EFFECT OF CONCRETE-REPRESENTATIONAL-ABSTRACT ON PUPILS' ACADEMIC PERFORMANCE IN NUMERACY IN MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA
| dc.contributor.author | Lukman Ajanaku HAMMED, Olumuyiwa Ayobami AJAYI (Ph.D.) & Kayode Ezecheal OBAFEMI | |
| dc.date.accessioned | 2023-08-18T16:39:30Z | |
| dc.date.available | 2023-08-18T16:39:30Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | The study examined the effects of concrete-representational-abstract on pupils' academic performance in numeracy in Moro Local Government Area, Kwara State. The researcher adopted pre-test, post-test, non-equivalent control group quasi-experimental research design. The population comprised all primary school pupils in Moro Local Government. Three public and three private primary three classes were sampled. Three instruments were used for this study. Instructional Guide on Concrete-representational-abstract (IGCRA), Instructional Guide on Conventional Teaching Method (IGCTM) and Test on pupils' Numeracy Academic Performance (TPNAP). Seven research hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using the Analysis of CoVariance (ANCOVA). The findings of the study revealed that there was significant main effect of treatment on pupils' academic performance in numeracy (F = 76.186; P < 0.05). (1; 64) There was no significant main effect of gender on pupils' academic performance (F = (1; 64) 0.001; P > 0.05There was no significant main effect of school type on pupils' academic performance in numeracy (F = .651; P > 0.05).There was no significant interaction (1; 64) effect of treatment and gender on pupils' numeracy academic performance (F = .245; P (1; 64) > 0.05). There was no significant interaction effect of treatment and school type on pupils' numeracy academic performance (F = .856; P > 0.05).There was no significant (1; 64) interaction effect of gender and school type on pupils' numeracy academic performance (F (1; = 1.225; P > 0.05). There was no significant interaction effect of treatment, gender and 64) school type on pupils' numeracy academic performance (F = .796; P > 0.05). The study (1; 64) concluded that concrete-representational-abstract could be adopted for teaching Numeracy to improve academic performance at the primary school level. Based on the findings of the study, was recommend that adoption of this strategy should be made for teaching numeracy | |
| dc.identifier.citation | Lukman, A. H., AJAYI, O. A., & OBAFEMI, K. E. (2022)EFFECT OF CONCRETE-REPRESENTATIONAL-ABSTRACT ON PUPILS' ACADEMIC PERFORMANCE IN NUMERACY IN MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA. IFE JOURNAL OF THEORY AND RESEARCH IN EDUCATION (IJOTRE). Vol. 23. 127-136. | |
| dc.identifier.issn | 0794-6754 | |
| dc.identifier.uri | https://kwasuspace.kwasu.edu.ng/handle/123456789/1081 | |
| dc.language.iso | en | |
| dc.title | EFFECT OF CONCRETE-REPRESENTATIONAL-ABSTRACT ON PUPILS' ACADEMIC PERFORMANCE IN NUMERACY IN MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA | |
| dc.type | Article |