CHAPTER ONE

INTRODUCTION

This chapter encompasses the background of the study, statement of the

problem, purpose of the study, research questions, and significance of the

study, limitation, delimitation and organization of the study.

Background of the study

Mathematics is one of the important subjects within the foundation

subjects that constitute the core curriculum for basic (i.e. primary and

secondary) education in countries throughout the world and Ghana is no

exception.

Mathematics occupies a privileged position in the school curriculum

because the ability to cope with it improves ones social advancement. “It has

attained this position since it was made to replace classical languages like

Latin and Greek which prior to the early half of this century were used as

screening devices for entry into higher education and certain professions”

according to (http://wikieducator.org/Review of mathematics in Ghana )

.This emphasize the fact that mathematics is one of the important subjects

which is studied in our basic schools.

Again, mathematics is of a utilitarian value because it is applied in

various aspects such as farming, architecture, music etc (Agyei et al (2013).

In view of this developing pupils competency in the subject by teachers is

very much applauded.

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 Addition and subtraction are basic operations on which a lot of

mathematical concepts are built or formulated. Dexterity in these two

operations enhances pupils’ performance in other mathematical concepts.

The concept of place value will help pupils to perform addition and

subtraction of two digits numbers upward.

In an encounter with the primary six pupils of Offinso State ‘A’ on the

6th of November 2015, the researcher observed that the pupils find it difficult

to add and subtract six and seven digit numbers.

Among factors contributing to addition and subtraction difficulties among

pupils are misconceptions on the part of both pupils and teachers about

Mathematics, teachers failure to use practical oriented approaches in teaching

and lack of interest and motivation.

Also, teacher’s failure to use appropriate teaching and learning materials in

teaching is a domineering factor.

The school of practice of the researcher is located at Offinso Newtown in the

Offinso south district. The school is situated near a zongo community called

Saaboa. Offinso has farming to be predominant profession in the area. Parents

concern on their wards education is quite encouraging with respect to the

enrolment of students in Offinso State A primary but there are some hitches on

parental concern. The unsupportive nature of some parents in terms of failure to

buy Mathematics textbook for their wards is also a contributing factor to pupils’

difficulty in adding and subtracting six and seven digit numbers.

2
 It is against this background that the researcher has decided to address

pupils’ difficulty in addition and subtraction of six and seven digit numbers

using the abacus and place value chart.

Statement of the Problem

An encounter with the basic six pupils of Offinso State A primary

uncovered their difficulty in adding and subtracting six and seven digit

numbers. And since addition and subtraction serve as a pre – requisite to

other mathematical concepts, pupils may lose interest in the subject as a

result of poor performance in the topic and further mathematical concepts.

Further inquiry from pupils and teachers by means of interviewing

brought to light the fact that teaching and learning materials were not

incorporated in Mathematical lessons.

Also the researcher found out that pupils’ understanding in the place value

concept is very low. A critical scrutiny into the Mathematics exercise books

of some of the pupils also brought to light that they encountered the same

difficulty in addition and subtraction of five digits numbers. This concretises

the alarming nature of pupils’ low understanding in place value concept.

Basic six pupils are expected to have an average age of eleven (11) or twelve

(12), which means they are at the concrete operational stage according to

Paiget’s theory of mental development. Some characteristics of pupils at this

stage is that they are tied to concrete materials and learn very well when made

3
to interact with concrete materials because they find it difficult to do abstract

reasoning.

Information gathered and the psychologists’ views compelled the researcher

to assist pupils to overcome their difficulty in addition and subtraction of six and

seven digit numbers with the aid of abacus and place value chart.

Purpose of the Study

The purpose of the study is to identify the causes of the difficulty in adding

and subtracting six and seven digit numbers among the basic six pupils of

Offinso State A primary and to design appropriate teaching and learning

materials (abacus and place value chart) to help the basic six pupils of

Offinso State A to overcome their difficulty in addition and subtraction of six

and seven digit numbers.

Research Questions

The following questions were formulated for the study.

1. What are the causes of basic six pupils of Offinso State A primary

difficulty in adding and subtracting six and seven digit numbers?

2. How would the understanding of place value concept help pupils of

Offinso State A primary six to overcome their difficulty in addition

and subtraction of six and seven digit numbers?

4
 3. What measures have been put in place to help the basic six pupils of

Offinso State A to overcome their difficulty in adding and subtracting

six and seven digit numbers?

4. How would the use of abacus and place value chart help Offinso State

A primary six to overcome their difficulty in addition and subtraction

of six and seven digit numbers?

Significance of the Study

This study will help the basic six pupils of Offinso State A to overcome

to overcome their difficulty in adding and subtracting six (6) and seven (7)

digit numbers.

Secondly, it will help teachers institute measures to safeguard future

occurrence of such a problem by using teaching and learning materials as

well as child centred approaches in teaching concepts in Mathematics and

other subjects.

Furthermore, this study will help create awareness about the need to give

pupils difficulty in mathematics a systematic study in order to provide

scientific solutions to the problem.

Moreover, this study will assist the government and other stakeholders in

education to find a solution to the problem at stake in our basic schools.

Finally, it will also serve as a reference document to those who in

subsequent times will choose to study the same or similar problem.

5
Limitation

The study could have been done in all the schools in Offinso south

district but due to financial constraints and logistics to carry out extensively,

the researcher was compelled to focus the study on only the basic six pupils

of Offinso State A primary,

Again, the time duration at the researcher’s disposal is very limited,

because the researcher has to combine studying of the two distance courses

(i.e. Guidance and Counselling and Trends in Education) as well as the

teaching practice.

Finally, truancy on the part of some students may affect the credibility of

the research results and findings that may come out because some students in

Offinso State A primary six are habitual truants and researcher seeks to use

half the total population of the class.

Delimitation

Even though the study should have been extended to all the schools in

Offinso municipal to help all those at the basic education level, however due

to limited time as a teacher trainee with limited resources , the study was

confined to only 25 pupils in Offinso State A primary six in order to get

ample time for the research.

here are many areas of learners’ difficulty in Mathematics but this

research work concentrated on pupils’ difficulty in solving problems

involving addition and subtraction of six and seven digit numbers.

