CHAPTER ONE

INTRODUCTION

Background to the Study

Mathematics is one of the most important school subjects in the

curriculum worldwide. It is a subject that has a direct relationship with other

subjects, particularly technical and sciences. Mathematics is also a subject that

cuts across primary and secondary school as a compulsory subject. Umameh,

(2011) in Tshabalala and Ncuba (2013) was of the view that mathematics is

bedrock and an indispensable tool for scientific, technological and economic

advancement of any nation. In addition to that Davies and Hersh, (2012) see

mathematics as the important subject not only from the point of view of

getting an academic qualification at school or college, but also is a subject that

prepares the students for the future as well irrespective of which work of life

they choose to be a part of. Mefor (2014) summarized it all by saying that

mathematics relates to everything in the universe from the smallest to the

largest. Umameh, (2011) added that mathematics is intimately connected to

daily life and everybody’s lifelong planning. Therefore, mathematics is a

subject that education and human life cannot function effectively without it.

Mathematics is the science of reasoning and computations. It is the

science or study of numbers, quantities or shapes. Kitta (2004), defined

mathematics as the language that helps us to describe ideas and relationships

drawn from the environment. Mathematics enables one to make the invisible

to be visible, thereby solving problems that would be impossible otherwise.

1
According to Lambdin (2009), mathematical demands on students’ increases

as they progress through school; takes up their adult lives at home and in the

workplace. In order to function in a mathematically literate way in the future,

students must have a strong foundation in mathematics. A strong foundation

involves much more than the rote application of procedural knowledge.

Ontario Ministry of Education report in 2004 shows that, all students should

be able to understand, make sense of, and apply mathematics; make

connections between concepts and see patterns throughout in mathematics.

The report shows that students must be able to communicate their reasoning,

the flexibility of thinking that will allow them to tackle new areas of

mathematics and be willing to continue in doing mathematics.

However, findings by Iheanachor (2007), indicate that, there is a

significant positive relationship between students’ academic achievement in

mathematics and teachers’ background. Teachers who have good

qualifications in mathematics have their students performing better in

mathematics. Tata (2013) made his study in Nigeria and came out with

findings that, students’ negative attitude toward mathematics, fear of

mathematics, inadequate qualified teachers and inadequate teaching materials

were some of the causes of poor performance in mathematics. Developing

positive attitude, motivation and proper guidance toward mathematics and

provision of relevant teaching materials could make students perform better in

mathematics.

2
 Mathematics is one of the core and compulsory subjects for the

Ghanaian students at the basic level and tertiary level of education in Ghana.

Recently, mathematics has become a determining factor in gaining admission

into most Ghanaian universities as it must be passed up to credit level before

one gain admission. In spite of its importance to the student’s advancement in

academics, many students dread mathematics. Given the right to choose,

many secondary school students would out rightly avoid mathematics, this is

because many of them have developed some element of fears about the

subject, may be as a result of long time negative information they get every

year about the poor and low level performance in West African Examination

Council’s examinations in mathematics or other factors. This research work

sets out to unravel.

The word fraction comes from the Latin word fragere meaning to

break. Fractions result from breaking a unit into a number of parts but the

parts must be equal. The general term associated with fraction is division or in

simpler terms ratio. According to Word Book Encyclopedia (WBE) fraction in

arithmetic generally stands for the number of equal parts into which

something has been divided. There are fractions with same denominators,

these fractions are called equal fractions, some fractions too have different

denominators and they are also called unlike fractions.

3
 Statement of the Problem

The development of a concept understanding of fraction is a

prerequisite tool for learning other related topics in Mathematics syllabus.

Even though the topic is very important in facilitating the understanding of

other related topics, most teachers resort to the use of wrong methods of

teaching and at times not using teaching / learning materials at all. This makes

the topic “addition of fractions” very difficult for pupils to understand. Upon

critical examinations, it came to light that the previous teacher taught them

without using concrete materials. In addition, some of the teachers

concentrated their lessons on only brilliant pupils and those pupils who are not

academically sound, were not motivated. During my mathematics lesson, I

found out that most of the pupils did not understand the concept of unlike

fractions. So, I therefore chose to use of paper folding in solving the problem

of addition of fractions.

