Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions

Peter Nindow Mahama; Patrick Kyeremeh

doi:10.29333/mathsciteacher/12610

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Peter Nindow Mahama ¹ , Patrick Kyeremeh ² ^*

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¹ University for Development Studies, Tamale, GHANA² St. Joseph’s College of Education, Bechem, GHANA^* Corresponding Author

Abstract

The study sought to investigate the impacts of multiple representations-based instructions (MRBI) on basic six pupils’ performance in solving problems on common fractions in the Sagnarigu Municipality of Ghana. The study employed non-equivalent control group design in which 96 pupils in one primary school were purposively sampled and assigned to experimental group (n=46) and control group (n=50). Data were gathered using tests (pre- and post-test) and analyzed using descriptive and inferential statistics (independent samples t-test). Also, pupils’ exposed to multiple representations-based instructions performed better in the post-test than in the conventional group. This suggests that MRBI positively impacted pupils’ performance in solving problems on common fractions. We conclude that MRBI is an effective approach, which mathematics teachers need to incorporate in their teaching of fractions. Therefore, we recommend the MRBI approach for basic school mathematics teachers to enhance pupils’ understanding of mathematics concepts, especially at mathematics education’s foundation (basic level).

Keywords

multiple representations-based instruction
performance
common fractions
effects

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, Volume 3, Issue 1, 2023, Article No: em023

https://doi.org/10.29333/mathsciteacher/12610

Publication date: 01 Jan 2023

Online publication date: 06 Nov 2022

Article Views: 1555

Article Downloads: 1684

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How to cite this article

APA

Mahama, P. N., & Kyeremeh, P. (2023). Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions. Journal of Mathematics and Science Teacher, 3(1), em023. https://doi.org/10.29333/mathsciteacher/12610

Vancouver

Mahama PN, Kyeremeh P. Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions. Journal of Mathematics and Science Teacher. 2023;3(1):em023. https://doi.org/10.29333/mathsciteacher/12610

AMA

Mahama PN, Kyeremeh P. Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions. Journal of Mathematics and Science Teacher. 2023;3(1), em023. https://doi.org/10.29333/mathsciteacher/12610

Chicago

Mahama, Peter Nindow, and Patrick Kyeremeh. "Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions". Journal of Mathematics and Science Teacher 2023 3 no. 1 (2023): em023. https://doi.org/10.29333/mathsciteacher/12610

Harvard

Mahama, P. N., and Kyeremeh, P. (2023). Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions. Journal of Mathematics and Science Teacher, 3(1), em023. https://doi.org/10.29333/mathsciteacher/12610

MLA

Mahama, Peter Nindow et al. "Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions". Journal of Mathematics and Science Teacher, vol. 3, no. 1, 2023, em023. https://doi.org/10.29333/mathsciteacher/12610