INFLUENCE OF CUISENAIRE-ROD TACTIC ON REMEDIATING MISTAKES IN ADDITION AND SUBTRACTION AMONG PRIMARY SCHOOL PUPILS, IN LERE LOCAL GOVERNMENT AREA KADUNA, NIGERIA.

INFLUENCE OF CUISENAIRE-ROD TACTIC ON REMEDIATING MISTAKES IN ADDITION AND SUBTRACTION   AMONG PRIMARY SCHOOL PUPILS, IN LERE LOCAL GOVERNMENT AREA KADUNA, NIGERIA.  

ABSTRACT

This study investigated the impact of Cuisenaire rods strategy on remediating errors in addition and subtraction of numbers among primary school pupils in Kaduna State, Nigeria. Simple random sampling technique using “balloting method” was used in selecting two co-educational primary schools in Lere local government. One of the schools was also randomly selected as experimental group while the other as the control group. The same method was used in selecting intact classes for the study. A sample of ( ) primary II  school pupils consisting of 1,271 males and 1,057females were used for the study. The experimental group was taught using Cuisenaire rod strategy (CRS) while the control group was taught using conventional method. A Quasi –experimental research design of pretest, post-test was adopted by the researcher. The instrument  used by the researcher was a primary mathematics errors remediating test(PMERT)which consist of 50 test items of multiples choice objective test and a paired Cuisenaire rod strategy(PCRS) was developed and validated by the expert in mathematics education and the data were collected. In this study, four (4) research questionsand four (4) null hypotheses were formulated and tested at  0.05 level of significance. The target population of the study was all the 2,328 class two pupils of the public primary schools in Lere local government area of Kaduna State. All the public primary schools selected were coeducational and have the same characteristics.. Thus the sample size was 227 pupils. The data collected were presented by using the descriptive statistic of mean and standard deviation. The date were analysed by using the independent sample t-test statistic at 0.05 level of significance.The treatment for the study involved exposing class two pupils addition and subtraction of numbers using a  Cuisenaire rods strategy which consist of 74 rectangular rods in 10cm different length and 10 different colours for experimental group and the lecture method for the control group. Both the experimental and control group were taught for six weeks for one hour per week by the researcher. The Findings of the study showed that the pupils taught using Cuisenaire-rod strategycommitted less error than the pupils in the control group. It is recommended that mathematics teachers should be trained on how to implement Cuisenaire rods strategy on remediating errors in addition and subtraction of numbers among primary school pupils in their classrooms. 

 

 

 

 

 

 

 

 

CHAPTER ONE

THE PROBLEM

1.1       Introduction

Mathematics is a study of pattern and relation, a science and way of thinking, an art that is characterized by order and internal consistency, a language used as tool for national development (National Council of Teacher of Mathematics, 1991). Agwagahs (2004) described mathematics as a pivot on which other sciences revalue and serves as a means of sharpening man‘s reasoning ability and developing his personality However, according to Salman (2005) mathematics is a precursor of scientific discoveries and inventions..

The general importance of mathematics cannot be over emphasized. Mathematics is an essential, subject for scientific and technological development of any nation. This is to say no nation can grow scientifically above her mathematics status. With this understanding, Nigeria made mathematics a compulsory subject in her primary and secondary school levels of education. The need to acquire knowledge of mathematics in the world over has become very obvious. Teaching and learning of mathematics will continue to generate interest among scholars. This is because of the importance of mathematics to humanity. In Nigeria today, there is much emphasis on the development of technology, as a result more emphasis is being placed on learning of the arts of humanities to science and technical subjects.

The teaching and learning of mathematics in primary schools is deteriorating. This is due to constant changes in the field of mathematics and also the new research work which is not often passed to the primary schools teachers. It is important a teacher should be able to test what he teaches and above all find suitable ways of assessing those areas of weakness and identify errors committed by pupils for analyzing later; this will enable him to assist his pupils in such area and to correct such errors.

