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

Jagri Bagyepu Bernard; Aloliga Golbert; Susuoroka Gabina

doi:doi:10.11648/j.tecs.20200503.12

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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

Jagri Bagyepu Bernard, Aloliga Golbert, Susuoroka Gabina

Published in Teacher Education and Curriculum Studies (Volume 5, Issue 3)

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

References

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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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TY  - JOUR
T1  - 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
AU  - Jagri Bagyepu Bernard
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DO  - 10.11648/j.tecs.20200503.12
T2  - Teacher Education and Curriculum Studies
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JO  - Teacher Education and Curriculum Studies
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EP  - 60
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20200503.12
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.
VL  - 5
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Author Information

Jagri Bagyepu Bernard

Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana
Aloliga Golbert

Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana
Susuoroka Gabina

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

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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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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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TY  - JOUR
T1  - 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
AU  - Jagri Bagyepu Bernard
AU  - Aloliga Golbert
AU  - Susuoroka Gabina
Y1  - 2020/06/28
PY  - 2020
N1  - https://doi.org/10.11648/j.tecs.20200503.12
DO  - 10.11648/j.tecs.20200503.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 53
EP  - 60
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20200503.12
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.
VL  - 5
IS  - 3
ER  -

Copy | Download