6
 Finally, the researcher confined himself to using abacus and place value

chart to help pupils to overcome their difficulty in adding and subtracting six

and seven digit numbers though there are a lot of teaching and learning

materials which could have been used to help pupils to overcome their

difficulty.

Organisation of the Study

This work is made up of five chapters. The chapter one basically puts the

study into perspective and it comprises of the background of the study,

statement of the problem, purpose of the study, research questions, and

significance of the study, limitation, delimitation and organization of the

study.

The chapter two deals with the review of related literature on the study, it

talks about the views of others which are relevant and related to the study in

books, journals and other sources.

The methodology aspect of this research is captured in the third chapter. It

encompasses the research design, population, sample selection techniques

well as the research instruments used.

The fourth chapter presents the results of the study as well as discussion

of the study and analysis and data collected are expatiated in this chapter.

Finally, the fifth chapter gives an overview or summary of the study.

Findings and conclusions drawn from the study are also highlighted on and

recommendations and suggestions for further studies are presented.

7
 CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter reviews relevant literature on the study. It examines the

views of authors that have relevance to the subject of study from both

theoretical and empirical perspectives. Relevant literatures were reviewed

under the following sub-headings:

a. What is Mathematics?

b. Importance of Mathematics.

c. How children learn Mathematics and their educational implications.

d. The use of teaching and learning Materials.

e. The place value concept.

What is Mathematics?

Mathematics is the abstract science of number, quantity and space either

as an abstract concept (pure mathematics) or as applied to other disciplines such

as physics and engineering (www.google.com/definition_of_mathematics

Oxford English Dictionary also defines Mathematics as the abstract

science which investigates deductively conclusions implicit in the

elementary conceptions of spatial and numerical relations and which includes

as its main divisions geometry, arithmetic and algebra.

8
 Encyclopaedia Britannica also defines Mathematics as the science of

structure, order and relation that has evolved from elemental practices of

counting, measuring and describing shapes of objects.

Mereku (1999) opined in his speech delivered at the 6th biennial delegates

conference of the Mathematical Association of Ghana that ‘Mathematics is a

language and provides a means of communication because it makes use of

symbolic relations which is similar across continents, abstract ideas and

concepts.’

Charles Darwin poetically describes a mathematician as a blind man in a

darkroom looking for a black cat which isn’t there

(http://en.wikipedia.org/wiki/definitions_of_mathematics ). Darwin’s

description throws more light on the abstract nature of Mathematics.

Eugene Wenger metaphorically defines Mathematics as the skilful

science of operations which concepts and rules are invented just for this

purpose (skilful operation).

From the above definitions it can be deduced that Mathematics is purely

a science and it is well structured with sub-branches (i.e. geometry,

arithmetic and algebra).

Geometry is the visual study of shapes, size, and patterns.

Arithmetic is the branch of Mathematics which deals with the properties

of the counting numbers and fractions and the basic operations applied to

these numbers (http://en.wikipedia.org/branches_of_mathematics ).

9
 Algebra is the part of mathematics in which letters and other general

symbols are used to represent numbers and quantities in formulae and

equations.

Importance of Mathematics

‘When will I use Mathematics?’ is a question often posed by students

wondering how topics like factorization and algebra will play a role in their

daily lives. However often without realising it, we use it in our day to day

activities like making purchases, tracking cell phone’s minutes and many

more.

Taylor (2013) in his book ‘How children learn Mathematics’ also asserted

that ‘Mathematics equips pupils with tools which are unique and powerful to

understand and change the world. These tools include logical reasoning,

problem solving skills and abstract thinking.

Asafo .A (2002) also stated that mathematics is a service subject applied

in physical sciences, social sciences and other related areas and it also serve

as the basis for modern technology and scientific development.

Again, mathematics is a compulsory subject for pursuing higher

education. Failure to attain a credit or higher in this subject creates the

problem of advancing into any tertiary institution for students.

According to Petty (2001) generic skills are developed through the study of

mathematics and these skills can be applied to other areas. Generic skills are

10
developed when young children are introduced to pre-number work. Some of

these generic skills are:

• Observation

• Inferring

• Sequencing

• Comparing

• Sorting etc.(www.geofpetty.com )

Furthermore, physician who has to study biological cells and bacilli need

to have knowledge of mathematics if he means to reduce the margin of error

which alone can make his diagnosis dependable.

To the mechanic and the engineer, it is a constant guide and help and

without exact knowledge of mathematics, they cannot proceed one step in

coming to grips with any complicated problem.

Also, the habit of accuracy and exactitude are developed and it prevents

man from being careless and slipshod. Mental alertness is increased as well

as sharpening the reasoning powers of man,

These outlined importance of mathematics unveil some hidden importance

of mathematics and it also emphasise on some practical experiences that

need mathematical knowledge before one can go through them.

11
How children learn Mathematics

Collins Co Build Advanced Dictionary defines learning as the process of

gaining knowledge through studying

Learning is also defined as the process of gaining knowledge through

reinforced practice.

A number of theorists have proposed ideas about how children learn

generally and these ideas can also be related to the learning of mathematics.

Piaget believes that children construct their own knowledge and

understanding through their interactions with their environment. This is

called a constructivists theory.

Vygotsky (in Atherton 2011) also known as a social constructivist

emphasised the need for a child to have guidance from ‘a more

knowledgeable other’ and also to be given opportunities to interact socially

with peers as a means of learning (Taylor 2013).

Mathematical learning is associated with mathematical understanding.

Barmby et al (2009) see this as a continuum where children ad to and refine

previous understanding. This is built on the work of Bruner (1966) who

identified the idea of spiral curriculum where children meet an idea at one

level and then later meet the idea again but are able to study it at a deeper

level and achieve better understanding of it.

Bruner again asserted that children go through three phases when learning.

The phases are enactive, iconic and symbolic. The three phases concretise

the pedagogic axiom ‘concrete to abstract’.

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 Enactive phase is when a child engages in something concrete in order to

explore and manipulate ideas; this could be related to kinaesthetic learning.

Therefore at this stage pupils are made to interact with concrete materials

when learning.

