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Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School

Received: 12 November 2019     Accepted: 3 February 2020     Published: 28 June 2020
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Abstract

The purpose of the study was meant to assist Junior High School form one pupils in Chamba M/A JHS to add unlike fractions. The study adopted action research design, as simple random sampling technique was used to select a sample of 45 pupils. Whilst, test (pre-test and post-test) and observation was used as instrument to collect data. Findings made from the study indicated mathematics teachers taught mathematics abstractly with less involvement of pupils. It was revealed that the intervention couple with the teaching learning resources used, it encouraged pupils’ participation during teaching and learning, as such their knowledge in unlike fractions improved significantly. The researcher recommend adequate preparation and careful selection of teaching methods and activities should be given much attention so as to enhance smooth delivery and pupils participation in lessons. Secondly, quizzes and group works should be encouraged to motivate pupils’ active participation in mathematics lessons. Mathematics teachers should do well to get appropriate teaching and learning resources and make efforts to use them in class to enhance better understanding. The Ghana Education Service in consultation with the Ministry of Education should organize in-service training from time-to-time for Mathematics teachers to upgrade their knowledge on the teaching of Mathematics. Finally, Ghana Education Service should also provide teaching and learning resources (Manipulatives) needed to all schools or pay teaching and learning materials allowances to enable teachers acquire materials for their lessons.

Published in Teacher Education and Curriculum Studies (Volume 5, Issue 3)
DOI 10.11648/j.tecs.20200503.12
Page(s) 53-60
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Cuisenaire Rods, Constructivist, Physiognomies, Hypothetical Lens, Fractions, Manipulatives, Paper Folding

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Cite This Article
  • APA Style

    Jagri Bagyepu Bernard, Aloliga Golbert, Susuoroka Gabina. (2020). Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School. Teacher Education and Curriculum Studies, 5(3), 53-60. https://doi.org/10.11648/j.tecs.20200503.12

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    ACS Style

    Jagri Bagyepu Bernard; Aloliga Golbert; Susuoroka Gabina. Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School. Teach. Educ. Curric. Stud. 2020, 5(3), 53-60. doi: 10.11648/j.tecs.20200503.12

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    AMA Style

    Jagri Bagyepu Bernard, Aloliga Golbert, Susuoroka Gabina. Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School. Teach Educ Curric Stud. 2020;5(3):53-60. doi: 10.11648/j.tecs.20200503.12

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  • @article{10.11648/j.tecs.20200503.12,
      author = {Jagri Bagyepu Bernard and Aloliga Golbert and Susuoroka Gabina},
      title = {Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School},
      journal = {Teacher Education and Curriculum Studies},
      volume = {5},
      number = {3},
      pages = {53-60},
      doi = {10.11648/j.tecs.20200503.12},
      url = {https://doi.org/10.11648/j.tecs.20200503.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20200503.12},
      abstract = {The purpose of the study was meant to assist Junior High School form one pupils in Chamba M/A JHS to add unlike fractions. The study adopted action research design, as simple random sampling technique was used to select a sample of 45 pupils. Whilst, test (pre-test and post-test) and observation was used as instrument to collect data. Findings made from the study indicated mathematics teachers taught mathematics abstractly with less involvement of pupils. It was revealed that the intervention couple with the teaching learning resources used, it encouraged pupils’ participation during teaching and learning, as such their knowledge in unlike fractions improved significantly. The researcher recommend adequate preparation and careful selection of teaching methods and activities should be given much attention so as to enhance smooth delivery and pupils participation in lessons. Secondly, quizzes and group works should be encouraged to motivate pupils’ active participation in mathematics lessons. Mathematics teachers should do well to get appropriate teaching and learning resources and make efforts to use them in class to enhance better understanding. The Ghana Education Service in consultation with the Ministry of Education should organize in-service training from time-to-time for Mathematics teachers to upgrade their knowledge on the teaching of Mathematics. Finally, Ghana Education Service should also provide teaching and learning resources (Manipulatives) needed to all schools or pay teaching and learning materials allowances to enable teachers acquire materials for their lessons.},
     year = {2020}
    }
    

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    AB  - The purpose of the study was meant to assist Junior High School form one pupils in Chamba M/A JHS to add unlike fractions. The study adopted action research design, as simple random sampling technique was used to select a sample of 45 pupils. Whilst, test (pre-test and post-test) and observation was used as instrument to collect data. Findings made from the study indicated mathematics teachers taught mathematics abstractly with less involvement of pupils. It was revealed that the intervention couple with the teaching learning resources used, it encouraged pupils’ participation during teaching and learning, as such their knowledge in unlike fractions improved significantly. The researcher recommend adequate preparation and careful selection of teaching methods and activities should be given much attention so as to enhance smooth delivery and pupils participation in lessons. Secondly, quizzes and group works should be encouraged to motivate pupils’ active participation in mathematics lessons. Mathematics teachers should do well to get appropriate teaching and learning resources and make efforts to use them in class to enhance better understanding. The Ghana Education Service in consultation with the Ministry of Education should organize in-service training from time-to-time for Mathematics teachers to upgrade their knowledge on the teaching of Mathematics. Finally, Ghana Education Service should also provide teaching and learning resources (Manipulatives) needed to all schools or pay teaching and learning materials allowances to enable teachers acquire materials for their lessons.
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Author Information
  • Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana

  • Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana

  • Mathematics Department, Nusrat Jahan Ahmmadiyya (NJA) College of Education, Wa, Ghana

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