Purpose of the Study

The purpose of the study is to improve pupils understanding of the

addition of fractions using the paper folding approach. Specifically, the study

seeks to: identify the causes of pupils’ inability to add fractions; to outline the

effects of the problem on the academic performance of pupils; to determine

how paper folding method will help solve the problem.

4
 Research Question

In the attempt of designing an intervention for the problem of addition of

fractions, the researcher tried to find answers to the following questions;

1. What are the causes of pupils’ inability to add fractions?

2. How has this problem affected pupils’ academic performance?

3. How can the paper folding method be used to improve on the pupil’s

performance?

Significance of the Study

The teachers will not be left out because it will help them to equip

themselves with the knowledge on how to prepare their teaching and learning

materials and uses of modern methods of teaching topic with ease. This study

also portrays the importance of using teaching and learning materials in lesson

presentations. This ensures easy and lasting understanding of the concepts

taught. It also saves the teacher the time of giving lengthy talks; hence

teachers will be able to complete the syllabuses on time.

This material will also be of immense benefit to the educational sector.

It has been said that, education is the key to success of every nation, therefore,

when pupils are performing creditably well, it will bring about improvement

in the country’s economic growth.

It will also serve as literature for other teachers and students under

taking research in mathematics for their Diploma or Post Diploma or Degree

Programmes.

5
 Limitations

This section of the research is devoted to the presentation of problems

or difficulties encountered during the course of study. As a student on the off

campus teaching practice, the preparation of lesson notes; teaching and

learning materials; giving of exercises being part of the teaching, this has put

constraints on the researcher for the conduct of the study. More so, the

unwillingness on the part of the pupils, their guardians and other close relation

to give information limited the research. This made the collection of

information on the research difficult.

Delimitations

This study is concerned with helping pupils to add fractions through

the use of paper folding method and is also confined to only basic five pupils

of Hillaliyatul Islamic Primary School.

Organization of the Study

The study is structured in five different chapters. Chapter one

comprises the general background of the study, a statement of the problem,

the research questions, the relevance of the study, limitation of the research,

the scope and finally the organization of the study. Chapter two reviews both

theoretical and empirical literature on the subject. Chapter three covers the

research methodology that was used to attain the research data. The fourth

chapter covers the presentation and discussion of the findings of the study.

Chapter five concludes the study, and gives some recommendations.

6
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter focuses on related literature. It comprises of five main

subheadings. These are: the concept of fractions, the concept of unlike

fractions, the use of concrete materials in teaching unlike fractions, concrete

materials used in the teaching processes.

The Concept of Fractions

In mathematics, fractions from the Latin word is (fractions) meaning to

(break). Fraction is a way of expressing a number of equal parts. Fractions

consist of two numbers; a numerator and a denominator. The numerator gives

the number of parts that were taken out and the denominator represents those

parts that make the whole. For instance 3⁄4 could be used to represent three

(3) equal parts of an orange. Mathematically, fraction is a quotient of numbers

representing a quantity obtained when a numerator is divided by a

denominator, thus 3⁄4 represents three divided by four or in decimal

representation 0.75.

Copeland (1967) defined fractions as symbols or numerals that

represent a set called the fractional numbers; and that in the simplest sense a

fraction may be thought of as a broken part of some whole. He interpreted

fractions as (i) Parts of a whole, (ii) Parts of a set of objects as well as parts of

a single unit, (iii) Indicators of division, (iv) Indicators of comparisons and (v)

Numerals.

7
 D' Augustine (1968) supported the views of Copeland (1967) and
𝑎
further expressed a fraction in the form where ‘a’ and ‘b’ name whole
𝑏

numbers; and where ‘a’ is called the numerator and ‘b’ the denominator.

May (1970) added that the fact that the real meaning of fractional

numbers cannot be taught until a student's comprehension goes beyond halves

and fourths.

