research to identify the level of student

difficulty in solving the two set problem.

Random sampling technique was used in the gathering of the data from the population. This

technique was employed for the fact that the population was accessible as the research was

concern.

3.3 POPULATION

Polit and Hangler (1996) define population as the entire aggregation of case that meet a

designated set of criteria. Population consists of all members of a group of interest. The

targeted population of the study was form three students of Zion Junior High School in

Winneba in the Efutu Municipality of the Central Region of Ghana. The school is located at

the central part of Winneba Township with a total population of about two hundred and

seventy two (272) students. With this, the total enrollment of boys was hundred and thirty

eighty (138) while the total enrollment of girls was hundred and thirty four (134). There are

fourteen (14) teachers in the school out of this, five (5) of them are ladies and the remaining

are males. The total number of students in the target class was seventy eight (78). The class is

heterogeneous in terms of sex and ethnicity. In addition, there were thirty boys (30) and forty

14
eight (48) girls in the class. The class has an average age of fourteen (14) years. The number

of male students as compared to that of girls was low due to the fact that most of the male

students at times join their parents for fishing which is the main occupation for the people of

Winneba. The spoken language of the community is Fante and Efutu. Winneba is a branch

road (to the left) from Accra to Cape-Coast.

3.4 INSTRUMENT

Pre-test and post-test were the main instrument used in conducting this aspect of the research.

The pre-test was to identify students’ weakness in the representation of sets on the Venn

diagram while the post-test was also intended to reveal students mastering of the set concept

after I have conducted extra tuition for the targeted class.

The extra tuition lasted for two weeks. I met them twice in a week for the period of forty (40)

minutes on each visits. The test was administered under strict supervision by the researcher

while making a series of class test and pre-test scripts. The researcher observed that most

students had problems with the representation and interpretation of information on a Venn is

the diagram which prevented them from answering that particular question well.

However, the researcher organized some pre-test quiz on set to diagnose the problem. I

observed that most students could not represent the set information on the Venn diagram and

some did put it at wrong regions.

Again, there was one on one interview with pupils and this gave me the courage to use

different kind of teaching methods to address their difficulties.

15
3.5 SAMPLE AND SAMPLING TECHNIQUE

Members of the form three class numbering twenty five (25) students were used as the target

group that is the sample size representing about 28% of the population. Lottery method was

used because it permits every member of the target population an equal chance to be selected.

It is unbiased in selection.

It also permits accuracy of selection and offer high degree of representativeness. Each student

in the target population was identified with a registration number. Each student’s number was

written on a small card and was placed in a box. The box was shaken very well to ensure that

the cards were mixed. Blind folded students were asked to pick the card each at a time from

the box. This continued until the whole cards were exhausted. The researcher strongly believe

that the twenty five students will represent authentically the views of all the seventy eight

form three students of Zion Junior High School.

3.6 DATA COLLECTION PROCEDURE

The data collection procedure comprises of the pre-intervention, the intervention and the

post-intervention. Interviews were also used in the cause of gathering data or information.

The pre-test was conducted base on their pre-requisite knowledge of two-set problem. The

post-test was conducted after the intervention has been completed.

The programs of activities were as follows:

Week 1 : Administration arrangement

16
Week 2 : Pre-test

Week 3 – 4 : Introduction, interpretation, representation and solving of two set problem using

the Venn diagram.

Week 5 – 6 : Post-test and analysis of data

3.6.1 PRE-INTERVENTION

The pre-intervention was organized during the free periods on the time table. The following

questions were used for the pre-intervention;

Given a universal set U = {1≤ X ≤ 20}

U = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20}

A = prime numbers

A = {1, 3, 5, 7, 11, 13, 17, 19}

B = multiples of three (3)

B = {3, 6, 9, 12, 15, 18}

C = A intersection B (AnB)

C = {3}

D = A union B (AuB)

D = {1, 3, 5, 6, 7, 9, 11, 12, 13, 15, 17, 18, 19}

17
E = A union B compliment (AuB)’

E = {2, 4, 8, 10, 14, 16, 20}

3.6.2 INTERVENTION

After the pre-test, the Venn diagram consisting of rectangular and circular shapes was used

for the explanation as students were taking through series of activities.

