Concrete-Pictorial-Abstract Learning Toolkit: A Strategy to Help Improve the Pupil’s Performance in Addition
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 19, Issue 1
Abstract
The gradual decline in learners' performance in addition prompted the researcher to devise a teaching strategy aimed at improving their academic performance and fostering collaboration with parents. The Concrete-Pictorial-Abstract Learning Toolkit was developed to address this issue while also aiming to eliminate students' fear of numbers and cultivate confidence in math learning. For the research design and methodology, the descriptive-comparative method, specifically the Test-Retest Method, was employed. The study focused on the first grading period of the 2021-2022 school year, centering on the topic of addition. Purposive sampling was utilized to select eighteen Grade 2 learners from Yugno Elementary School as study participants. The weighted mean was calculated to determine the average scores of the respondents before and after implementing the strategy, while t-test statistics were employed to assess the significance of any differences between the pre-test and post-test scores. The findings revealed notable improvements in the performance of Grade 2 learners in addition. The pre-test results showed a mean score of 6.38 with a Mean Percentage Score (MPS) of 33.88%, which increased to a mean score of 14.44 with an MPS of 82.78% in the post-test. This suggests that the Concrete-Pictorial-Abstract Learning Toolkit effectively contributed to enhancing students' performance in addition. Moreover, the t-value was found to be higher than the critical value, further confirming the significance of the results. However, it's essential to note the limitations and implications of the study. The research was conducted solely among Grade Two pupils of Yugno Elementary School in San Andres District, Division of Quezon. While the study yielded promising results, its applicability may vary across different educational settings and grade levels. Nonetheless, the development of a learning toolkit tailored to enhance students' performance in addition presents an opportunity for further research and potential implementation in other educational contexts.
Authors and Affiliations
Ronel Oseńa, Melca Tesorero
Keywords
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- EP ID EP759017
- DOI doi: 10.5281/zenodo.10990942
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