Objective of teaching mathematics at primary schools contributes immensely. The pupils acquire understanding of numbers, numerations and develop the ability to perform the four basic mathematics operations. Moreover the knowledge will help pupils to develop the skills in measuring, approximation, estimation spatial concept and ability to use them. Learners will acquire the techniques of collection, interpreting data, and positive attitude toward mathematics and make good use of leisure time. Therefore, the study of mathematics in primary schools is essential in assisting pupils to develop skills of critical, and logical thinking, problem solving and deductive reasoning.

The problem associated with teaching of mathematics at primary schools most especially on addition and subtraction are renaming, renaming-unit to tens, renaming-tens to hundred, place value and word problems. These errors committed by the pupils were studied and classified according to one of the algorithm error where pupil applies the correct operation (formula, techniques) but makes errors in carrying through the necessary step. In other word the error occurs within the step, enumerate by Joseph (1990). The data were collected through scrutinizing the test scripts of the pupils with reference to the questions papers and marking schemes. For the error made each of the scripts was taken andthen analyzed to see why the pupils failed. The error(s) were later classified and summed up by errors type. Also the total numbers of errors in each error-type for the entire pupil in each school were calculated.

The study remediated the errors using Cuisenaire-rods strategy. Cuisenaire-rods are mathematics manipulation use for elementary level of learning. A pack of Cuisenaire-rods consist of 74 rectangular rods in 10cm different length and 10 different colors. Each colorcorresponding to different length. Cuisenaire-rods are good to be used in teaching mathematics. It entails the used of concrete, physical, observable and touchable objects like Cuisenaire-rods to teach abstract concept. There is therefore a need to have a tryout of an approach like the use of Cuisenaire-rods

The rods could be used as manipulative and symbolic concrete representation in teaching concepts in mathematics. Teacher explores whole numbers, fraction, measurements, ratio, perimeter, symmetry, congruency 3, dimensional geometry and function using Cuisenaire-rods (Thomson, 1994). Cuisenaire-rods approach is hand-on and mind-on manipulative activities field approach for teaching abstract concept in mathematics and science.This approach helps to develop key skills such as, classification, critical thinking, problems solving and logical reasoning (Rule and Hllaga, 2006). It is a valuable educational tool for modeling relationship between what is taught in school and what exists at home, making connection between what is taught in school and their everyday life activities (Elia et al 2007). It enables every pupil to work independently and in a group on meaningful mathematics contact while the teacher provides individual attention to other pupils (Van de Walle, 2007). Cuisenaire-rods are ready made, its approach minimize preparation and set up time both for the teacher and pupils. The study is necessary because it will help pupils grasp abstract concept in mathematics using colors card board strip of varying length called Cuisenaire-rods, with the intention to establish a firm foundation in mathematics in Nigeria. The primary school could be the right place to introduce such instructional materials. This study remediated the errors that pupils commit when solving problem of addition and subtraction of numbers in primary school as well as to investigate teaching strategies to bring equity in gender performance in mathematics.

This study remediated the errors that pupils commit while solving problem of addition and subtraction of numbers among primary school pupils as well as to investigate especially with teaching strategies to bring equity in gender performance in mathematics. Also the study investigated the impact of gender.In view of Aiyedun, (2000) there I s no significant different in the performance of boys and girls in mathematics and that they both perform equally well. Ashafi and Areelu (2010) assert that in mathematics boys achieved significantly higher than girls as a result of retention rate. This conflicting result call for continuous investigation

1.2       Statement of the Problem.

The teaching/learning of mathematics at all level of education in Nigeria have grown and brought with it many instructional strategies. Yet, the pupils/pupils interest, attitude, performance and achievement towards mathematics at primary and secondary schools levels have remained a topic of concern (Adetula, 1987). Because there is massive cry from the society as to why there has been massive failure of mathematics in schools, and the need to evaluate primary school mathematics. This is because it is believed that a strong foundation is necessary at the grassroots in order to eradicate this failure problem, otherwise the system will one day collapse totally.