Procedure for teaching and interpreting the regions of two sets on a Venn diagrams;

A B

i ii iii

iv
Figure 3

Students were guided to describe the various regions of the Venn diagram as.

U = the universal set

i = the set of A only

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ii = the set of B only

iii = the set of A intersection B

iv = the set of A union B compliment

Students were then given the following questions to illustrate on a Venn diagram by shading

the correct regions.

i) (AUB) ¹

ii) A∩B

iii) A¹∩B

Students were able to find solution to the questions by illustrating them on Venn diagram as

shown below:

(A U B)’
U

A B

i ii iii

19
 A nB
U

A B

AnB

A B

Pupils were put into groups of five and asked to solve this question;

P and Q are subset of the universal set where U = {n:≤n≤15}. Set P is made up of multiples

of 3 (three) and Q odd numbers.

i) Draw a Venn diagram to represent the above information

ii) Find the set of P and Q

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 iii) PuQ

iv) PnQ

v) (P n Q)’

vi) (P u Q)’

SOLUTION TO THE QUESTION

Venn diagram
µ

P Q

3
1, 5, 7,
6, 12 9
11, 13 2, 4,
15
8, 10,

14

The universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}

The multiples of three ( 3 ) P = {3, 6, 9, 12, 15}

Odd numbers Q = {1, 3, 5, 7, 9, 11, 13, 15}

P u Q = {1, 3, 5, 6, 7, 9, 11, 12, 13, 15}

P n Q = {3, 9, 15}

21
(P n Q)’ = {1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14}

(P u Q)’ = {2, 4, 8, 10, 14}

3.6.3 POST INTERVENTION

In other to find out the effectiveness of the intervention, a post-test was conducted in a

week’s time. This question was used;

In a Canadian village all the people speak French or English or both. If 60% speak English

and 50%speak French, how many speak both languages.

SOLUTION

Let μ = {people in the Canadian village} then n (μ) =100%

E = {peoples who speak English} then n (E) = 60%

F = {people who speak French} then n (f) =50%

Let n (E∩ F) =x

F(50%) μ (100%)
E(60%)

60% - X X 50% - X

22
Then (60%-x) +x+ (50%-x) =100%

110%-x=100%

X=10%

Therefore 10% of the students speak both English and French.

About 90% of the students were able to answer the question with ease while 10% of the class

answers this question with little difficulties or challenges.

3.7 LIMITATION

There can be no research without limitation and as such limitation time, funding and stress.

To expatiate the limitation listed across, time which is the first limitation plays a vital role in

the researcher’s findings because moving up and down for necessary materials and other

tools used for the compilation of the research exhausted a lot of time. It was observed that

some student in the study felt intimidated with the reason that they did not know anything

about mathematics hence they do not feel comfortable.

Also, since the classes were schedule for after normal class hours, most usually expressed

some signs of tiredness and hungry therefore some of them did not pay serious attention

when the class is in progress.

23
At the beginning students responds to the activities and question were discouraging but at

certain state, the participation was very good. In addition, due to non-payment of school fees,

most of the students during the intervention stage were sacked for school fees. This posed

threat to the success of the study. Again, at the pre-intervention stage most of the student

interviewed was unwilling to release relevant information, and this pose threat on the success

of the study.

Finally, It was very interesting to note that students show a lot of enthusiasm when the

researcher used innovative activities in the teaching and learning of two and three set

problems.