The mathematics textbooks for the basic schools, Ghana Mathematical Series,

Primary Mathematics, Pupil's Book One to Three (CRDD 1987, 1999)

introduced fractions as part of a whole and as part of a set. Extensive use is

made of shaded congruent portions of geometrical shapes, pictures and the

number line in illustrating the meaning of fractions. Significantly, however, is

the absence of the use of 'numerator' and 'denominator' in these books. The

Ghana Mathematic Series, Primary Mathematics, Pupil's Book Four to Six

(CRDD, 1987), revise and emphasize the concept of fractions as a part of

whole and part of a set. The Ghana Mathematics Series, Junior Secondary

School, Pupil's Book One (CRDD, 1987) uses the number line extensively to

consolidate the concept of fractions as part of a whole. This textbook and the

Pupil's Book Four to Six (CRDD, 1987) used the terms 'numerator' and

'denominator' without defining them.

According to Asafo – Adjei, R (2002), “fractions like decimals and

percentages are number ideas that are not whole numbers”. He went further by

saying that, we can look at fractions along three perspectives; fractions as part

8
of a whole unit, fractions as part of a group and fractions as a ratio of

comparing two quantities.

Streater, Hutchison and Hoelzle (2002) defined fractions by saying

that, “whenever a unit or a whole number or quantity is divided into parts, we

call those parts fractions of the unit”. They justified their point by dividing a

whole into a named portion or parts and then take off the mentioned part from

it. For instance,2⁄5 here, the top number shows how many of the units were

taken and the number below shows the total number of parts that made the

unit.

The Concept of Unlike Fractions

According to Asarfo – Adjei (2002), the term unlike in made up of two

words which may be interpreted as “equal in values”. Unlike fractions are

equal in value. He further stated that, unlike fractions are fractions which

repeat the same number but have different names. For example,

1⁄ 2⁄ 4⁄ 3⁄ and so on and so forth.

2, 4, 8, 6

Buchanam (1992), explained unlike fractions as ratios of the same

value. They illustrated their point by saying that, if a whole number is divided

into four equal halfs, half of it is the same as2⁄4. They therefore concluded

that, fractions such as1⁄2, 2⁄4, 3⁄6, 4⁄8 etc are example of unlike fractions.

Hoelzle (2002), also mentioned that, “unlike fraction is fractions

whose cross products are equal”. They proved their point with some

9
examples,2⁄4, and 4⁄8 and 3⁄24 etc. They therefore concluded that, since the

cross products of two ratio are the same, hence their definition.

In the view of various definitions, it could be concluded that for any

number (n), multiplying a/n has the same value as the original number: for

instance, let’s consider the fraction 2⁄4 which is unlike to1⁄2.

Addition of Unlike Fractions

Several writers outlined procedures for adding fractions with like and

unlike denominators. To add two fractional numbers with the same

denominators, the numerators should be added, and the sum placed over the

common denominator. To add fractional numbers with different

denominators; we should use the least common multiple concept to first

express the fractions as equivalent fractions with common denominators. The

numerators of the resulting fractions should be added and the sum placed over

the common denominator. The learner is cautioned to simplify the resulting

fraction when necessary. Worked examples were given in all cases to explain

the application of the concepts. Reekzeh (1983) advised teachers to do early

problem - solving work involving addition and subtraction of fractions with

like denominators on exploratory level, using manipulative materials,

drawings and visual models.

It is worthy to note that the number line and shaded geometric shapes

were used to introduce the concept of addition of fractions involving like

denominators to pupils in the Ghana Mathematics Series, Primary

10
Mathematics, Pupil's Book Three (CRDD, 1987). Worked examples are

illustrated with diagrams. The concept is not consolidated in the Pupil's Book

Four (CRDD, 1987) by way of further discussions. Practice exercise on

addition of fractions involving like and unlike denominators, nevertheless,

have been given to pupils to do. Treatment is given to the addition of fractions

involving like and unlike denominators in the Pupil's Book Five (CRDD,

1987). Worked examples have no diagrammatic illustrations. The concept of

the least common multiple is used to rename given fractions into equivalent

fractions with common denominators. The numerators of these equivalent

fractions are added and the sum placed over the common denominator. In the

Ghana Mathematics Series, Primary Mathematics, Pupil's Book Six (CRDD,

1987), under the heading 'Addition and Subtraction of Rational Numbers',

definition for the least common denominator and its application are discussed.

