UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT

SDA COLLEGE OF EDUCATION, ASOKORE - KOFORIDUA

ASSISTING BASIC ONE PUPILS AT EFFIDUASE METHODIST TO ADD TWO-DIGIT

NUMBERS IN MATHEMATICS USING DIENES BLOCKS AND ABACUS

BIAMAH AGNES KISSI

2023

i
 UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT

SDA COLLEGE OF EDUCATION, ASOKORE - KOFORIDUA

ASSISTING BASIC ONE PUPILS AT EFFIDUASE METHODIST BASIC SCHOOL TO

ADD TWO-DIGIT NUMBERS IN MATHEMATICS USING DIENES BLOCKS AND

ABACUS

BY

BIOMAH AGNES KISSI

A Project work Submitted to the Institute for Teacher Education and Continuing Professional

development, SDA College of Education, Asokore – Koforidua, in Partial Fulfillment of the

Requirements for the Award of Bachelor of Education Degree in Basic Education in the

University of Education, Winneba.

OCTOBER, 2023

ii
CANDIDATE’S DECLARATION

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

part of it has been presented for another degree in this university or elsewhere.

Candidate’s Name:

Signature: ...........................................

Date: ..................................................

SUPERVISOR’S DECLARATION

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

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

Winneba.

Supervisor’s Name:

Signature: ................................................

Date: .......................................................

iii
 DEDICATION

I dedicate this piece of work to my late parents.

i
 ACKNOWLEDGEMENT

I am grateful to myself and Mr. Kojo Tay, Mr. Samuel Odonkor, Miss Gladys Adjei and Mr.

Asare Jonas for their support in preparation of this work.

I am highly grateful to my supervisor Mrs Janet Dansoa for her contribution towards my

work.

ABSTRACT

This study is an action research carried out at Effiduase Methodist Basic school in the New

Juaben North Municipality in the Eastern Region of Ghana, with the purpose of using

ii
addition table, sticks, Dienes blocks and abacus, to help Basic one pupils to add up to two-

digit numbers correctly. Pupils were unable to add two-digit numbers correctly during

Mathematics lessons. Thirteen (13) basic one pupils at Effiduase Methodist Basic school

were selected for the study using the whole class sampling technique.

Data for the project were collected through pre-test and post-test. Simple frequencies and

percentages were used to analyze the data gathered from the tests. The results obtained

indicated a difference between the pre-tests and post-tests implying that the researchers’

intervention yielded positive results.

The researcher recommended among other things that teachers should use teaching and

learning materials, to improve teaching and learning in Mathematics (addition) in our

schools. Again the Ghana Education Service and Ministry of Education should regularly

organize in-service training for teachers to equip them with the requisite knowledge and skills

to handle Mathematics lessons effectively.

iii
 TABLE OF CONTENTS

Content Page

DECLARATION.......................................................................................................................i

ABSTRACT..............................................................................................................................ii

ACKNOWLEDGEMENT......................................................................................................iii

DEDICATION.........................................................................................................................iv

TABLE OF CONTENT...........................................................................................................v

LIST OF TABLES..................................................................................................................vi

CHAPTER ONE: INTRODUCTION....................................................................................1

Background to the Study............................................................................................................1

Perceived Problem......................................................................................................................1

Diagnosis....................................................................................................................................1

Evidence.................................................................................................................................…1

Causes……………….................................................................................................................2

Statement of Problem.................................................................................................................2

Purpose of the Study..................................................................................................................2

Objectives of the Study..............................................................................................................3

Research Questions....................................................................................................................3

Significance of the Study...........................................................................................................3

Definition of Terms....................................................................................................................4

CHAPTER TWO- LITERATURE REVIEW

Meaning of addition ..................................................................................................................6

Teaching and learning materials for addition.............................................................................6

Methods of teaching addition…………………………………………………………….......9

iv
Empirical view point...............................................................................................................10

Chapter Summary ....................................................................................................................13

CHAPTER THREE: METHODOLOGY

Research Design.......................................................................................................................14

Setting ……………………………………………………………………………………..…14

Sample and Sampling Techniques...........................................................................................14

Intervention Design……………………..................................................................................15

Intervention implementation ………………………………………………………………...15

Post- Intervention Test.............................................................................................................27

Problems Encountered..............................................................................................................27

Data Collection.........................................................................................................................27

Methods of Data Analysis........................................................................................................28

CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSION

Discussion.......................................................................................................…….................35

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary.................................................................................................................................40

Conclusions..............................................................................................................................40

Limitation.................................................................................................................................40

Recommendations....................................................................................................................41

REFERENCES.......................................................................................................................42

Appendix A.............................................................................................................................44

Appendix B.............................................................................................................................45

Appendix C.............................................................................................................................46

Appendix D.............................................................................................................................47

v
Appendix E ……………………………………………………………………………..…...48

Appendix F …………………………………………………………………………...……..49

UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT

SDA COLLEGE OF EDUCATION, ASOKORE - KOFORIDUA

ASSISTING BASIC ONE PUPILS AT EFFIDUASE METHODIST TO ADD TWO-DIGIT

NUMBERS IN MATHEMATICS USING DIENES BLOCKS AND ABACUS

BIAMAH AGNES KISSI

vi
 2023

UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL

DEVELOPMENT

SDA COLLEGE OF EDUCATION, ASOKORE - KOFORIDUA

ASSISTING BASIC ONE PUPILS AT EFFIDUASE METHODIST BASIC SCHOOL TO

ADD TWO-DIGIT NUMBERS IN MATHEMATICS USING DIENES BLOCKS AND

ABACUS

BY

BIOMAH AGNES KISSI

A Project work Submitted to the Institute for Teacher Education and Continuing Professional

development, SDA College of Education, Asokore – Koforidua, in Partial Fulfillment of the

Requirements for the Award of Bachelor of Education Degree in Basic Education in the

University of Education, Winneba.

vii
 OCTOBER, 2023

CANDIDATE’S DECLARATION

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

part of it has been presented for another degree in this university or elsewhere.

Candidate’s Name:

Signature: ...........................................

Date: ..................................................

SUPERVISOR’S DECLARATION

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

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

Winneba.

Supervisor’s Name:

Signature: ................................................

Date: .......................................................

viii
ix
 DEDICATION

I dedicate this piece of work to my late parents.

10
 ACKNOWLEDGEMENT

I am grateful to myself and Mr. Kojo Tay, Mr. Samuel Odonkor, Miss Gladys Adjei and Mr.