Iconic phase is where the child creates mental images to represent

concepts. This can be supported in mathematics by using models and images

so that the child eventually visualise some of them internally to assist their

thinking

The last phase which is known as the symbolic phase is where the child

uses abstract ideas as ways of representing mathematics.

Liebeck (1981) also in his book ‘How children learn Mathematics’ also

postulated that children develop their abstract thought in mathematics by first

exploring with physical objects such as toys etc. It is not long before he

recognises words to represent them. Later the child will recognise pictures of

them and written symbols are then associated with them.

Liebeck (1981) again categorise the sequence by which children learn

mathematics with an acronym ELPS which expatiated below.

• E – Experience with physical objects

• L- Spoken language that describes experience

• P- Pictures that represent the experience

• S- Written symbols that generalise the experience

Skemp (1971) described two ways of understanding mathematical ideas

that he called relational and instrumental understanding.

13
Instrumental is the shallower form of understanding. For instance we might

develop an understanding on how to add, subtract, multiply and divide using

set of procedures or algorithm by memorising steps required. However we

may not understand how the procedure worked. One major flaw of

instrumental understanding is that if our memory of procedure fails, we

would be unable to continue.

In contrast a relational understanding of these procedures would mean that

we understand how and why the procedure worked.

The work of Piaget, Bruner and Liebeck emphasise practical activity as a

starting point for learning with young pupils. Gifford (2008) also reports

neuroscientific support for this approach too.

Again, research indicates that desposition is very important in the long-

term learning of mathematics (Renga & Dalla 1993). Desposition concerns

more than attitudes towards mathematics alone: persistence, risk taking,

hypothesis making and self regulation are important to a motivated

desposition (Coppley 2010).

Gayne R and Skinner B.F propounded the behaviourist theory of learning.

They hold that learning takes place through stimulus-response (S-R)

mechanism and it is the process through which the child obtains certain

desirable behaviours. They also hold the view that the child’s mind is termed

to be a tabula rasa (i.e. the child’s mind is thought to be an empty spot) and it

is the responsibility of the teacher to fill it with knowledge

14
 From the above theoretical framework derived from psychologists with

different school of thoughts, the following implications were deduced the

classroom teacher in managing mathematical lessons.

Firstly, relevant teaching and learning materials should be incorporated in

lesson delivery by teachers because of young pupils’ tendency to explore and

play with familiar materials. The enactive phase and concrete operational

stage of Bruner and Piaget’s theories respectively concretise this fact.

Secondly, relational understanding on the part of pupils should be a major

concern to teachers. Pupils should be taught to understand how and why

procedures worked and do away with drill-oriented teaching. Skemp’s

relational and instrumental learning theory buttresses this point.

Again, teachers should make the classroom environment simulative enough

by giving all pupils equal chance to partake in mathematical lessons. The

stimulus-response (S-R) as asserted by the Behaviourists supports this point.

Moreover, teachers’ mastery in the subject matter content is very expedient

to a successful lesson delivery. Vygostsky assertion that children are to be

guided by ‘a more knowledgeable other’ provides the basis for this

implication. Opportunities to interact with peers as means of learning should

be taken into consideration by grouping pupils in some mathematical lessons.

Finally, motivation as means of reinforcement should be used by teachers

during mathematics lessons. Not neglecting the principle of individual

differences on the part of pupils because it’s on this basis that you can group

pupils in case of applying any type of grouping and also assessment.

15
The use of Teaching and Learning Materials

Lowe (1993) stated in his book ‘successful instructional diagrams’ that a

picture is worth a million words when used in the period of instruction. This

shows how effective lessons will be when teaching and learning materials are

used.

Lowe (1993) further explained that for instructions to be judged

successfully, the students must be able to produce the new or improved

performance as required. So, if diagrams or teaching and learning materials

are used in lessons, they help students to:

• Recall the knowledge and skills they have been taught.

• Understand the material that is being taught.

Handbook on lesson notes preparation and teaching and learning

materials in primary schools (2003) by Ghana education service states that

teachers who rely on oral presentation of lessons find the pupils frequently

unable to understand concepts effectively.

There are also visual, auditory and kinaesthetic learners. The visual

learner say ‘i see’ to mean ‘i understand’ and respond best to task involving

demonstrations or looking at illustrations and diagrams. The auditory leaner

also prefers direct instruction hence performs better when they are used

frequently

The kinaesthetic learner on the other hand prefers direct involvement

through games, role playing and interacting with materials in the classroom.

Deductions from how children learn mathematics young pupils are mostly

16
kinaesthetic learners, therefore it is very prudent for teachers to use

instructional materials in lesson delivery.

Young children are tied to concrete materials according to the Piagetian

theory and it is also backed by Bruner’s theory on how children learn

mathematics. These theorists’ postulations back the idea of young children

learning kinaesthetically and there comes in teachers’ incorporation of

teaching and learning materials in lessons.

Akinyemi also classified teaching and learning materials under six

categories.

1. Printed materials- textbooks

2. Graphic materials- posters and diagrams

3. Display materials- overhead projector, video

4. Audio materials- radio, tape recorder

5. Microfilm etc

6. Miscellaneous materials- regalia, exhibit

Lowe (1993) again stated that not all instructional diagrams found in

teaching materials are equally successful in promoting desired learning

outcomes. This is because when a diagram is poorly designed they actual

hinder than help learning.

Lowe (1993) then made an assertion that even well designed instructional

materials may be ineffective if the student is given insufficient support on how

to use them. So perhaps the adage ‘a picture is worth a million words when used

in the period of instruction’ can be rewritten as ‘a diagram is

17
worth a million words provided it has been well designed and sufficiently

supported.’

Pupils’ involvements in the collection of instructional materials are also

important because it helps them to be familiar with the environment

according to (Methods of teaching science, tutors notes).

