Abstract:
This study sought to determine the effect of number patterns on junior high school
learners’ transition from arithmetic to algebra. A quasi-experimental non-equivalent
group’s pre-test–post-test control group design was employed, involving two intact
classes comprising one hundred (100) Basic Seven (7) learners. Tests, including both pre
test and post-test assessments, were used to collect data on the learners. The pre-test
assessed the learners' initial performance, identifying strengths and weaknesses to inform
necessary interventions, while the post-test measured the effectiveness of using number
patterns in facilitating the transition from arithmetic to algebra. Data analysis using mean,
standard deviation, and independent samples t-test revealed that number patterns
positively impacted learners’ academic performance in transitioning from arithmetic to
algebra, with results showing a significant statistical difference at α = 0.05.
Consequently, it is recommended that teachers adopt number patterns to enhance
learners' academic performance during this critical transition phase.
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 requirement for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