Asare Jonas for their support in preparation of this work.

I am highly grateful to my supervisor Mrs Janet Dansoa for her contribution towards my work.

ABSTRACT

This study is an action research carried out at Effiduase Methodist Basic school in the New

Juaben North Municipality in the Eastern Region of Ghana, with the purpose of using addition
11
table, sticks, Dienes blocks and abacus, to help Basic one pupils to add up to two-digit numbers

correctly. Pupils were unable to add two-digit numbers correctly during Mathematics lessons.

Thirteen (13) basic one pupils at Effiduase Methodist Basic school were selected for the study

using the whole class sampling technique.

Data for the project were collected through pre-test and post-test. Simple frequencies and

percentages were used to analyze the data gathered from the tests. The results obtained indicated

a difference between the pre-tests and post-tests implying that the researchers’ intervention

yielded positive results.

The researcher recommended among other things that teachers should use teaching and learning

materials, to improve teaching and learning in Mathematics (addition) in our schools. Again the

Ghana Education Service and Ministry of Education should regularly organize in-service training

for teachers to equip them with the requisite knowledge and skills to handle Mathematics lessons

effectively.

12
 TABLE OF CONTENTS

Content Page

DECLARATION.......................................................................................................................i

ABSTRACT..............................................................................................................................ii

ACKNOWLEDGEMENT......................................................................................................iii

DEDICATION.........................................................................................................................iv

TABLE OF CONTENT...........................................................................................................v

LIST OF TABLES..................................................................................................................vi

CHAPTER ONE: INTRODUCTION....................................................................................1

Background to the Study............................................................................................................1

Perceived Problem......................................................................................................................1

Diagnosis....................................................................................................................................1

Evidence.................................................................................................................................…1

Causes……………….................................................................................................................2

Statement of Problem.................................................................................................................2

Purpose of the Study..................................................................................................................2

Objectives of the Study..............................................................................................................3

Research Questions....................................................................................................................3

Significance of the Study...........................................................................................................3

Definition of Terms....................................................................................................................4

CHAPTER TWO- LITERATURE REVIEW

Meaning of addition ..................................................................................................................6

Teaching and learning materials for addition.............................................................................6

13
Methods of teaching addition…………………………………………………………….......9

Empirical view point...............................................................................................................10

Chapter Summary ....................................................................................................................13

CHAPTER THREE: METHODOLOGY

Research Design.......................................................................................................................14

Setting ……………………………………………………………………………………..…14

Sample and Sampling Techniques...........................................................................................14

Intervention Design……………………..................................................................................15

Intervention implementation ………………………………………………………………...15

Post- Intervention Test.............................................................................................................27

Problems Encountered..............................................................................................................27

Data Collection.........................................................................................................................27

Methods of Data Analysis........................................................................................................28

CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSION

Discussion.......................................................................................................…….................35

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary.................................................................................................................................40

Conclusions..............................................................................................................................40

Limitation.................................................................................................................................40

Recommendations....................................................................................................................41

REFERENCES.......................................................................................................................42

Appendix A.............................................................................................................................44

Appendix B.............................................................................................................................45

14
Appendix C.............................................................................................................................46

Appendix D.............................................................................................................................47

Appendix E ……………………………………………………………………………..…...48

Appendix F …………………………………………………………………………...……..49

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Pupils benefit a lot when they learn Mathematics concepts from the foundation level of their

education. Basic Mathematics concepts should therefore be given reasonable attention especially

the concept of addition at the basic level. In this modern world, Mathematics is increasingly

being used in science, technology and several other disciplines. Addition is fundamental concept

which ought to be properly taught to enable pupils learn other related concepts in Mathematics

easily. A good foundation eradicates fear in the learning of Mathematics as one pursues further

education.

Teaching and learning of addition could be made enjoyable to learners if the appropriate

materials and techniques are used in lessons delivery. As pupils are made to manipulate objects

in various ways, they learn to acquire skills in addition as well.

Addition is a basic operation in Mathematics which is applied in procedures involved in arriving

at solutions to mathematical problems. It is unavoidable in the teaching and learning of

Mathematical concepts at all levels of education. The concept of addition is highly used in our

daily living activities such as buying and selling, date and time telling, measurement, simple

calculations, among others. Thus the importance of learning to acquire the concept of addition

could not be overemphasized.

1.2 Perceived Problem

15
Most of the basic one pupils at Effiduase Methodist Basic school in the New Juaben North

Municipality could not add up two-digit numbers correctly.

1.3 Problem Diagnosis

Pupils’ addition problems were identified through observations during classroom activities,

monitoring of class exercises and assignments as well as engaging pupils in short interviews on

their understanding of the concept of addition.

a. Evidence of the problem

The procedures used to gather the evidence were observation which was later backed by oral

questions. The pupils selected as sample size were individually asked to solve some

mathematical problems from their text books. The children under study were unable to do so.

The researcher got to know that they had problem in understanding the concept of adding two

digits numbers.

The researcher conducted series of class exercise and class test and observed that less than 20%

of the pupils scored marks above 40%.

b. Causes of the problem

Through interview it was revealed that negative ideas had been implanted in the pupil’s

minds about Mathematics that it is a difficult subject. It was also revealed that teaching learning

materials was not available which made teaching not child-centered.

Again, the pupils’ background was another factor which contributed to their low

performance in the subject. This prompted the researcher to investigate into the problem of

addition and subtraction of fractions.

16
1.4 Statement of the Problem

Mathematics is a key subject in the educational structure of Ghana. A pass in Mathematics

guarantees an individual the ticket to move from one level of the educational ladder to another.

Further, the role of Mathematics in our daily living activities as humans could not be

overemphasized.

Addition is a basic operation in Mathematics which is needed and used in the teaching and

learning of several other concepts in Mathematics. The teaching of the concept of addition at the

lower primary however ought to be executed tactfully employing a lot of concrete teaching

learning materials.

The addition of two-digit numbers requires knowledge in place value. Unfortunately many

teachers of Mathematics do not give extra attention in the training of pupils to acquire place

value skills which makes it difficult for pupils in the lower primary to add non-single numbers.