Some examples base ten materials which are used in the teaching of

addition and subtraction of two digit numbers upwards are;

I. Abacus

II. Dienes material (multibase block)

III. Bundles of sticks and loose ones

IV. Place value chart etc

The place value concept

According to Swenson (1973), place value is the value of a digit in a

numeral derived from its place or position in the numeral. She illustrated that

in our modern notion, each of the (2’s) two in 2222 is a different value

depending on its position among the other digits

She again explained the place of 2 in the extreme left-hand position as

thousand times the 2 in the extreme right-hand position. She again pointed

out that the idea of place value was used in written records such as those of

ancient Babylonians and Mayons and in mechanical computing like the

Abacus.

18
 Crowder and Wheeler (1968) also described the concept of place value as

the value of each symbol which is determined by its position in the numeral.

They continued to suggest that the concept of place value and positional

notation means that the symbols can be repeated within a number and the

value of each number is determined by its position its position in the

symbolised number.

Crowder and Wheeler (1968) further stated that because of place value

concept, the Hindu and Arabic decimal system needed on only ten different

symbols to represent any number. They illustrated that basic number has 2

values by saying that the numeral ‘333’ means 3 ones 3 tens 3 hundreds or in

expanded form which is (300) + (30) + (3).

According to Kramer (1971) children should be taught place value with

the use of play activities for better understanding. He again emphasised that

base ten materials like Abacus, place value chart, Dienes materials etc should

be used to help pupils to understand this concepts

From the preceding, most writers agree on a sequential approach to the

teaching of place value concept while many activities are involved.

Regrouping, grouping and conversion should be inclusive to facilitate the

skill of carrying over one value to the next step as in doing addition and

subtraction.

19
Summary

From the above reviewed literature, it is obvious that Mathematics is very

essential considering some of the importance captured. The theoretical

framework made with postulations and assertions by some psychologists

encourages the use of relevant concrete materials when teaching young

people mathematics.

Finally, pupils’ mastery in place value concept is very expedient in their

comprehension of addition and subtraction of two digit numbers upwards.

20
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter discusses the methods used to gather data on the topic

under study. It talks about the research design, population and sample

selection, research instruments, pre-intervention data collection/analysis,

intervention, post-intervention data collection and data analysis plan.

Research Design

The design used in the study was action research.

Action research is the study carried out in course of an activity or

occupation, typically in the field of education to improve the methods and

the approaches of those involved.

Wikipedia encyclopaedia also defines action research as the research

initiated to solve an immediate (en.wikipedia.org/wiki/Action Research).

Action research has some strength and weaknesses.

Kerry Dyke in the chapter three of his manual “Action Research” wrote

that action research helps educators to use data rather than hitches to guide

the improvement of efforts. This makes the process of action research more

scientific in nature proposing ideas and theories that can be backup by data.

Action research gives teachers something more concrete to work with

instead of just relying on the principles the teachers have used in the past. It

21
also helps to address the quality of student’s education and the progressive

growth of teachers.

In spite of the numerous advantages, action research is having several

lapses. One major disadvantage of action research is that, it is much harder to

write up because you probably can’t use a standard format to report your

findings effectively.

Moreover the cyclic nature of action research to achieve its twin

outcomes of action and research is time consuming and complex to conduct.

Population

Population is defined as a group of people that conforms to a specific

criterion and to which a researcher intends to generalise the results of the

study.

A population which constitutes the target population or the group under

study is the basic six pupils of Offinso State A primary and the teachers in

the school.

There are 850 students in the school consisting of 420 boys and 430

girls. There are also 22 permanent teachers in the school of which some

were randomly selected and interviewed on these bases:

• The poor performance of pupils in mathematics.

• Method suitable for teaching mathematics.

• The failure of teachers to use TLM’s.

22
 A sample size of 25 pupils was selected from 50 students in Offinso

State A primary six. Among the 25 students were 13 girls and 12 boys

and 10 teachers were also randomly selected from the school to be

interviewed.

Sampling Procedure

In as much as the researcher wishes to work with the entire target

population and teachers, he could not do so because it could have been

extremely difficult to handle all pupils and teachers.

Simple random sampling was selected and used in the selection of

pupils from the target population i.e. basic six pupils of Offinso State A

primary. The respondents were selected to ensure fair results. Pieces of

papers with numbers written on them from 1-50 were put in a container. All

the 50 pupils who form the target population allowed to pick one slip of

paper at a time. All the pupils who picked slips of papers with even numbers

were selected, which constituted a total of 13 females and 12 males.

Research Instruments

Research instruments are testing devices for measuring a given

phenomenon, such as paper and pencil test, a questionnaire, an interview or

set of guidelines for observation. After the researcher had made a

consideration of factors that determine the appropriateness of the instruments

for research, observation, interview and tests were found appropriate to be

used to gather relevant data for the study.

Observation

23
 It involves watching and listening to the subjects and recording what he

sees rather than asking questions. The researcher adopted the participant type

of observation so that he could get information which may not be accessible

anyway. But it may lose its relevance if the researcher becomes emotionally

involved and for that matter the researcher may lose its objectivity, this is the

major weakness attached to observation.

In course of teaching, the researcher observed that pupils were having

some difficulties in the addition and subtraction of six and seven digit

numbers on the part of the basic six pupils of Offinso State A primary. The

pupils were having those difficulties because thorough observation brought

to light the fact that in previous years the teachers failed to incorporate

TLM’s in their lessons. Pupils’ dexterity in place value concept was also

very low and it is also a domineering factor of the pupils’ difficulty.

Observation

Interview involves verbal questioning by the researcher to the respondents

either in face to face situation or by phone. The researcher adopted the structured

form of interview to collect relevant data to the study. Interview gives high

response rate and also gives the opportunity to observe the non verbal behaviour

of the respondents but it is very costly and time consuming.

An interview guide was prepared by the researcher for both teachers

and students and their responses were recorded (refer to appendix A and B).

Tests

24
 The researcher used tests to diagnose the extent of the problem i.e. pre-

test and also to determine the effectiveness of his intervention procedures i.e

post-test. Each test consists of 5 questions which a correct answer is scored 2

marks and 0 for a wrong answer. (refer to appendix C and D).

Data Collection Procedure

The data collected followed a weekly planned research activity. The

researcher carried out the research in three periods thus sixty minutes each

for four weeks. The first week was used for pre-intervention and the second

and third weeks were also used for the intervention and the fourth week was

used for post-intervention.

