Abstract:
The study examines the effects of multiple representation-based instructions on basic
school pupils‟ performance in addition of mixed fractions in La Dade-Kotopon
municipality. A non-equivalent control group quasi-experimental design was
employed. One hundred and forty-seven pupils from two schools in the Airport
Rangoon circuit in La Dade-Kotopon municipality were used for the study (Airport
Police JHS “1” and “2”). The control group consists of 74 respondents and the
experimental group consists of 73 respondents. The seventy-three students in the
experimental group were taught addition of mixed fractions using multiple
representations-based instructions while the seventy-four learners in the control group
were taught the same topic using conventional instructions. Three research questions
and two null hypotheses guided the study. A pre-test was administered to the learners
in the control and experimental groups. Afterwards both the experimental and control
groups took a post-test. Data were analysed using frequencies, percentages, mean,
standard deviation, and, paired sample t-test at a five percent significant level. It was
found in the study that those who were taught with multiple representations-based
instructions performed better than those who were taught addition of mixed fractions
conventionally. It further revealed that there was a statistically significant difference
in the performance of the use of multiple representations instructions and translations
among them than conventional instructions. The study recommended that
mathematics teaching should be done using multiple representations-based instruction
in our basic schools to aid understanding.
Description:
A thesis in the Department of Basic Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