Through observations, class exercises and short interviews conducted by the researcher at

Effiduase Methodist Basic school in the New Juaben North Municipality, it came out that

addition of whole numbers especially two-digit numbers was a challenge to most of the basic one

pupils. It was observed that the concept of addition needed urgent attention in the teaching and

learning of Mathematics at basic one. Many of the pupils got answers wrong when summation

exercises involving two digit numbers were given. The problem was so serious that it was

discouraging pupils from participating fully in Mathematics lessons. Pupils were developing the

fear in approaching Mathematics questions which led to a lot of correction been done after

exercises in the area of addition. Since the foundation level is very crucial in ones education, the

researcher deemed it fit to conduct a study in the area of addition to deduce the possible causes
17
of the problem and outline interventional measures to assist basic one pupils of Effiduase

Methodist Basic school one pupils to overcome their difficulty in adding two-digit numbers

correctly.

1.5 Purpose of the Study

The main purpose of the study was to help primary one pupils at Effiduase Methodist Basic

School to overcome the problem of adding up two - digit numbers using abacus, sticks, addition

table and Dienes blocks.

1.6 Objectives of the Study

The following objectives were formulated to guide the study:

 To use addition table to help basic one pupils in Effiduase Methodist Basic school to add

up to two-digit numbers.

 To use sticks (counters) to help basic one pupils in Effiduase Methodist Basic school to

add up to two-digit numbers.

 To use dienes blocks to help basic one pupils in Effiduase Methodist Basic school to add

up to two-digit numbers.

 To use abacus to help basic one pupils in Effiduase Methodist Basic school to add up to

two-digit numbers.

1.7 Research Questions

 Would the use of the addition table help basic one pupils in Effiduase Methodist Basic

school to add up to two-digit numbers correctly?

 How could the use of sticks (counters) help basic one pupils in Effiduase Methodist Basic

school to add up to two-digit numbers correctly?

 Would the use of the Dienes blocks help basic one pupils in Effiduase Methodist Basic

school to add up to two-digit numbers correctly?

18
  How could the use of the abacus enhance the ability of basic one pupils in Effiduase

Methodist Basic school to add up to two-digit numbers correctly?

1.8 Significance of the Study

The study would assist primary one pupils in Effiduase Methodist Basic school to solve

problems of addition involving numbers up to two-digits. Children of school going age at

Effiduase in the New Juaben Municipality would also find it beneficial in their daily life as they

get involved in buying and selling of items. The result will be beneficial to the teachers who will

get access to the findings of this research in enhancing their teaching of addition.

In addition, the research findings could be adapted by Ghana Education Service for providing in-

service training to update teachers’ skills in teaching addition. Other researchers can also use the

findings as a source of reference when undertaking a related research.

1.9 Limitation

Financial and material constraints were experienced. Some of the materials used in the study

were costly. Getting time was a problem for pupils since the intervention had to be done outside

the normal school hours. Pupils were not comfortable waiting after schools

1.10 Delimitation

It appeared the concept of addition had not been fully understood throughout the lower primary

classes. However, the scope of the study was focused on basic one pupils where the evidence of

the problem appeared to be very clear.

19
1.11 Organization of the study

The study is made up of five chapters, chapter one consisted of the introduction of the study

whereas chapter two discussed review of related literature to the study. Chapter three presented

the methodology used in collecting data as well as intervention used and chapter four illustrated

the results obtained and analysis made. Finally chapter five dealt with the summary, conclusions

and recommendations made based on the findings of the study.

CHAPTER TWO
20
 LITERATURE REVIEW

This chapter reviewed related literature to the study. The review was captured under the

following sub-headings;

 Meaning of Addition

 Teaching and learning materials for addition

 Methods of teaching addition

 Empirical evidence

2.1 Meaning of Addition

According to Fosnot and Dolk (2001) addition is a mathematical operation that represents

combining collections of objects together into a large collection. It is identified by the plus sign

(+) for example, 14 + 8 = 22. To Asafo-Adjei (2004), addition is the process of putting two or

more numbers together. The numbers we add are known as the addends and the result after the

addition is called the sum. If 2 + 5 = 7, then 2 and 5 are the addends and 7 is the sum. Paling

(1982) sees addition as an operation where ‘operation’ is used in the mathematics to describe

certain activities. For example: if we put a heap of bean with another heap, this is combining

operation. In this regard, when we find the answer to be 5 + 6, this is addition operation. In view

of the above discussions then the researcher can argue that addition is the process of putting

together objects or numbers. It could also be the process of computing sets of numbers so as to

find their sum.

2.2 Teaching and Learning Materials for Addition

21
According to Amoatey (2000), teaching materials may be described as the materials used in

teaching for illustrative purposes. The ultimate goal is to facilitate and demonstrate

understanding of the lesson. Teaching and learning materials may be defined as materials which

could be seen and handled or listened to, which contribute to the teaching and learning process.

To GES (2008) factors to consider in selecting teaching and learning materials include:

 The suitability and learner friendliness of the materials.

 The legibility of the writings on the materials.

 Whether the materials are to be used with whole class, small groups or with individuals.

 The boldness and clarity of the materials.

 The appropriateness or relevance of the materials to the lesson.

In addition, the Ghana Education Service (2008) points out the following advantages of

teaching and learning materials.

Dondieu (2002) is of the view that some teaching and learning materials are:

 Costly

 Difficult to acquire.

Martin (1994) identified the materials for teaching the concept addition as sticks, Dienes blocks

and abacus. These materials were employed in the design of the intervention of the study.

Sticks: Easy to be manipulated pieces of sticks as units, which could be tied together into groups

of ten. This group could be further grouped to form hundreds, thousands and tens of thousands.

For example,

Fig 2.1 Bundles of sticks

22
 + =

11 9 20

Dienes blocks: This is sometimes called Multi-base blocks. These consist of blocks representing

thousand, plates or flat representing hundred, ten stacks of cubes for tens and small single cubes

representing units such as:

Ten (10) small cubes = one (1) long

Ten (10) long = one (1) flat

Ten (10) flat = one (1) block

Fig 2.2 Dienes blocks

Cube Long Flat

Eighteen plus thirteen would be:

18 13 =

Combined units and tens

23
Regroup and exchange 10 units for long

= 31

Abacus: This consists of unit rods, tens rods, hundreds rods, thousands rods, ten thousands rods,

and a million rod. Each rod should not have more than 10 beads.10 beads on a lower rod

represents one on the next higher rod. For example, 23 can be represented as 3 beads on the unit

rod and 2 beads on the tens rod

TH

Fifteen plus sixty-seven would be: TH H T U

TH
TH

24
H
H

T
 + =

15 67 82

According to Asafo-Adjei (2004), the teaching and learning materials for addition are

counters, number tracks and number lines. There is no specific teaching and learning materials

for teaching addition. The teaching and learning materials to be used by a Mathematics teacher

will depend on the topic to be taught, the size of the class and the intellectual ability of the

pupils.