This discussion was followed by practice exercises involving like and unlike

denominators for pupils to do. Worked examples are not given for pupils to

study. The Ghana Mathematics Series, Junior Secondary School, Pupil's Book

One (CRDD, 1987) introduced only addition of fractions involving unlike

denominators with a few worked examples. The concept of the least common

multiples to rename the given fractions into equivalent fractions with common

denominators was used. The numerators of the equivalent fractions were

added and the sum was placed over the common denominator.

Kinney, Marks & Purdy (1965) stated that in the addition of fractions,

careful teaching is required to avoid errors such has adding both numerators

11
and denominators. They stated that such difficulties may be avoided by

effective selection of experiences whereby pupils name sums by the use of

materials and adding fractional numbers is related to adding whole numbers

with pupils.

The use of Concrete Materials in the Teaching of unlike Fractions

The use of concrete materials in the teaching of unlike fractions in the

basic schools has been identified as the most effective and efficient way of

helping pupils to learn a worthwhile mathematical concept. Over the years,

several mathematicians, educationists, psychologists and many other scholars

have been talking about the dangers involved when children are taught in

abstract terms.

According to Piaget, (2002) children under the ages of (7 – 12) fall

under concrete operational stage of his developmental stages. Such children

can mentally manipulate objects so long as they are concretely present. They

must also be taught in an attribute or a concept at a time. The use of concrete

materials should therefore be the ultimate concern of the teachers if they really

want their students to understand the concept they are teaching them.

` Skemp (1987), also added that, the child’s primary concepts are built on

sensory experiences like seeing, feeling, tasting and half ( 1⁄2) may be defined

as or formed in the child’s mind by seeing different whole objects being

divided into two (2) equal halves or parts. By so doing, children can develop a

picture of ½ in their minds. It is, therefore, the duty of teachers to provide

12
children with many concrete examples or materials when teaching in order to

help pupils to understand the concept taught very well.

Strategies to Be Employed To Solve the Problem

According to Baroody (1993), there are many materials which can be

used to encourage more abstracy representation of fractions. Among these

materials are tan grams, Cuisenaire rods, pattern blocks, fraction strips and

number sticks.

Baroody (1991) proposed that, the unit representing the whole can be

changed resulting in different length for the resulting unit fraction (1/2, 1/3,

1/4, etc) Teachers can refer the rods by colour names to describe the

relationship between them.

Teaching Addition of Fraction with Different Denominators by using

paper folding as Teaching Aid

Jackson (1977), stated that to add two fractions with different

denominators, first consider sets of multiples of the two denominators, pick

out the least common multiple, and make them equally. For instance add 1/5 +
1
/5 you will first find the multiples of the denominators 5 =

{5,10,15,20,25,30…..} 6 = {6,12,18,24,30…) after that, you will pick out the

smallest common numbers which is 30 as the least common multiple of the

two natural numbers so 1/5 + 1/6 = 6 /30 + 5/30 = 11/30.

13
Pauling (1985), said that, the use of great help in building up the right ideas.
3
For example, the fractions 5 should be described in words as three fifths with

the emphasis on three.

Leibeck (1984), suggested that, when teaching, we should always in

the early stages refer to the whole to which any appliers. We should not talk

about a quarter of twelve and so on.

Ruker (1981), suggested the use of paper folding in teaching addition

of fractions with different denominators

Denhom (1977), Gonder (1996) and Laway (1977), are of the view

that, to add two fractions with different denominators, add them accordingly.

For example 10/24 + 3/6 = 10/24 + 12/24 = 22/24

Summary of Review of Related Literature

The chapter reviews the relevant literature on the use of paper folding.

It suggested that, the use of teaching and learning materials like paper folding

help to bring meaning to the symbolic representations necessary to embody

the concept of fraction. It was further stated that, the desired learning

sequence should be formed concrete manipulative experience to semi –

concrete graphical and pictorial experience, as stated by Martin (1994). Also,

Eschol (1987), wrote that to add fractions with different denominators, loot at

the denominators, find the least common denominator and add the fractions.

For example ¼ + 1/6 = 6/24 + 4/24 = 10/24 = 5/12. He further said that we can use

the least common multiple (LCM) of four and six and then our work is

simpler.