3.8 DATA ANALYSIS

Data of the research was obtained from scores of the subjects. The scores came from the pre-

test and the post-test conducted by the researcher. The pre-test was to assess the reality of the

problem that pupils were having difficulties in interpretation, representation and solving two

set problem. The scores of the post-test were to enable the research to find out whether there

was an improvement in the performance of the pupils. The result would also serve as an

authentic data for final analysis and conclusion. Every data concerned with this study has

been discussed in the next chapter, and is about the statically of the data obtain analysis. The

descriptive method of data analysis was used for analyzing data collected for the research

study. This was done through the use of mean, mode, median and frequencies.

24
 CHAPTER FOUR

4.1 RESULTS OF FINDING

This chapter deals with the result and finding of the study. The data were organized and

presented using tables, figures and descriptive statistics. The results are presented in this

chapter under the following sub-headings

 How the use of participation helps students to interpret set concept

 The extent to which the use of practical activities with symbols and discussion

method help students interpret sets problems

How the use of participation helps students to interpret set concept

The use of participation in helping students to interpret set concept was the first question

raised in this study. Students were given samples of questions to solve. After the students

solving the items, the researcher marked the test items. The questions were 10 (ten). The Pre-

test results summarized in Table 1 and the corresponding graph in Figure 1

25
Table 1

Pre-test results

Question Number of Number of Valid

number students students percentage
obtained obtained
correct Valid wrong answer
answer percentage

1 14 35.00% 26 65.00%

2 8 20.00% 32 80.00%

3 10 25.00% 30 75.00%

4 5 12.50% 35 87.50%

5 16 40.00% 24 60.00%

6 9 22.50% 31 77.50%

7 8 20.00% 34 85.00%

8 6 15.00% 30 75.00%

9 10 25.00% 34 85.00%

10 8 20.00% 32 80.00%

Total 94 308

26
 Figure1

Pre-test graph
100.00%
90.00%
80.00%
70.00%
60.00% % of correct answer
50.00% % of wrong answer

40.00%
30.00%
20.00%
10.00%
0.00%
1 2 3 4 5 6 7 8 9 10

From the pre-test table, 23.38%out of the total number of students got the correct answer to

the question and 76.62% obtained the wrong answer.

After the pre-test, the data which was collected indicated that students had difficulties in

solving and interpretation of two and three set problems. In question 1 and 8, most students

could not represent the information on the Venn diagram correctly. They failed to represent

the members at the correct regions.

In question 7, most of the students had problems. Also in question 4, most of the students

added the numbers of persons who are eating rice only and beans only without adding those

27
who eats rice and beans too. All these stem from the fact that they lack the concept of

interpretation.

The extent to which the use of practical activities helped students to interpret and solve

questions involving set problems

As shown in chapter 1, the extent that practical activities with symbols and discussion

method help students interpret set and also solve two and three set problems was the fact that

pre-test and post – test were used to compare the results. The impact of the intervention is

demonstrated by the difference in the post-test and pre-test scores presented in Table 2 and

the corresponding graph in Figure 2.

Comparison of students’ scores obtained in the pre-test and post-test are shown in Table 2.

28
Table 2

Comparison of pre-test and post-test scores

Students obtaining Students obtaining

mark in pre-test mark in post-test
Question
number Number Percentage Number Percentage

1 14 35% 34 85%

2 8 20% 36 90%

3 10 25% 33 83%

4 5 13% 34 85%

5 16 40% 30 75%

6 9 23% 28 70%

7 8 20% 32 80%

8 6 15% 30 75%

9 10 25% 34 85%

10 8 20% 35 88%

From the post-test and pre-test comparison, 78% out of the total number of students obtained

the correct answers to the questions while 22% obtained correct answers in the pre-test

29
question. From the analysis above, the percentage of the students who obtained the correct

answers in the post-test is greater than the percentage of the pre- test. This shows that there

was improvement in the students’ performances after the intervention.

Pre-test and post-test graph

Figure 2

Correct responses of pre-test and

post-test
100%
90%
80%
70% pre-test
60% post-test
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10

From the analysis, there was a massive improvement after using the activity, participation

and discussion method.