In actual teaching the teacher should make good use of various teaching aids related to the

lessons such as fraction chart for teaching fractions, abacus and number line for addition.

Examples of teaching and learning materials are: abacus, fractional chart, place value chart, multi

base block, geoboard and sticks.

2.3 Methods of Teaching Addition

Broudy (1993) is of the view that methods refer to the formal structure of the sequence of acts

commonly denoted by instruction. Any teaching procedure centers around three pivotal factors:

the pupils, the teacher and the subject.

Out of these three, the teacher is the most important factor in the teaching – learning process,

since he or she is the medium of communication between the other two.

According to Anamboi (2010), to develop the concept of addition and the skill of addition in

children, we may use the activities involving the following.

25
 1. Using number line; here, we draw a number line with whole numbers and a pupil is required to

count forward a number of times. For instance;

22+5= 27

20 21 22 23 24 25 26 27 28 29

2. Using Cuisenaire rods; this employs choosing rods that represents the numbers and joining the

rods into a single rod, which will be of the same length as the two rods put together.

Purple Join Red = Dark green

4 + 2 = 6

3. Using groups; we make two groups of objects and find the union of the two groups. For

example,

6 + 3 = 9

According to Asafo-Adjei (2004), to develop the concept of addition and the skill of addition in

children, we may use the activities involving:

1. Counters: for example, with 2 + 5, we take 2 counters and 5 counters; we put them together

and then count.

Put together =

2 + 5 = 7

1. Using number track: for instance, with 3 +3, we draw a number track on the floor, and on the

number track, we count forward. We start from 3 and walk three places and we will get to 6.
26
 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
2. Using number line; here, we draw a number line with whole numbers and a pupil is required

to count forward a number of times. For instance ;

22+7= 29

21 22 23 24 25 26 27 28 29 30

From the foregoing, it could be realized that teaching methods are the processes which are

adopted by the teacher to induce learning in a teaching learning environment. There is no

specific method for the teaching of addition; there are many methods available for a mathematics

teacher to employ in teaching.

The several methods that the Mathematics teacher employs should be considered as aids to the

growth of the pupils, such methods which the teacher plans to use should be flexible and the

teacher should be able to make use of different methods according to the circumstances.

Teaching Mathematics to different groups of pupils presents different problems. There is the

need for different methods to be adopted for teaching because a group of pupils in a class might

vary in terms of age, background, intellectual maturity and appreciation.

2.4 Empirical View Point

Most researchers have conducted their studies on the need to use abacus, sticks, dienes block and

addition table to assist pupils to add numbers. Among these are Aseidu (2001), Jango (2004), and

Aminu (2007). Aseidu (2001), through the use of abacus and dienes blocks assisted 30 pupils

made up of 10 girls and 20 boys in primary two to add two-digit numbers. There was a great

improvement in pupils’ performance because 28 pupils scored between 90 and 100 percent on

the post test.

27
Jango (2004) used the abacus in helping basic four pupils of Yendi Local Authority School

improve upon their learning of addition. Resources like counters, bottle tops and abacus were

used. The pupils comprised 26 boys and 16 girls.

The result of the research was good since pupils were able to solve addition problems on their

own. From his study, it was discovered that abacus enhances learning since pupils had the

chance of using materials to confirm their answers.

Finally, Aminu (2007), through a research on activity method in primary four, found out that

multi-base block, sticks, and abacus increase the level of pupils’ involvement in mathematics

lessons. It also makes the lesson child centered. When we consider the empirical view points, it

is clear that one of the major ingredients of knowledge acquisition and concept formation in

mathematics is the use of dienes block, sticks, addition table and abacus. Therefore teachers can

attain essential results when they employ them in their teaching.

2.5 Chapter Summary

Addition is a skill which needs to be acquired by everybody because it forms part of our

everyday activities. All the sources cited in this piece of work depict that teaching and learning

materials improve pupils’ mental picture and sets a solid foundation for a better understanding of

mathematics. The teaching of mathematics must be child centered and not teacher centered. The

approach to the teaching of Mathematics also requires skill, insight, dedication and hard work by

the teacher both inside and outside the classroom.

In the classroom, the teacher must be concerned about each pupil and outside the classroom the

teacher must make adequate preparations taking the pupils into consideration.

Children actually achieve much when they learn through the interaction with manipulative

materials, these materials serve as reference for later work with the addition operation as well as

establishing the basic facts of addition. They again provide an opportunity for pupils to confirm
28
their answers whenever they are not sure that an answer is correct. The skills of addition

acquired through the use of manipulative materials would enable pupils retain the concept of

addition, which will benefit them in their future careers like banking , teaching, and trading of

goods. The intervention strategies would assist pupils to solve addition very well.

CHAPTER THREE

METHODOLOGY

29
3.1. Introduction

This chapter discusses the procedures used in carrying out the research work. This includes

the research design, population, sample and sampling procedures, data collection instruments,

interventions and data analysis procedure.

3.2 Research Design

This design used in these projects is action research. Action research is a study concerned with

finding an immediate solution to a local problem. The researcher solicits other people’s views to

solve a perceived problem. These approaches aimed at improving the related situation through

change.

Action Research does not only focus on generating new knowledge but also enables the

participants to develop appropriate interventional strategies aimed at finding solution to the

problem identified in teaching-learning situation. The researcher chose those designs because,

the researcher has identified a problem and together with other people view wants to find a

solution to it.

3.3 Population

Polit and hungler (1999) refer to population as an aggregate or totality of all objects,

subjects or members that conform to a set of specifications. In the study the population was all

learners in Effiduase Methodist Basic school.

3.3.1 Target Population.

30
 The target population according to Polit and hungler (1999) is the group of individuals

that the intervention intends to conduct in and draw conclusions from. The targeted population

for the study was limited the pupils in Effiduase Methodist Basic school which has a class size of

13 pupils that consist of 8 boys and 5 girls.

3.3.2 Accessible Population.

The Accessible Population is the population in research to which the researcher can apply

conclusions. The study was strictly restricted to 13 pupils in the class. The researcher chose all

the pupils in the class because the researcher who is the class teacher at Effiduase Methodist

Basic school has observed that the Basic one pupils were finding problem in adding two digits

numbers that is why the researcher chose all the thirty (13) pupils.