14
 CHAPTER THREE

METHODOLOGY

This chapter highlights on the methodology of the research work. It

consists of the research design, the population and sample selection, the

research instruments used, the data collection procedure and data analysis.

The data collection procedures consist of pre – intervention (test

administration), intervention, post – intervention and data analysis plan.

Research Design

The research design used was the action research. Action research is a

kind of research activity in which the researcher work collaboratively with

other people to solve perceived problems. Action research was used to solve

immediate day to day problems.

The choice of this design was necessary because it allowed both the

researcher and the pupils to learn especially about the research process.

Action research provides the researcher with understating of acquiring a better

understanding of all aspects of their own practice.

Also, the design does not focus on generating knowledge, but it

enables both participants and the researcher to develop appropriate strategies

aimed at finding solutions to the problem identified in the teaching and

learning situation.

However, the design was laborious and time consuming. The researcher

chose the design to enable her observe extensively the variable of interest

15
which are performance, attitudinal part of the problem. To mitigate the

demerits of the design, respondents were assured of anonymity and

confidentiality their individual responses since their names were not needed

on the questionnaire and text scripts.

Finally, in this design, the researcher faced the problem of how to

ensure that the questions to be answered in the questionnaires were clear and

unambiguous. This problem was checked by using closed ended questions

focusing on the main problem at hand.

Population and Sample Selection

The ideal population for this study was all the pupils of Hillaliyatul

Islamic Primary School. However, the accessible population was pupils in

basic five. The population of the basic five stands at fifty-two (52). From this

population, a sample size of twenty-six (26) pupils was used for the study.

This size (15) was obtained through random sampling, by first, writing the

natural numbers 1 – 52 on pieces of papers. Secondly, these papers were

folded and mixed in a glass container and all the pupils were allowed to pick

the papers at random from the glass.

Finally, the sample size was obtained by only those who picked the

odd numbers. This technique was used because every pupil in the population

(52) had the chance to be selected on the sample population. Thus, the sample

protected the researcher from being bias.

16
 Research Instruments

The research instrument employed was the use of observations, test

items and interview which serve as suitable instrument used in gathering

information on the said problem.

Observation

Observation involves looking at and listening to an action of a person

in a given situation with attention and concentration. The researcher observed

the pupils by watching and listening to the way pupils asked and answers

questions. The researcher realised that pupils have problem with addition of

unlike fraction and decide to institute other research instrument to enable him

to describe the behavior of pupils as accurately as possible.

Test items

The test items are the issuing of questions given to pupils to give

responses based on the demands of the questions. The test was use to find the

pupils problem called the pre-test. After the pre-test, an intervention was

carried out which was followed by another test to ascertain whether there has

been a change or not, this test is known as the post-test.

Interview

Interview as an instrument for collecting data was also used to

determine the pupils’ ability to understand the addition of unlike fractions.

17
The interview was the semi structured type. Specific probing questions were

use in the course of the interview to diagnose feelings of pupils about

questions and issues. The interview was conducted on one to one basis on

individuals’ thoughts and perceptions about the problem.

Responses were recorded in every interview done. Samples of

interview questions used can be found in the appendix.

Pre – intervention

The pre – intervention measures employed included the use of

questionnaires, and administration of the test items. The researcher embarked

on two – weeks intensive of the teaching and learning of addition of fractions

with different denominators in the classroom. This was intended to give the

researcher a good insight into how the class teacher (the mentor) taught the

lesson and the pupils responds to the instructions. As part of the observations,

the researcher also inspected pupils exercise books to find out if there was any

correction between what they leant and their output.

` The researcher administered the questionnaires as a means of diagnosing

their challenges on the problem under study. Finally, the researcher gave the

pupils (sample population) a set of teacher made test to answer. The

researcher scored the test out of the overall score of 10 marks.

18
 Intervention

The pre – intervention measures, namely questionnaires and teacher –

made test helped the researcher to diagnose the problems challenging pupils in

the addition of fractions with different denominators.