Pre-intervention

Week one (1)

During the first week observation was made by the researcher during one

mathematics lesson. Pupils difficulty in addition and subtraction of six (6)

and seven digit (7) numbers was revealed because it was the topic slated to

be taught that very week. Pupils couldn’t solve simple problems involving

addition and subtraction of six and seven digit numbers because their

understanding of the place value concept was very low. These were some of

the ways they approached the questions given to them.

645871 879604
+ 459610 - 754821

109151481 125223

25
 A pre-test was administered during the second mathematics lesson of

the week. The researcher conducted the pre-test to find out the actual

problem faced by the pupils. The pre-test consisted of 5 questions from the

pupils’ text book. The test elapsed for 45 minutes. Refer to appendix C

During the third mathematics lesson for the week, the researcher

conducted an interview using an interview guide. All the respondents

selected from the target population were interviewed. The researcher

conducted the interview to find out why the pupils were having difficulties in

the addition and subtraction of six and seven digit numbers.

The researcher again, used free periods during the first week to interview

some teachers using an interview guide prepared for the teachers. Ten

teachers were selected and interviewed .the researcher wanted to know

everything about the pupils’ difficulty that is why he tried gathering data on

the pupils problem on the first week.

Intervention

The researcher conducted the intervention using two weeks i.e. the second

and third week. The intervention was conducted in reference to pupils’

inability to add and subtract six and seven digit numbers as revealed by their

response during the pre-test and the interview held on the first week.

Week two (2)

The researcher used the abacus during the whole week. Three days

lesson was conducted during the week.

26
 In the first lesson, the researcher introduced the abacus to the pupils. The

researcher explained to the pupils that an abacus is a frame containing rods

with small balls that slide alongside the rods. It is used as a tool for counting.

The pupils were asked to later describe the abacus after they have been

grouped to critically examine the abacus. Most of the pupils were able to

describe the abacus as a wooden frame with small balls used for counting.

Below is the picture of an abacus.

Figure 1.

The second day’s lesson was used by the researcher to demonstrate an

example by using three seven spiked abacuses to teach addition and

subtraction of six and seven digit numbers.

During the lesson, the researcher stressed on the collection of ones, tens,

hundreds, thousand and millions in ascending order. The process of exchanging

ones for tens, tens for hundreds, hundreds for thousands was demonstrated to the

pupils. The researcher then demonstrated to pupils how the abacus is used for

adding six and seven digit numbers . Figure 2 below shows how the researcher

demonstrated an addition operation with the abacus.

Example 5342656

+4483129

27
Figure 2

The last day’s lesson was also used by the researcher to teach subtraction

of six and seven digit numbers using an abacus. The pupils were taught that

the difference between two numbers is found by subtracting a smaller

number (subtrahend) from a larger number (minuends).

Example: 7 8 5 6, 9 7 4

- 2 4 3 4, 5 2 3

28
Figure 3
All the three days lessons taught in the week was based on a detailed lesson

plan prepared by the researcher. Refer to appendix E

Week three (3)

During the third week of intervention the pupils were taken through

addition and subtraction of six and seven digit numbers using the place value

chart.

The three days lessons used for the intervention lasted for sixty

minutes and a detailed lesson plan was again prepared to guide the researcher

in his intervention.

In day one’s lesson, the researcher introduced the pupils to the place

value chart where it was explained to pupils how it is used. The pupils were

told that materials including cardboards, pencils, pens, felt pens, erasers and

ruler are used in preparing the place value chart.

29
 The researcher further explained that with the use of a ruler and felt pen

the positions on the place value chart were marked and drawn from positions

representing ones to millions.

Example of the amount in the chart (i.e 5 milliinton,793 thousand,6

hundred and 12; five million, seven hundred and ninety three thousand, six

hundred and twelve.

Millions Hundred Ten Thousands Hundreds Tens Ones

thousand thousand

1,000,000 100,000 10,000 1,000 100 10 1

5 7 9 3 6 1 2

During the second day’s lesson, the researcher used the place value chart

to teach addition of six and seven digit numbers. The researcher involved the

pupils in an addition game involving (0-20), before introducing them into the

use of place value chart to add six and seven digit numbers. The game is

played by two pupils at a time. One starts from zero and add 1,2 or 3 . The

addition alternates between the players up to the one who gets 20 first and he

or she is declared the winner. The game is aimed at helping pupils to develop

problem-solving strategies.

The pupils to solve the question below using the place value chart.

Example: Add 4,967,547 and 3,387,686

30
Figure 5

Place value chart

M H-Th T-Th Th H T O

4 9 6 7 5 4 7

3 3 8 7 6 8 6

8 13 15 15 12 13 13

8 3 5 5 2 3 3

During the last days lesson of the third week the researcher then

guided the pupils to solve questions on subtraction of six and seven digit

numbers using the place value chart. It was explained to pupils that

subtraction of numbers can be illustrated by the removal of a number

from a group of objects.

Example : 733526

- 375863

The above question can be solved with the place value chart as shown in
figure 6.

31
Figure 6.

Place Value Chart

H-th T-th Th H T O

_ 7 3 3 5 2 6

3 7 5 8 6 3

3 5 7 6 6 3

Post Intervention

The fourth week was used to administer a post-test to find out the
effectiveness of the researchers intervention procedure. The post- test
consisted of 5 questions which was scored 2 marks each. Forty minutes
was used to conduct the test and twenty minutes was used for making
corrections and marking of the test.

Data Analysis Procedure

The research findings were based on the analysis of the pre-test and
post-test as well as answers the teachers and pupils provided to the
interview guide .the findings were analysed using tables and descriptive
statistics such as frequencies and percentages together with charts

32
 CHAPTER FOUR

RESULTS, FINDINGS AND DISCUSSIONS

Introduction

This chapter presents the results of the study and discussion of findings.

The results were the outcome of pupils’ performance in the pre-test and post-

test. It further deals with the analysis of findings made through interviews

administered to some selected teachers and students. The researcher used

tables and bar charts to analyse the pre-test and post-test findings and only

tables for the findings from the interview.