3.4 Sample and Sampling Techniques

The study sample was 13 pupils. The whole class was selected because the whole class exhibited

the problem under study.

3.5 Data Collection Instruments

The study required the collection of primary data to support the analysis, interpreted and

conclusions. The researcher used pre-tests technique.

Pre test

A pretest was given to pupils to answer before the actual intervention in order to ascertain each

pupil’s understanding level of addition of numbers up to two-digits. (See appendix A for the

pretest).

3.5.1 Intervention Design

31
The purpose of the intervention was to engage pupils in varied addition activities in the course of

the lesson in order for them to gain more addition skills. The researcher used addition table,

sticks, Dienes blocks and abacus to help pupils add up to two-digit numbers correctly. Seven

weeks were used to implement the intervention. It took a period of 40 minutes from 8:10 – 8:50

am every Monday.

3.5.2 Intervention Implementation

WEEK ONE: The use of Addition Table

In the first week, the researcher implemented intervention one that is, using addition table to

teach addition facts.

Step 1: I started introducing the lesson by putting two books and three books together, and asked

pupils what I have just done. Some of the answers they gave were; “add” and “put together”. I

told pupils that by the end of the lesson, they will be able to recall addition facts which will help

them perform addition of numbers.

Step 2: I placed a chart showing an addition table on the chalkboard as in the following:

Addition Table

+ 1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9 10
2 3 4 5 6 7 8 9 10 11
3 4 5 6 7 8 9 10 11 12
4 5 6 7 8 9 10 11 12 13
5 6 7 8 9 10 11 12 13 14
6 7 8 9 10 11 12 13 14 15
7 8 9 10 11 12 13 14 15 16
8 9 10 11 12 13 14 15 16 17

32
 9 10 11 12 13 14 15 16 17 18

Pupils then observed the chart, and were assisted to come out with the following observation.

 Adding one; that is one more than. Example: 1+4=5, 1+5=6, 1+6=7, 1+8=9.

 Adding doubles; this is the addition facts on the leading diagonal. Example: 1+1=2,

2+2=4, 4+4=8, and 8+8=16.

 Adding 10; this is seen as removing the zero and replacing it by the number to be added.

Examples: 1+10=11, 3+10=13, and 5+10=15.

 Adding 9; this is seen as adding 10 and then coming down one. Examples: 2+9=12-1=11,

4+9=14-1=13, and 6+9=16-1=15.

 Partitions; this is where we take a number and look for all the possible ways it can be

split. Example: 6 can be seen as 1+5, 2+4, and 3+3. 9 can be seen as 1+8, 7+2, 6+3, and

5+4.

Step 3: the researcher then wrote questions on the chalkboard. Example: 9+8. Then asked them

to use observation 4 to solve it and write the result in their notebooks. The researcher went round

to check each pupil’s answer. This was repeated using various examples.

Step 4: the lesson ended stressing on the observations made and a class exercise was given to

pupils to ascertain the impact the topic had on them (see appendix B for post test one)

WEEK TWO: The Use of Sticks

During the second week, the researcher continued with the implementation of intervention two

using sticks to teach addition of two-digit numbers.

Step 1: the lesson was started with an introduction. Pupils were asked to give

examples of two digit numbers. Some of the answers they gave were 24, 13, 60, and 87.

33
 Step 2: pupils were asked to bring sticks from their homes. The researcher assisted them to

bundle some of the sticks.

Step 3: The researcher asked pupils to combine the sticks to form any two digit number of their

choice and these are examples of what they formed.

13 25 50

The researcher asked pupils to form 56, after which they were asked to add 3 sticks and tell the

researcher the answer; a pupil said the answer was 59.

The researcher then wrote questions on the chalkboard and assisted pupils to solve them.

Examples:

1. Fifteen plus twenty-six which was written as 15 +26

15 + 26 =

Replacing 10 loose ones for one bundled sticks will be;

41

2. Find the sum of thirty- seven and forty- three.

34
 +

37 43

Replacing 10(ten) loose ones for 1(one) bundled stick

80

Step 4: The researcher asked pupils to formulate their own questions. After which I asked them

to exchange their questions and solve them.

Step 5: The researcher selected 10 pupils to present their questions and answers on the board.

Each pupil was made to explain how he or she arrived at the answer to the whole class. This was

followed by the researcher summarizing the salient points. Post test two was given to pupils to

ascertain the impact of the treatment (see appendix C for post test two)

WEEK THREE: The Use of Dienes’ Blocks

The researcher implemented intervention three by assisting pupils to represent two-digit numbers

using the Dienes blocks.

Step 1: Pupils were asked to give examples of two- digit numbers, which they gave as 34, 62, 47,

and 52. The researcher told pupils that they will be learning a new way to represent numbers.

Step 2: The researcher showed the multi-base blocks to pupils. Cubes for ones, long for tens, and

flat for hundred.

35
 Cube Long Flat

Step 3: The researcher then put pupils into groups and gave each group the multi-base blocks.

Step 4: The researcher assisted each group to show the following number using the multi-base

blocks.

36
 13

30

Step 5: The researcher summarized the main points and gave the pupils a class exercise.

WEEK FOUR: The Use of Dienes’ Blocks

The researcher continued with the implementation of intervention three using Dienes blocks to

teach addition of numbers up to two-digits.

Step 1: Pupils were asked to show the following numbers: 41, 21, 47, and 52 using the multi-

base blocks. The researcher told pupils that they will be learning a new way to add which will

make it easier for them to add large numbers.

Step 2: The researcher demonstrated how to use the multi-base blocks to solve some addition

problems.

Examples:

37
 +

20 11

= 31

38
 48 + 22

Then exchange 10 cubes for 1 long

= 70

Step 3: The researcher grouped the pupils.

Step 4: Each group was given a set of questions to solve using the multi-base blocks.

Step 5: The researcher went round to check each group’s answers.

Step 6: The researcher ended the lesson by asking each group to show and explain to the whole

class how they arrived at their answers. (See appendix D for post test three)

WEEK FIVE: The use of Abacus

The researcher implemented intervention four using abacus to assist pupils to represent numbers.

39
Step 1: The researcher asked pupils to give examples of teaching and learning materials for

addition. Some of their answers were; straws, sticks, and pebbles. The researcher told pupils that

they will be dealing with the abacus which will make adding large numbers easier and enable

them apply addition in their daily lives as they sell and buy items.