The situation of persistent failure could be attributed to several factors such factors include the abstracters of mathematical concept, the way the concepts are presented to the pupil and poor foundation, among others. As a way out, the use of practical and concrete representations in locking abstract concept for better understanding in mathematics. Also pupils always find it difficult to add and subtract number involving remaining these are the of discovery for teaching commutative and association additive property of primary school level (Adetula, 1989) most of the mathematics teachers in primary schools taught the subject by using traditional conventional teaching approach. Concept is expressed thereby confusing and confounding below average learners. Hence, the teacher`s in ability to concretize concept in classroom makes the learners to develop hatred against the subject. This attitude in variable may be the cause of poor performance in primary school examination for some years.

Kurumeh,(2004) maintained that the mathematics taught in schools in foreign, euro center in origin and build on the western cultural background making pupil learn by rote memorization in which the attendant result is consistent mass failure: hence pupils no longer home interest toward the study of the subject. Various factors responsible for pupil`s poor achievement in geometry and mathematics generally have been identified by researchers in mathematics education. These include lack of enough qualify teachers, instructional materials, large size and pupilpoor, background. However, other finding asseverated that most important factor is the use of poor teaching strategy in leaching materials. Such finding has agreed that under achievement is large due to in appropriate instructional strategy (Usman, 2004, Hassan, 2010 Obiom, 2011). However the study will investigatethe impact of Cuisenaire-rods strategy on remediating errors in addition and subtraction of number among the primary schools pupils inLere local government Kaduna state.

1.3       Objectives of the Study

The main objective of the study was to examine the impact of Cuisenaire-rods strategy on remediating errors in addition and subtraction of numbers among primary schools pupils in Lere local government Kaduna state.

Specifically, the research investigated:

1. the impact of Cuisenaire-rods strategy on remediating addition of numbers among primary schools‘ pupils inLere local government Kaduna state.
2. the impact of Cuisenaire-rods strategy on remediating subtraction of numbers among primary schools‘ pupils inLere local government Kaduna state.
3. the impact of Cuisenaire-rods strategy on remediating addition of numbers among male and female primary schools‘ pupils inLere local government Kaduna state
4. the impact of Cuisenaire-rods strategy on remediating subtraction of numbers among male and

female primary schools‘ pupils inLere local government Kaduna state

 

1.4       Research Questions.

The following research questions were formulated and tested in this study:

1. In what way, would Cuisenaire-rods strategy affects remediationerror ofaddition of numbers among primary schools‘ pupils inLere local government Kaduna state?
2. To what extent would Cuisenaire-rods strategy affect remediation error of subtraction of numbers among primary schools‘ pupils inLere local government Kaduna state?
3. What are the impacts of Cuisenaire-rods strategy on remediation error ofaddition of numbers among male and female primary schools‘ pupils inLere local government Kaduna state?
4. What are the impacts of Cuisenaire-rods strategy on remediation error ofsubtraction of numbers among male and female primary schools pupils inLere local government Kaduna state?

1.5	Null Hypotheses  The following null hypotheses were formulated and tested at 0.05 level of significant.
HO1:	There is no significant difference in theremediation of errors between pupils taught addition of   numbers with Cuisenaire-rods strategy and those taught using conventional method.
HO2:	There is no significant difference in the remediation of errorsbetween pupils taught subtraction of   numbers with Cuisenaire-rods strategy and those taught using conventional method
HO3:	There is no significant difference in the remediation of errorsbetween males and females‘ pupils taught addition of numbers with Cuisenaire-rods strategy
HO4:	There is no significant difference in the remediation of errorsbetween males and females‘ pupils taught subtraction of numbers with Cuisenaire-rods strategy
1.6	Significance of the Study

The outcome of this study enriched the standard of teaching and learning in the following ways:

The study provides primary teachers, with relevant teaching strategy and resources materials that may be used to improve the teaching and learning of mathematics at primary level of education. The study will contribute and outline strategy teachers adopt to organize, design and direct problems solving activities for learners. This  build their confidence and motivated them to use this method to promote academic achievement in addition and subtraction of numbers among learners.