In order to help the pupils to overcome their problems, the researcher

used the practical method of paper folding and shading as one of the best

intervention measures. This method requires the use of planes rectangular or

square sheets of papers in modeling the fractions to be solved. This

intervention lasted for two weeks.

Problem solving using paper folding and shading (fractions with different

denominators)

The researcher helped the pupils to overcome their problems by using;

1 1 1 1 1 1 1 1
1. + 2) + 3) + 4) +
3 2 5 2 3 5 2 4

Illustrative examples with the paper folding and shading. The step – by - step

illustration is show in the activities below.

1 1
+
3 2

Step 1: Let pupils fold rectangular sheets of paper A and B to make the

fractions 1/3 and ½ in their respective groups.

A B

1 1
+
3 2

19
Step 2: Guide pupils to fold further each of the paper (A and B) to make.

Equivalent fractions, such that both models they will get equal denominators

as shown below.

A B

1 1
+
3 2

Fold A horizontally into two equal parts and B horizontally into three equal

part.

2 3
+
6 6

Step 3: Explain to the pupils that since the denominators are now equal in A

and B, the sum can be found by combining all the shaded parts in a A and B in

sheet Q as show below.

A B C
1
/3
2 3 5
+ + ½ =
6 6 6

Sheet A, B and C are equal in size

20
Step 4: Guide pupils to develop the algorithm from the above activities as
1 1 1×2 1×3 2 3 2+3 5
shown below; + = + = + = =
3 2 3×2 2×3 6 6 6 6
Find the equivalent fractions combining the numerators since denominators

are equal. See appendix for the detailed lesson plan used in the intervention.

1 1
(2) + Step 5: Let pupils fold rectangular sheets of papers A and B to the
5 2

fractions 1/5.

In addition, ½ in their respective groups

A B

1 1 1
+ /2
5 2

Step 2: Guide pupils to fold further each of the paper (A and B) to

make equivalent fractions, such that in both models they will get equal

denominators as shown below.

A B

1 1
+
5 2

21
Fold A horizontally into two equal parts A and B horizontally into five equal

parts.

A B
2
/10 + 5/10

Explains to the pupils that since the denominators are new equal in A

and B, the sum be found by combining all the shaded parts in A and B in sheet

1 as shown below.

A B C
2
/10

+ 5/10 7
/10

Sheet A, B and c are equal in size step 4: Guide pupils to develop the
algorithm from the above activities as shown below.
1 1 1×2 1×2 2 5 2+5 7
+ = + = + = =
5 2 5×2 2×5 10 10 10 10

Finding equivalent fractions combining the numerators since denominators are

1 1
equal. (3) + Step 1: Let pupils fold rectangular sheets of paper A and B to
3 5

mode the fraction 1/3 and 2 in their respective groups.

22
 A B

1 1
+
3 5

Step 2: Guide pupils to fold further each of the paper (A and B) to make

equivalent fractions, such that in both models they will get equal

denominators as shown below.

A B

1 1
+
3 5

Fold A horizontally into five equal parts and B horizontally into 3 equal parts.

A B

5 3
+
15 15

23
Step A, B and C are equal in size. Step 4: guide pupils to develop the
algorithm from the algorithm from the above activities as shown below.
1 1 1×5 1×3 5 3 8
+ = + = + =
3 5 3×5 5×3 15 15 15
Find equivalent fractions combining the numerators since denominators are
equal (4) ½ + ¼ Step 1: Let pupils fold rectangular sheets of paper A and B to
mode the fractions ½ and ¼ in their respective groups.
A B
1
/2

1 1
+
2 4

Step 2: Guide pupils to fold further each of the paper (A and B) to make

equivalent fractions, such that in both models they will get equal

denominators as shown below.

A B

1 1
+5
2

Fold A horizontally into four equal parts and B into 2 equal parts.

A B

4 2
+
8 8

24
Step 3: Explain to the pupils that since the denominators are now equal in A

and B, the sum can be found by combining all the shaded parts in A and B in

sheet 1 as shown below.

A B C

+ = =

4 2 6
+ =
8 8 8

Sheet a, B and C are equal in size step 4. Guide pupils to develop the

algorithm from the above activities as shown below.