Step two: The researcher showed them where the ones, tens and hundreds are located when using

abacus.
T-Th

Step 3: The researcher asked a pupil to mention the numbers that were represented on the

abacus, as thirteen, twenty and thirty- one.

Step 4: The researcher then put pupils into groups and gave each group an abacus.

Step 5: The researcher asked each group to show the following numbers on the abacus.

A.45 B.33 C.91 D.78 E.20 F.30

Step 6: The researcher concluded the lesson by asking each group to write any number of their

choice on the board and draw an abacus to show the number

Example; Fifty-two was shown as;

T O

40
WEEK SIX: The Use of the Abacus

The researcher continued with intervention four using the abacus for addition.

Step 1: The researcher started the lesson by asking two pupils to give any two numbers which

can add up to fifty. I then asked them to come forward and represent the numbers on two

abacuses. Thus,

T O

Twenty-one which is =

Twenty-nine which is =

Step 2: The researcher demonstrated how to use the abacus to find the sum of the two numbers

given by the two pupils.

T O
That is: T O

T O
T

21 + 29 = 50

41
Pupils were reminded that in adding they should start from the right to the left and each rod takes

only nine beads, ten beads on a rod should be replaced for one bead on the next higher rod.

Step 3: Pupils were asked to move to the various groups and I gave each group an abacus.

Step 4: The researcher wrote addition problems on the board. I asked each group to solve them

and present their answers to the whole class.

Example:

Mr. Atta has two big poly tanks installed in his house. One has a water storing capacity of 40 and

the other has a capacity of 55. What is the sum of the storing capacity of the two poly tanks?

Answer

Capacity of poly tank one = capacity of poly tank two=

T O
T O

T O

40 55

95

Therefore the sum of the capacity of the two poly tanks is 95.

42
Step 5: The researcher summarized the main points to end the lesson. A class test was given to

pupils.

WEEK SEVEN: The Use of the Abacus- Exchange Games

The study continued with the implementation of intervention four using the abacus for exchange

games.

Step 1: The researcher asked pupils to draw an abacus showing the number 11 to review their

previous lessons on the use of the abacus.

Step 2: The researcher then put pupils into groups and gave each group an abacus.

Step 3: A set of addition questions were given to them and they were expected to show their

answers on the abacus. The first group to come out with the correct answer had three points.

Sample Questions

42 + 21 = 63 will show as;

T O
T O T O

42 21 63

26 + 54 = 80 will show as;

T O T O T O

43
 26 + 54 = 80

Step 4: each member of the group that had more points were given a pen. This was followed by

post test IV (see appendix E for post test four)

3.5.3 Post- Intervention Test

A post –test was conducted after the seven weeks intervention. This was to find out if the

intervention had been successful. The test was made up of ten questions similar t o the pre-test

items. Thirteen pupils took part in the test. The scripts were marked and the score recorded.

3.7 Data collection

Instruments used in collecting data for the study were; observation, class exercises, class tests

and home work. The researcher used the instruments to collect data on pupils understanding of

the concept addition and their ability to solve addition problems involving numbers up two-

digits.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

This chapter contained data collected, analysis of data and discussion of findings.

Before the intervention was implemented, a pretest was conducted and the result is presented in

Table one.

4.1 Table 1:
44
Pre-Test Results

Description of Performance Frequency(n) Percentages (%)

Above Average 1 7.7

7-10

Average 2 15.4

5-6

Below Average 10 76.9

0-4

Total 13 100

Table one shows or indicates that only 2 pupils representing 15.4% made the average mark of

5 – 6. As many as 10 pupils representing 76.9% performed below the average mark, with only

one pupil representing 7.7% scoring above average mark in the pre-test.

This data was an indication that pupils had some knowledge on addition but lacked adequate

skills in adding. It should be noted that, the table presented a picture that was worrying since

basic one pupils are required to operate on addition of numbers that involve two-digit numbers.

If pupils could not add up to two-digit numbers, then there was the need for an intervention,

hence, the need to use abacus, sticks, addition table and Dienes blocks to assist pupils to add

numbers up to two-digits.

4.1.1 Research Question 1: Would the use of the addition table help basic one pupils in

Effiduase Methodist Basic school to add up to two-digit numbers correctly? Data gathered in an

answer to this research question is presented in Table 2.

45
 Description of Performance Frequency(n) Percentages (%)

Above Average 3 23.1

7-10

Average 4 30.7

5-6

Below Average 6 46.2

0-4

Total 13 100

Table 2:

Post-test Results: The Use of Addition Table

Data in table 2 reveal that 3 pupils, representing 23.1% performed above average. Those who

scored the average marks were 4, representing 30.7% and 6 pupils, representing 46.2%

performed below average. This implies that, the general performance of pupils in post-test one

improved. This is so because, pupils who performed below average in the pretest were 10

46
representing 76.9%, which is more than half of the pupils in the class but from the data in post

test 1, 6 pupils, representing 46.2% performed below average which is less than half of the pupils

who participated in the study.

Those who got the average marks in the pretest were 2(15.4%) however in post-test 1, 4 pupils

representing (30.7%) scored average marks. Also, from the data gathered from the pretest,

1(7.7%) of the pupils performed above average but in post-test 1, it was revealed that 3(23.1%)

of the pupils had above average marks.

This affirms Asafo-Adjei’s (2004) assertion that, for children to be able to work with whole

numbers greater than 9, they must understand the concept of place value and in teaching place

value, we may use addition table.

4.1.2 Research Question 2: Would the use of the sticks help basic one pupils in Effiduase

Methodist Basic School to add up to two-digit numbers correctly? Data gathered in answer to

this research question is presented in Table 3.

Description of Performance Frequency(n) Percentages (%)

Above Average 5 38.5

7-10

Average 5 38.5

5-6

Below Average 3 23

0-4

Total 13 100

Table 3:

Post- Test 2 Results: The Use of Sticks in Addition

47
Table 3 shows that 5 pupils representing 38.5% performed above average, 5 pupils representing

38.5% scored average marks, while 3 pupils, representing 23% performed below average. When

data in table 3 is compared to that of table 2, it can be observed that there has been an

improvement in pupils’ performance. In post-test 1. 3(23.1%) pupils performed above average

whiles 5(38.5%) pupils performed above average in post-test 2. 4(30.7%) pupils scored the

average marks in post-test 1 but in post-test 2, 5(38.5) pupils scored the average marks. In post-

test 1, 6(46.2) pupils performed below average but in post-test 2, the number of pupils who

performed below average reduced to 3(23%). This affirms Martin’s (1994) assertion that, if

concrete materials are used, it helps children to learn addition better.