The findings of the study were useful to science teachers association of Nigeria (STAN) in preparing workshops and conferences for science teachers on effective instructional method that will promote academic achievement addition and subtraction.

The findings of the study were useful to national registration council of Nigeria (NTRCN) in preparing an in-house training on teaching strategies for their members. The in-house training can be conference and seminars where experts on teachings strategies can be invited to present papers for impacts lesson delivery. The experience acquired in such interaction by teachers will aid in promoting academic achievement, addition and subtraction traits among the learners.

Text books publishers will find this work useful as it will assist them in selecting materials and practical questions based exercise to be incorporated in text that will promote academic achievement in addition and subtraction among the learners.

Curriculum planers can expand the curricula contents of teacher on training (NCE pupils) to include on use of Cuisenaire-rods strategy. Curriculum planers will also benefit by knowing that the use of general and rigid curriculum that is one size fits all will no longer meet the needs of other learners. The study will improve the weakness of a single – place lesson delivered through a singular instructional approach in its disregards to different learning style interest present in modern classrooms. This will assist in making good policies.

Fellow Researchers, findings of this study will add to the existing literature   for the researchers to view for further studies in order to establish more evidence on the impact of Cuisenaire-rods strategy using learners learning style.

Educational administration, the curriculum in current educational system does not adequately adheres learners diversity therefore; the knowledge from this study would guide the school policy makers, educationist and administrators to encourage their teachers to use innovative strategies and methods of teaching that can effectively recognize the issue of diversity in learning abilities that pupils brought to the class room numbers.

1.7         Basic Assumptions

For the purpose of the research work, the following assumptions were made.

1. The subjects of the study (primary two pupils) have equal mathematics background.
2. The quality of teachers and facilities are evenly spread across the primary school in the

area.

3. The schools under study are similar based on regulations, syllabus used.
4. The primary mathematics teachers are familiar with the use of Cuisenaire-rods

strategy.

1.8       Scope /Delimitation of the Study

The main point of the study was to determine the impact of Cuisenaire-rods strategy on remediating errors in addition and subtraction of numbers among primary schools pupils inLere local Government Kaduna state.

Thus, the study was delimited to classtwo pupils of public primary schools. This class was particularly chosen, because it was considered as foundation to other level of mathematics teaching and learning, as primary one could be considered as transition from home to schools or transition from nursery (play class) to school. Therefore, a lot is hinged on addition and subtraction in this class.The mathematics curriculum for primary schools has a lot in terms of content on addition and subtraction of numbers; it covered addition and subtraction of two to three digits numbers.

Another scope of this study was that only one instrument and method were developed for the research;these are known as primary mathematics errorsremediating test (PMERT) and paired Cuisenaire-rods strategy(PCRS).

Also, the treatment for the study involved exposing class two pupils to addition and subtraction concept with the use of a pack of Cuisenaire-rods consisting of 74 rectangular rods in 10cm lengths and 10 different colors for experimental group. Thecontrol group was taught the same topics on addition and subtraction with lecture method only.

The remediation errors were determined through the inability of pupil to get the correct answer to the pre-and post-performance tests respectively. Both the experimental and control groups were taught for six weeks for one hour per week by the researcher.

INFLUENCE OF CUISENAIRE-ROD TACTIC ON REMEDIATING MISTAKES IN ADDITION AND SUBTRACTION   AMONG PRIMARY SCHOOL PUPILS, IN LERE LOCAL GOVERNMENT AREA KADUNA, NIGERIA.  

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