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 CHAPTER FIVE

5.1 DISCUSSION OF RESULTS

The primary aim of teaching and learning the concept of mathematics is based on the view

that mathematical knowledge can be applied to solve real life problems.

The purpose of this action research was to find out some of the root causes of why most

pupils become confounded with set-problems and the effect of using manipulative materials

in the effective teaching and learning process to promote understanding.

This study revealed that students learn better when they are taken through procedures and

activities that would involve them. This helps them to discover for themselves.

It was also observed that most students do not learn after school or classes hours and this

makes them perform poorly in mathematical lessons as well as examinations since the subject

needs the concept of constant practice.

Furthermore, examples were given to students to consolidate the concept of representation

and interpretation of sets. Grouping of students during any effective mathematics practical

lessons should be in small groups to involve full student participation in that activity.

5.2 CONCLUSION

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According to Tchoshanov, (2001) the language used in communicating to learners is

important if teachers mean to make an impact on the learner since it is the means through

which ideas are sheared. In a classroom settings therefore, the choice of words or the

language used by instructors are paramount for the purpose of clarity and better feedbacks

from pupils.

Most parents were of the view that what is learnt at the classroom had no bearing with what

actually happens at home. This pre-supposes that very little or no effort at all are made by

parents in assisting their wards to relate what they learn at the school to the practical activities

that link with the concept of set problem in the home. This contributes to the reason why the

concept is perceived by most pupils as difficult. It however becomes clear that one needs to

integrate formal school mathematics within the home and community and make effort to

better the perception of mathematics. The main aim of the study is to assist students to curb

the difficulties in representing and interpreting two and three sets problem through student’s

participation and practical activities.

The visual interpretation (multiple bar graph) of scores obtained from both pre-test and post-

test activities showed that students performance have improved in their ability to represent

and interpret two sets problems.

In responds to the fast changes, the society is dynamic and its needs to keep on changing with

time, hence teachers of mathematics should strategize and plan their teaching to fit the

demands of the society. In fact, the researcher had a good insight of how students feel and

behave when they are taking through procedures of practical activities in order to bring about

understandings of mathematical concepts.

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Though the study was conducted in A.M.E Zion Junior High School, it could also be of good

help to other students as well as teachers in the college of education to adopt methods. This

goes to conclude that:

Students participation has help them to interpret the concept of sets with less difficulty after

their exposure to effective intervention implemented.

Ability of students to interpret sets and solve two problems on Venn diagrams had been

improved drastically after practical activities are used with symbols and discussions methods

during the intervention

With the appropriate intervention strategies students can represent and analyze two sets

problems with ease.

5.3 RECOMMENDATIONS

From the outcomes of the intervention, it is clear that practical approach with discussion

methods of teaching will go a long way to help overcome their difficulties in solving two and

three sets problems.

Based on the results reached in the study, the following recommendations are made:

Introductory activities during and after the teaching and learning process should be

encouraged to lead students in their own discovery voyages instead of writing the topic on the

chalkboard to frighten students.

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Teachers should guide the students to discover the concepts set by relating the concept to real

life situations. This involves engaging them to carry activities as they do in the house such as

the idea of purchasing from the market, family issues, school relations etc.

Enough exercise, test, assignments and projects are recommended vas tools that enhance

effective teaching and learning process. When activities are given and performed regularly,

they reinforce learning. This was found in Thorndike’s laws of learning.

Furthermore, in-service training should be regularly organized to sensitize and train

mathematics teachers to upgrade their content and pedagogical knowledge and skills in

modern methods of teaching mathematical concept and how to relate the concept to real life

situations.

Teachers should ensure that learning activities presented are in manner which will elicit

student’s understanding, interest and enthusiasm. Teachers should employ practical

approaches with discussion methods in their teaching to help student’s benefits from their

teaching.

Again, the idea of improvisation must be encouraged by both teachers and students to ensure

continuous lesson in the absence of the original teaching learning materials.

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