4.1.3 Research Question 3: Would the use of the Dienes blocks help basic one pupils in

Effiduase Methodist Basic school to add up to two-digit numbers correctly? Data gathered as an

answer to this research question is presented in table 4.

Description of Performance Frequency(n) Percentages (%)

48
 Above Average 7 53.8

7-10

Average 4 30.8

5-6

Below Average 2 15.4

0-4

Total 13 100

Table 4:

Post –Test 3 Results: The Use of Dienes’ Blocks

From the data in table 4, it can be seen that, 7 pupils representing 53.8% performed above

average and 4 pupils representing 30.8% performed at the average marks, while only 2 pupils

representing 15.4% performed below the average marks. The general performance of the pupils

improved after implementing the third intervention activity. This is due to the fact that, after

conducting post-test 3, 7(53.8%) pupils performed above average but in post-test 2, 5(38.5%)

pupils performed above average. Also, in post-test 3, 4(30.8%) pupils scored the average mark

49
but in post-test 2, 5(38.5%) pupils got the average marks. In addition, in post-test 2, 3(23%)

pupils performed below average but it can be seen from post-test 3 that, those who performed

below average were reduced to 2(15.4%) pupils. Cockroft’s (1991) assertion that, mathematics

teaching based on practical experience has a beneficial effect both in improving children’s

attitude to mathematics and also in laying the foundations of better understanding and helping to

attain a secure and rapid recall of basic concepts is confirmed by the findings of this study.

4.1.4 Research Question 4: Would the use of the abacus help basic one pupils in Effiduase

Methodist Basic school to add up to two-digit numbers correctly? Data collected in answering

this research question is presented in table 5.

Description of Performance Frequency(n) Percentages (%)

Above Average 9 69.2

7-10

Average 3 23.1

5-6

Below Average 1 7.7

0-4

Total 13 100

Post- Test 4 Results: The Use of Abacus

From the data in table 5, nine pupils representing 69.2% performed above average, 3pupils,

representing 23.1% performed at the average level, while one pupil, representing 7.7%

50
performed below the average. The data gathered above shows that the performance of pupils

were very impressive.

Comparing data in table 5 to table 4, it can be noticed that, with post test three results, two pupils

representing 15.4% performed below average but in post test four, the number of pupils who

performed below average reduced to one pupil representing 7.7%. Again, in post test three 4

pupils representing 30.8% performed at the average level but in post test four, only 3 pupils

representing 23.1% scored the average marks. Also, in post test three results, 7 pupils

representing 53.8% performed above average but in post test four, 9 pupils representing 69.2%

performed above average.

This result of the post-test affirms Donkoh’s (2000) study, where all Mathematical concepts can

be developed using concrete materials and appropriate teaching techniques.

After implementing all the interventions, a general test was conducted to verify the extent to

which the intervention had impacted on the pupils. Table 6 presents the results of the final post-

test.

Description of Performance Frequency(n) Percentages (%)

Above Average 10 76.9

7-10

Average 2 15.4

5-6
51
 Below Average 1 7.7

0-4

Total 13 100

Table 6:

Final Post- Test

Table 6 depicts that only one pupil representing 7.7% performed below the average, with 2

pupils representing 15.4% performing at the average level whiles10 pupils representing 76.9%

performed above average. When the general test is compared to the pretest, it can be seen that,

with the pretest 10 pupils scored below the average marks, while one pupil performed below the

average marks in the final post- test. Also, with the pretest, 2 pupils performed at the average

level and in the final post- test 2 pupils scored the average marks. From the data in the pretest,

while one pupil performed above average with the final post-test, 10 pupils performed above the

average level. One could attribute this outstanding performance to the strategies, home work and

assignments given to pupils in the course of the study.

52
It could be deduced from the data collected that, addition can be approached from more than one

point of view and the use of manipulative materials assisted pupils to master the basic facts in

addition. From the study, it could be inferred that pupils understanding and attitudes towards

addition could be improved through the use of addition table, sticks, Dienes blocks and abacus.

The interventions had a positive impact on the pupils since their performance improved

whenever an intervention was implemented.

4.2 Discussion

During the implementation of the intervention, I conducted a number of post-tests on all the

pupils in the class and the following came to bear.

Research question one was formulated to find out how the use of the addition table would help

pupils in Effiduase Methodist Basic school add up to two-digit numbers correctly.

This question had positive effect on the pupils since the performance of the pupils was above that

of the pre test. This affirms Asafo- Adjei’s (2004) assertion that, for children to be able to work

with whole numbers greater than 9, they must understand the concept of place value and in

teaching place value, we may use addition table. Research question two was designed to find out

how the use of the sticks would help pupils in Effiduase Methodist Basic school to add up to

two-digit numbers correctly. The question had a positive effect on the pupils since more than two

third of them performed averagely and above the average marks. Cockroft’s (1991) assertion

that, Mathematics teaching based on practical experience has a beneficial effect both in

improving children’s attitude to mathematics and also in laying the foundations of better

understanding and helping to attain a secure and rapid recall of basic concepts in confirmed by

the findings of this study.

Research question three was designed to find out how the use of the Dienes blocks would help

pupils in Effiduase Methodist Basic school to add up to two-digit numbers. This question was
53
fully answered since 84.6% of the pupils performed at the average and above average marks.

Research question four was formulated to find out how the use of the abacus would enhance the

performance of pupils in Effiduase Methodist Basic school to add up to two-digit numbers

correctly. This question was fully answered since the performance of the pupils was above that

of post test three. This result of the post- test affirms Donkoh’s (2000) study, where all

Mathematics concepts can be developed using concrete materials and appropriate teaching

techniques.

After the interventions, a final post- test was conducted and the results were compared with the

pretest results. It was evident that, the objective and the purpose of the research were achieved

since one out of thirteen pupils scored marks below five. Admittedly, the interventions exposed

pupils to a variety of ways of learning addition, which helped address their learning needs. The

general outcome of the interventions was that, the pupils in Effiduase Methodist Basic school

were able to add up to two-digit numbers after the interventions. Martin (1994) identified the

material for the teaching of the concept addition as sticks, Dienes block and abacus.