Summary 1

Table 1 shows the results of the pre-test scores

Table 1

Marks Frequency Percentage ∑fx

0 6 24 0
2 9 36 18
4 8 32 32
6 2 8 16
8 0 0 0
10 0 0 0

Total ∑f=25 100 ∑fx=66

33
Mean=∑∑ =
Mean= 2.64

The data is further explained with the bar chart below

A bar chart showing the pre-test scores

of pupils
10

8
frequency

4 frequenc

0
0 2 4 6 8 10
marks

Figure 4.1 A bar graph showing the pre-test scores of pupils

Data analysis of pre-test scores

From table 1 and figure 4.1 i.e. the bar graph, it was observed that out of

the twenty five students (25) selected for the study, six (6) of the

representing 24% scored zero (0). Nine (9) students representing 36% scored

two (2) marks, eight (8) pupils representing 32% scored four marks each and

two pupils (2) representing 8% scored six (6) marks each.

The pre-test results again produced a mean of 2.64. this shows that

averagely their performance was very low and shows pupils disability in

adding and subtracting six and seven digit numbers.

34
Summary 2

The table below shows pupils post-test scores

Table 2

Marks Frequency Percentage ∑fx

0 0 0 0
2 0 0 0
4 0 0 0
6 8 32 48
8 10 40 80
10 7 28 70

Total ∑f=25 100 ∑fx=198

Mean=∑∑ =
Mean= 7.92

The data is further explained by the bar graph below

35
 A bar chart showing the post-test
scores of pupils
12
10
8
frequency

6
frequenc
4
2
0
0 2 4 6 8 10
marks

Figure 4.2. A bar graph showing the post-test results

Data analysis of post-test results

From table 2 and figure 4.2, it can be observed that out of the twenty-five

(25) students, eight pupils (8) representing 32% scored six (6) marks, ten

(10) students eight (8) marks representing 40 % and seven (7) students

scored ten (10) marks representing 28 %.

The post-test results also produced an average of 7.9 as compared to 2.64

of the pre-test scores. This implies that intervention in the form of abacus

and place value chart very successful hence contributing to the massive

improvement of pupils results.

36
Interview

The data below are the results of the structured interview administered by

the researcher. The researcher used an interview guide for both teachers and

pupils (refer to Appendix A and B respectively). Though the responses were

open ended but the researcher made efforts to categorise them.

Table 3

Table 3 shows the responses teachers gave to the interview question one

meant for teachers (refer to appendix A).

Why do pupils perform poorly in mathematics?

Responses Respondents Percentage

Bad perception about mathematics 2 20
Lack of access to maths books 3 30
Pupils background 3 30
Poor teaching methods 2 20

Total 10 100

Table 3

The table above displays information from some selected teachers on their

responses to the interview question, why do pupils perform poorly in

mathematics? Out of the ten teachers selected to be interviewed, two (2)

respondents representing 20% pointed out that the bad perception pupils have

about mathematics contributes to their poor performance in mathematics. Three

(3) respondents representing 30% also talked about pupil’s background being a

domineering factor in their low performance in mathematics. Another

37
three (3) representing 30% also said lack of access to mathematics books

contributes to their poor performance in mathematics.

Lastly, two (2) teachers representing 20% also responded that poor

teaching methods on the part of teachers also contribute to their abysmal

performance in mathematics.

Table 4

The table below shows teachers responses to the interview question two

for teachers (refer to appendix A).

What method is suitable for the teaching of mathematics?

Responses Respondents Percentage

Activity method 7 20
Demonstration 3 20

Total 10 100

Table 4

From table 4 seven respondents representing 70% pointed out that Activity

method is the most suitable method for the teaching of mathematics. Three

(3) others representing 30% also said demonstration is suitable for the

teaching of mathematics

Table 5

The table 5 below shows the responses teachers gave to the interview

question three (refer to appendix A).

38
Why do teachers fail to use TLM’s?

Responses Respondents Percentage

Not necessary 1 10
Lack of support from the government 9 90

Total 10 100

Table 5

From table 5 only one respondent representing 10% said that it is not

necessary to use TLM’s in lesson delivery, nine respondents representing

90% also said lack of support from the government has resulted to the failure

of teachers to use TLM‘s.

Table 6

This table shows the responses students gave to the first interview

question for students (refer to appendix B).

Do you have access to mathematics books both at home and in school?

Responses Respondents Percentage

Sometimes 5 20
Not at all 15 60
Very often 5 20

Total 25 100

Table 6

From table 6 five (5) students representing 20% said that they sometimes

get access to mathematic books at home and in school. Fifteen (15) others

representing 60% responded that they don’t get access to mathematics books.

39
Five students representing 20% also said they always get access to

mathematics books.

Table 7

This table shows the responses students gave to the interview question

two meant for students (refer to appendix B).

Are you given the opportunity to interact with the TLM’s teachers bring to

the class?

Responses Respondents Percentage

Sometimes 1 4
Not at all 3 12
Very often 21 84

Total 25 100

Table 4.7

From table 7 it can be deduced that pupils are not always allowed to

interact with the TLM’s teachers bring to class. Because one (1) student

representing 4% said he always have access to the materials teachers bring to

class for instruction, three other representing 12% also responded that they

are sometimes made to interact with the materials teachers bring to class for

instruction. Twenty-one (21) pupils representing 84% also said they don’t get

the chance to interact with the instructional materials teachers bring to class.

40
Conclusion

From the above tables, findings and discussions, it is noted that a whole

lot of problems was associated to the inability of the basic six pupils of

Offinso State A primary to add and subtract six and seven digit numbers.

The researcher took into consideration all these problems and designed a

suitable intervention in a form place value chart and abacus and used them. It

is worth knowing that the study to a large extent successful and the post-test

results of the basic six pupils of Offinso State A is also evident to the success

of the intervention

Hence, there have been remarkable improvements in the pupils’

performance.

