Effects of multiple representations-based instruction on Basic School Pupils’ performance in addition of mixed fractions in La Dade-Kotopon Municipality

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.