54
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMENDATIONS

5.0 Overview

This chapter seeks to summarize the findings of the study, draw conclusions and make

recommendations. The summary among others addresses key findings from study and based on

that conclusions and recommendations are made.

5.1 Summary

The researcher taught basic one pupils of Effiduase Methodist Basic school mathematics. During

the various Mathematics lessons, it was evident that most of the basic pupils could not add up to

two-digit numbers correctly. It was against this background that I made up my mind to search for

possible means to help solve this problem. The main purpose of the study was to help basic one

pupils in Effiduase Methodist Basic school in the New Juaben North Municipality to overcome

the problem of adding up to two-digit numbers using addition table, sticks, Dienes blocks and

abacus.

5.2 Conclusions

In conclusion, having seen how the use of addition table, sticks, Dienes blocks and abacus were

effective in teaching addition, the use of these strategies and materials cannot be over

emphasized. Addition table, sticks, Dienes blocks and abacus should not be left out when

teaching addition with young children.

5.3 Recommendations

55
According to Asafo-Adjei (2004) activities involving grouping, regrouping and exchanging

could be used to introduce addition to pupils. In teaching addition materials like sticks, multi-

base blocks, and abacus may be used to assist pupils to understand the concept better. Based on

the outcome of the research the following recommendations have been made; the methods use to

teach Mathematics should be relevant, reflect true life situations, and must be related to pupils’

environment to enhance transfer of knowledge and learning. Parents and guardians should help

their wards with their home work, teachers should also use concrete materials when teaching

since pupils in the lower levels of education cannot do abstract computation and finally, the

Ghana Education Service should periodically organize in-service training for teachers to get

them abreast with modern methods of teaching Mathematics to enable them improve their

teaching methods.

56
 REFERENCES

Aminu, M. (2007). Using activity method to assist primary four pupils to overcome the problem

of the concept of place value: A case study at Asokore SDA Demonstration in the Eastern

Region (Unpublished Project Work, University of Education, Winneba, 2018).

Amoatey, T. (2018). Methods of teaching mathematics at the lower primary (Unpublished hand

out for Mathematics teachers. )

Anamboi, N. (2010). Methods of teaching primary schools. (Unpublished hand out, Gbewaa

College of Education).

Asafo-Adjei, R. (2004). Teaching basic school mathematics. Kumasi: Kronfrom Bayoba press.

Teaching and learning materials. Retrieved on October 20, 2021, from http://k6educators.about.

Aseidu, E. (2017).Involving pupils in activity method so that they could come out with their own

answers: A case study at Nkawkaw Methodist Primary School in the Eastern Region

(Unpublished Long Essay, University of Education, Winneba, 2017).

Cockroft, M. (1991). Methods of teaching. New York: Ohio press.

Dondieu, C.K.(2002). Guide notes to the study of education (Vol.1). Sunyani.

Fosnot, N. & Dolk, T. (2001), Definition of addition. Retrieved on November 12, 2021, from

http://en.wikipedia.org/wiki/addition.

Ghana Education Service (2008). Basic teaching and community practice for the teacher Accra:

Ministry of Education, Science and Sports.

57
Haylock, D. (2001). Mathematics explained for primary school teachers, (2nd Ed). Longman:

Paul Chapman Publishing.

Jango, D. (2014). Using the place value chart in helping basic four pupils to improve upon their

learning and place value: A case study at Yendi Local Authority Primary School in Yendi

District (Unpublished Long Essay, University of Education, Winneba, 2014)

Macmillan English dictionary for advanced learners (2002).International students’ edition (c).

Macmillan Publishers Limited.

Martin, C. J. L. (1994). Mathematics for basic school, Ghana. Adwinsa publication limited.

Money, C. & Briggs, M & Fletcher, M. & Mccullouch, J. (2000). Primary mathematics, theory

and practice. Great Britiain: Learning Matters Ltd.

Nabie, J.M. (2002). Fundamental of the psychology of learning mathematics. Accra Ghana:

Akonta Publications Limited.

Teaching and learning materials. Retrieved on October 15, 2020, from

http://en.wikipedia.org/wiki/oper.

58
 APPENDIX A

PRE-TEST

1. 5+6= 2. 2+8=

3. 7+7= 4. 4+9=

5. 1+6= 6. 2+10=

7. 5+11= 8. 10+10=

10. 12+13=
9. 11+1=

Answers

1. 11 6. 12

2. 10 7. 16

3. 14 8. 20

4. 13 9. 21

59
5. 7 10. 25

APPENDIX B

POST-TEST 1

1.10+17= 2. 14+15=

3. 15+15= 4. 26+25=

5.20+20= 6. 19+16=

8. 10+21=
7. 12+13=

9. 18+14= 10. 22+11=

Answers

1. 27 6. 35

2. 29 7. 25

3. 30 8. 31

4. 51 9. 32

60
5. 40 10. 33

APPENDIX C

POST-TEST 2

1. 20+30= 2. 28+29=

3. 30+30= 4. 31+25=

5. 33+32= 6. 35+36=

8. 38+31=
7. 34+38=

10. 30+40=
9. 39+39=

Answers

1. 50 6. 71

2. 57 7. 72

3. 60 8. 69

4. 56 9. 78

5. 65 10. 70

61
 APPENDIX D

Post-Test 3

1. 40+45= 2. 42+33=

3. 46+44 = 4. 48+41=

5. 40+40= 6. 30+42=

7. 47+50= 8. 25+55 =

9. 43+49= 10. 37+42 =

Answers

1. 85 6. 72

2. 75 7. 97

3. 90 8. 80

4. 89 9. 92

62
5. 80 10. 79

APPENDIX E

Post-Test 4

1. 50+48= 2. 50+47=

3. 61+11= 4. 64+15=

5. 65+20= 6. 59+22=

7. 70+21= 8. 75+15=

9. 79+20= 10. 80+18=

Answers

1. 98 6. 81

2. 97 7. 91

3. 72 8. 90

4. 79 9. 99

5. 85 10. 98
63
 APPENDIX F

Final Post- Test

1. 9+50= 2. 5+85=

3. 40+59= 4. 40+10=

6. 70+10=
5. 93+4=
8. 25+45=
7. 60+30=

9. 30+68= 10. 17+33=

Answers

1. 59 6. 80

2. 90 7. 90

3. 99 8. 70

4. 50 9. 98

5. 97 10. 50

64