41
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Introduction

This chapter concludes the study by presenting a summary of the research

findings, conclusions, recommendations and suggestions for further research

Summary

The research unveiled and examined the causes of the basic six pupils of

Offinso State A primary difficulty in adding and subtracting six and seven

digit numbers. After unveiling the causes, how to improve upon pupils’

performance was a key goal. Finally the study was to find out whether the

abacus and place value chart used as intervention to teach the basic six pupils

of Offinso State A primary school yielded any gains in pupils performance in

the post- test.

The study consist of twenty-five (25) pupils selected from the fifty (50)

pupils in basic six of Offinso State A primary school.

The instruments used were tests, observations and structured interview.

Responses of the twenty-five (25) pupils and ten (10) ten teachers from the

interview were analysed with tables and percentages

The results of the pre-test showed that pupils indeed faced problem with

addition and subtraction of six and seven digit numbers based on the scores

they had.

42
 However analysis of numerous data collected revealed the following as

the causes of pupils’ difficulty.

Firstly, it was found that the pupils were having bad perception about

mathematics and this impeded their understanding of basic mathematical

concepts

Secondly, most of the pupils were not having access to mathematics

books. This implied that they don’t have any textbook to dwell on for

practice after lessons.

Thirdly, it was revealed that pupils’ background was also expedient in

their poor performance in mathematics. Most of the parents of the pupils

were farmers since the school is situated at an area which has farming to be a

predominant profession. Their interest on their wards education wasn’t

encouraging; sometimes they even take their wards to farm during schooling

days which made their wards to miss some mathematics lessons.

Again, poor teaching methods on the part of some teachers were also

noticed. Though most teachers accepted the fact that activity method was the

most suitable method for the teaching of mathematics yet very few of them

applied it. Lack of teaching aids for mathematics lesson also resulted to

pupils’ abysmal performance in the pre-test and their performance before

intervention as a whole. Most teachers attributed it to lack of support from

the government. The very few teachers that made efforts to send teaching

aids to class also denied the pupils from interacting with them.

43
 After the causes were obtained a painstaking effort was made to curb the

situation. Therefore the researcher designed an abacus and place value chart

as intervention to curb the situation.

The intervention procedures put in place brought light the following

findings

• Teaching and learning materials make lessons interesting and

practical

• Pupils understand concepts better when made to interact with

TLM’s and this affirms Piaget’s assertion that children are

tied to concrete materials

• Activity oriented lessons ensures the maximum participation

of all pupils

• There was a considerable improvement in pupils’

performance in the post-test. The post-test produced an

average an average of 7.92 as compared to 2.64 of the pre-test

Conclusion

The research based on the totality of action research concludes that the

use of TLM’s i.e. abacus and place value chart has helped the basic six

pupils of Offinso State A primary school to overcome their difficulty in

adding and subtracting six and seven digit numbers

To add to the above strategies, teachers should adopt different approaches

and techniques during lesson delivery. Therefore parents, teachers,

44
stakeholders and beneficiaries of education should help find appropriate

means to help pupils improve in mathematics since it is an indispensible

subject in the curriculum.

Recommendations

Despite efforts made by the researcher to achieve the purpose of the

study, there is still the demand for recommendation.

Firstly, the researcher recommends that child centred methods should be

adopted and used by all teachers in the teaching of mathematics and other

subjects in the curriculum. This will ensure effective participation of pupils

in the lesson.

Secondly, the Ministry of Education and Ghana Education Service should

provide enough mathematics textbooks so that pupils will also have them as

reference materials after lessons in the classroom. This will improve their

practice and further improve their performance.

Again, the Ministry of Education and other stakeholders should provide

some basic teaching and learning aids used in teaching mathematics so as to

help make lesson delivery easier for teachers and also aid easy understanding

on the part of pupils.

Moreover, parents should assist their wards at home and also buy

mathematics textbook for them so as to improve their performance.

45
 Finally, the Ministry of Education, school authorities as well as NGO’s

should institute special packages for pupils who excel in mathematics as a

means of motivation. It is hoped that it will raise the morale and interest of

pupils in mathematics.

Suggestion for further research

In every human activity, there is no perfection since we are bound to

make mistakes. It is based on this that the researcher wishes to suggest the

following modifications for further researchers who will undertake similar

research in order to enhance efficiency.

The researcher suggests that other researchers should try different

intervention procedures such as using multi base block, number tracks,

bundles of sticks and loose ones to teach addition and subtraction of six and

seven digit numbers

Also, it is suggested that the researcher should look at multiplication and

division of numbers to make teaching and learning of mathematics worthwhile

46
 REFERENCE

Asafo Adjei (2002); Teaching Basic Mathematics for Training Colleges

(Methodology), USA; Global Journals Inc.

Barmby P, Lynn B, Tony H & Higgins S (1990); Primary Mathematics

Teaching for Understanding: maidenhead; Open Head press.

Brunner J (1966) ; Towards the theory of Instruction; Cambridge mass ;

Belknap press Harvard University.

Collins CoBuild Advanced dictionary (2009); Henle cengage Learning.

Coppley J.V (2010); our young Children and Mathematics; Virginia:

National Association of Education of Young children

Crowder & Wheeler (1968), Teaching Elementary School Mathematics:

George overhead limited’

Chen J & Weiland L (2007), Helping young children learn Mathematics,

(digital paper), Available on children exchange website:

www.children exchange.com

Encyclopedia Britanica (2008), 15 th edition; Encyclopedia Britanica Inc

(official website).

En.wikipedia,org/Action Research.

http://wikieducator.org/ review of mathematics in Ghana.

http://en.wikipedia.org/wiki/definition of mathematics.

http://en.wikipedia.org/wiki/branches of mathematics.

Kramer (1971), Teaching elementary school Mathematics,

Ohio; Claire parkyns publication.

