The Effect of Activity-based Teaching on Grade Three Pupils' Achievement in Fractions

Abstract

INTRODUCTION

An individual should master, at least, the basic skills in Math as it is essential in almost all the daily activities. Though the concept of fractions is included in the basics of Math, many are still frightened to see a fraction in the equation. The understanding of fractions must be established well from the beginning to lessen its intimidation and improve one's Math skills. For this reason, the study, "The Effect of Activity-based Teaching on Grade Three Pupils' Achievement in Fractions”, was conducted.

METHODS

It used a quasi-experimental design where the teacher of one group used manipulative materials such as discs, strips, kit, mat, flash cards, dominoes, and matching cards sets in teaching fractions. Interviews with the teacher and pupils of both sections were also conducted.

RESULTS

The results showed that both activity-based teaching and the usual lecture approach had significant effects on the pupils' achievement in fractions. However, the pupils that had activities using the manipulative materials had better achievement. Moreover, pupils in the activity-based group claimed to have more positive learning experiences.

DISCUSSIONS

Based on the results, activity-based teaching is recommended in the establishment of the learners' understanding of fractions as it promotes learning in an engaging and interesting way.