1 1 1×4 1×2 4 2 4+2 6

+ = + = + = =
2 4 2×4 4×2 8 8 8 8

Finding equivalent fractions combining the numerators since denominators are

equal.

Post – Intervention

Two weeks after the intervention had been implemented the researcher

conducted another test (same as the post intervention test items see appendix

C) this was done on 12th February, 2018 and the pupils were given the same

thirty minutes. This was to ascertain the effectiveness of the intervention.

After the test administration, the researcher scored the test papers of the

25
pupils. The overall score was 10 marks as in the case of the pre – test. The

performance of the pupils in the post test is shown on the table below.

Data Analysis Plan

The researcher employed simple quantitative analysis to analyze the

data obtained from the pre – intervention and post – intervention measures.

The responses obtained from the questionnaire were presented in percentages

under the specific headings.

26
 CHAPTER FOUR

RESULTS AND ANALYSIS

This chapter deals with the method used in the presentation and

analysis of data. It involves the use of tables. The chapter also discusses the

findings that came up from the data gathered.

Results Presentation and Analysis

Table 1: Causes of Poor Performance in Addition of Fractions

Causes Number of Percentage

Responses (%)

Poor teaching 12 48
methods

Inadequate teaching
8 32
and learning materials
5 20
Wrong perception of
pupils about
mathematics

Total 25 100

From the Table 1 above, about 12 pupils responded that their inability

to understand mathematics was because their teachers used wrong methods to

teach them. Eight students were of the view that the problem was from the

fact that there were inadequate teaching and learning materials in the school

for science teachers to use to make lessons more practicable. Also, five pupils

identified that most students have the perception that science is difficult and is

27
reserved for the intelligent ones. From the table it can be concluded that most

students were of the view that the main cause of their difficulties in

understanding mathematics poor methods of teaching adopted by teachers.

Table 2: Methodologies that can be used to improve the Teaching of

Mathematics

Methodologies Responses Percentage

Group work 1 20.00

Games 2 40.00

Class discussion 2 40.00

Totals 5 100.00

From Table 2, 1 respondent was of the view that the use of group work

could solve the problem of pupils in learning mathematics. 2 respondents were

of the view that using mathematical games could help them understand better

while 2 respondents were also of the view that holdings pupil centred

discussions could also help in solving the plight of pupils in understanding

mathematics lessons.

28
Table 3: The Use of Teaching and Learning Materials by Teachers

Responses Number of Percentage

respondents (%)

Use teaching and 1 20

learning material
regularly
2 40
Use teaching and
learning material seldom

Never use teaching and 2 40

learning materials

Total 5 100

The above Table shows the responses derived from teacher based on

their attitudes towards teaching of mathematics. From the table, one teacher

representing twenty percent said that he uses teaching and learning materials

regularly. Two teacher representing forty percent said, they are of teaching

and learning materials seldom. Two teachers also representing forty percent

never use teaching learning materials is their mathematics lesson.

From the analysis above, it could be said that teacher attitudes towards

the teaching of mathematics is neutral. This is because, twenty percent use

teaching and learning material regularity and the rest as discussed earlier.

29
Table 4: Pre-Test Scores

Scores (20) Frequency Percentage (%)

1-5 15 60

6-10 5 20

11-15 3 12

16-20 2 8

Totals 25 100

From Table 4, about 20 pupils representing 80% scored 1-10 whiles

about 5 pupils representing 20% pupils scored from 11-20. This table

therefore shows that majority of the pupils found it difficult to understand

mathematics.

Table 5: Post- Intervention Scores

Scores (20) Frequency Percentage (%)

1-5 2 8

6-10 3 12

11-15 12 48

16-20 8 32

Totals 25 100

30
 According to Table 5, which shows the scores of pupils after the

intervention activity, five pupils representing 20% of pupils scored between 1-

10 marks while twenty pupils representing 80% of the respondents scored

marks of 11-20 above the average score.

Table 6: Test Statistics of Means and Standard Deviations

Mean Sample Std.

Size Deviation

Pair Post-test 13.28 25 4.84

1 Scores
Pre-test 5.52 25 4.94
Scores

The results therefore show that the students had understood basic concepts

and strategies involving addition of fractions and for that matter their

performance had improved tremendously after the intervention.