47
Kerry Dyke (2012), Action research The Manual; a journal to be a guide and

Understanding of Action research (available online), www.mun.ca/ chapter 3

Kilpatrick, J., Swafford, J., Findell, B., & National Academy of Sciences

National Research Council, W. N. (2001). Adding it up: Helping children

learn mathematics; Washington DC :national academy press

Lowe R (1993), Successful instructional diagram, London:

Kopan page limited

Liebeck P, (1981), How children learn Mathematics a guide to

Parents and teachers

Mereku K.D (1999), School Matthematics in Ghana 1960 -2000, a paper

Delivered at the 6th biennial delegates conference of mathematical

association of Ghana (MAG)

Petty R (2001), Teaching generic skills, a journal of using assessment to raise

achievement in mathematics, available online at www.geofpetty.com

Renga R and Delta C (1993), Effects of Mathematics: London, pinguin books

Skemp R (1971), Psychology of learning Mathematics, New York;

pinguin books

Swenson T (1973), Teaching Mathematics to children ,New York :

Oxford university press

Vygostsky L.S (1986), Thought and language , Cambridge MA; MIT press

Zoltan D (1971), 4th edition, Building up Mathematics, London UK;

Hutchinson educational limited

48
 APPENDICES

APPENDIX A

Interview guide for teachers

1. Why do pupils perform poorly in mathematics?

2. What method is suitable for teaching mathematics?

3. Why do teachers fail to use TLM’s?

49
 APPENDIX B

Interview guide for pupils

1. Do you get access to mathematics books both at home and in school?

2. Are you given the opportunity to interact with the TLM’s teachers

bring to the classroom?

50
 APPENDIX C

Pre-test items

Solve the following questions

1. 243,936 2. 2,147,865 3. 3,466,609

+186,432 + 1,489,347 _ 2,386,677

4. 4,149,903 5. 891,142

_ 1,387,646 + 364,686

51
 APPENDIX D

Post-test items

Solve the following questions using the abacus or place value chart

1. 879,604 2. 645,871 3. 4,103,827

_ 754,821 +459,610 +2,398.758

4. 6,786,785 5. 2,461,289

_ 247,898 +4,287,920

52
 APPENDIX E

LESSON PLAN

SCHOOL: OFFINSO STATE A PRIMARY AVERAGE AGE: 11+ YRS

SUBJECT: MATHEMATICS REFERENCE(s): MATHEMATICS SYLLABUS PG.

CLASS: BS 6 TEACHER’S GUIDE PG.

WEEK ENDING: 29-02-2016 PUPILS’ TEXTBOOK 2, PG.

DAY/ TOPIC/SUB OBJECTIVE T L M ‘s / T L A ‘s CORE POINTS EVALUATION

TOPIC (S)
DURATION REMARKS
ASPECT RPK

DAY TOPIC OBJECTIVES TLM: Abacus Abacus is a frame EXERCISE

containing rods with
Monday ADDITION By the end of INTRODUCTION small balls that slide Solve the
AND the lesson, the alongside the rods following:
SUBTRACTION pupil will be Introduce the lesson by asking
OF SIX AND able to: pupils to add and subtract four 1.243936
SEVEN DIGIT and five digit numbers. E.g. + 186423
NUMBERS i. Use abacus to 5415 65471
DATE add six and
seven digit +3457 _45360
25-02-2016

53
 numbers 2.2147865
+1489347
SUB-TOPIC ACTIVITIES
RPK
DURATION ADDITION 1. Introduce the abacus to pupils by
AND Pupils can add guiding them to know that it
60minutes SUBTRACTION and subtract consist of column and beads.
OF SIX AND four and five The first column from right 3. 3466609
SEVEN DIGIT digit numbers represents ones, second column
NUMBERS represents tens, third column - 22386677
USING THE represents hundreds up to the
ABACUS seventh column which
represents millions

4.4149903
ii. Demonstrate to pupils how
- 1387646
beads on each column is
exchanged with the other.
E.g, ten beads on the ones
column is equivalent to one
bead on the tens column
iii. Guide pupils to solve 422345 + 5.891142
344321 using the abacus by
guiding them to first represent +364686
422345 on the abacus
iv. Ask pupils to represent 344321
on the abacus
v. Ask pupils again to combine all
the beads represented on each
column and count them..
vi. Pupils will find out that
422345 + 344321

54
 766566

vii. Lead pupils to use the idea they

used in addition of six and
REMARKS
seven digit numbers using the abacus to perform the
subtraction operation
viii. Solve more examples
with pupils

55
 APPENDIX F

LESSON PLAN

SCHOOL: OFFINSO STATE A PRIMARY AVERAGE AGE: 11+ YRS

SUBJECT: MATHEMATICS REFERENCE(s): MATHEMATICS SYLLABUS PG.

CLASS: BS 6 TEACHER’S GUIDE PG.

WEEK ENDING: 29-02-2016 PUPILS’ TEXTBOOK 2, PG.

DAY/ TOPIC/SU OBJECT T L M ‘s / T L A ‘s CORE POINTS EVALUA

B TOPIC IVE (S) TION
DURA
TION ASPECT RPK REMARK
S

DAY TOPIC OBJECT TLM: Place value chart Place value chart is made with a cardboard EXERCIS
IVES , felt pens and ruler E
Monday ADDITIO
N AND By the solve the
SUBTRAC end of INTRODUCTION following
TION OF the
SIX AND lesson, Revise pupils knowledge on the addition 1. 243936
SEVEN the pupil and subtraction of six and seven digit + 186423
DATE DIGIT will be numbers using the abacus

56
25-02- NUMBER able to: Place value chart
2016 S
H- T Th H O 2.2147865
M Th - T + 1489347
T
ix. Use place ACTIVITIES
h
value
chart to 1. introduce the place value chart to pupils and
DURA SUB- add six demonstrate how it is designed with
TION TOPIC and chalkboard illustrations
seven 3. 3466609
60minut ADDITIO digit
es N AND numbers - 22386677
SUBTRAC
TION OF
SIX AND x. Guide pupils to solve 4967547 + 3387686
SEVEN using the place value chart
DIGIT RPK
4.4149903
NUMBER Place value chart
S USING Pupils
- 1387646
THE can add
M H- T- Th H O
PLACE and
VALUE subtract Th Th T
CHART six and
4 9 6 7 5 4 7
seven
digit 3 8 7 6 8 6 5.891142
numbers 3
using the +364686
abacus 8 13 15 15 12 13
13

8 3 5 5 2 3
3

57
xi. Lead pupils to perform subtraction
operation using the place value chart
xii. Lead pupils to solve more examples.

REMARK
S

58