Abstract:
The purpose of this study is to explore the conceptions and misconceptions of the
learning of addition of unlike fractions among students in public junior high schools
in Afadzato South District of Ghana. The study used the mixed method approach with
sequential explanatory research design. Questionnaires were administered to a sample
of 120 students in the Afadzato South District who were randomly selected after
which 10 teachers were purposefully selected to be interviewed. The descriptive
statistics and thematic analysis were used in the study. The study revealed that
students have a positive but moderate conception of the addition of unlike fractions. It
also revealed that, students do not even understand the basic concepts of fractions as
they have the misconception that fractions are always lesser than 1. It also revealed
that, teachers use facts and procedures to solving fractional problems, rather than
building a deeper understanding. This hinders students‟ ability to continue to
understand more abstract, rational ideas. It is therefore recommended that the
instruction needs is to be focused on, more than simply abstract forms of teaching.
Description:
A thesis in the Department of Basic Education,
School of Education and Life Long Learning, Submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