31
 Table 7: Paired Sample Test Comparing the Means of each Group

Paired Differences T d S
M S Std 95% f i
e t . Confidence g
a d Err Interval of the .
n . or Difference
D Me Low U (
e an er p 2
v p -
i e t
a r a
ti i
o l
n e
d
)
Pair 1 Post 7 2 .54 6.63 8 1 2 .
-test . . 6 4 . 4. 4 0
Scor 7 7 8 2 0
es - 6 2 8 2 0
Pre- 0 8 6 5
test
Scor
es

The results of the paired sample t-test conducted to verify mean

difference between pre-test and post-test indicated there is significant

improvement of post-test scores (M = 13.28, SD = 4.84) over pre-test scores

(M =5.52, SD = 4.94) at α <0.05 level, with conditions: [t(24)=14.23, P =

0.000]. We therefore conclude that there is significant difference between the

pre-test and post-test scores of students when taken through the use of paper

32
folding approach. The analysis also shows that there was a significant change

in the students’ understanding of addition of fraction.

33
 CHAPTER FIVE

RESULTS, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the summary, conclusion and recommendations

of the study.

Discussion of Results

Mathematics is generally seen as study and use of knowledge in the

measurement of values. According to Pauling (1996), Mathematics is the way

which we use information, knowledge of measurement, ability of calculation

about numbers, sizes and shapes.

The major cause of pupils’ inability to add fractions is the inability of

teachers to use the right teaching and learning materials. As stated by Martin

(1994), abstract teaching or failure to use concrete materials like paper folding

in teaching addition of fractions is also a cause of pupils’ inability to add

fraction with different denominators.

The best way to solve pupils’ problems is to use the relevant teaching

and learning materials as seen by Baroody. According to Baroody (1993),

there are many materials which can be used to encourage more abstract

representation of fractions. Among these materials are tan grams, Cuisenaire

rods, pattern blocks, fraction strips and number sticks.

Through interviews and observation, it was realized that the problem came

into existence as a result of the following:

 Lack of teaching and learning materials during the instructional hours.

 Lack of motivation from both teachers and parents.

34
 Poor or wrong methods and techniques of teaching.

Over concentration on only brilliant / cleaver pupils during mathematics

lessons.

During the course, the researcher took the pain to help pupils to solve the

problem after identifying the causes; He therefore employed the use of paper

folding to help the pupils to learn from “known to unknown”.

During the interventional stages, the researcher involved the pupils in

the lesson with many activities. The active involvement of pupils helped them

to understand the concept of unlike fractions. This could be seen by

comparing the results of the pre – test and the post – test. The post – test

showed a tremendous performance as compared to the pre – test. There was

no improvement in the performance of pupils’ results due to the fact that, the

researcher improved on the methods and techniques of teaching by the use of

teaching and learning materials.

Conclusions

The two weeks intervention and suitable teaching – learning materials

used really helped arouse and sustain the pupils interest in the lesson. After

the intervention process, the pupils at Hillaliyatul Islamic Primary School

basic five can now do addition problems on fractions with different

denominators. The purpose or objective of the study has been achieved.

35
 Recommendations

The researcher recommends that;

Teachers should use teaching and learning materials in teaching

addition of fractions with different denominators.

Teachers should engage pupils in activity lesson like fractions.

Pupils should be encouraged to do any exercise given to them in

addition of fraction.

Head teachers should also motivate teachers so that, they will use

teaching and learning materials like paper folding in teaching of addition of

fractions with different denominators.

Finally, Ghana Education Service should supply schools with

sufficient teaching learning materials. This will help to increase the pupils’

performance and sustain their interest in Mathematics.

Recommendations for Further Study

This study was limited to the use of paper folding to improve pupils’

performance on identification of unlike fractions. The concept of fractions is

however very broad. The researcher is therefore anticipating that, other people

should carry out a project in other aspects like addition, multiplication and

subtraction of fractions using the same or different teaching – learning

materials to teach the concept of fractions. This will help and boost pupils’

interest in mathematics.

36
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Pre- Test Scores Specimen

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Post – Test Scores Specimen

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