Authors :
Amoah K. J.; Otchere-Larbi E.K
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/efcn5rtx
DOI :
https://doi.org/10.5281/zenodo.8123297
Abstract :
This study explored the efficacy of using
"Cuisenaire rods" as a pedagogical tool for enhancing
the instruction of fractions among first-year pre-service
educators at Presbyterian Women’s College of
Education – Aburi located in Ghana's Eastern Region. A
unit comprising thirty-six (36) pre-service teachers in
their third year of study at the Presbyterian Women's
College of Education was selected as the sample for this
study. The instruments utilized for collecting data in this
study were the pre-test, intervention, post-test, and
questionnaire. Following the pre-test, a six-week
intervention period was undertaken to enhance the
teaching of fractions among pre-service teachers through
the use of Cuisenaire rods. A post-intervention
assessment was administered subsequent to the
implementation of the intervention. The methodology
employed in this study involved the analysis of the scores
derived from both the pre-test and post-test through the
utilization of a paired sample t-test. Additionally, the
questionnaire was analyzed. The research results evinced
that the application of educational devices and resources,
particularly the Cuisenaire rod method, remarkably
augmented the instruction of fractions in the domain of
mathematics. It was recognized that a comprehensive
comprehension of equivalent fractions was a prerequisite
for First-year pre-service teachers to acquire proficiency
in the addition and subtraction of fractions. It has been
observed that First-year pre-service teachers exhibit an
improved understanding of a concept when it is
presented to them in a systematic progression starting
from the concrete level and progressing to the semi-
concrete and ultimately to the abstract level. The
implications derived from the study indicate that it
would be beneficial to motivate First-year pre-service
educators to incorporate the utilization of Cuisenaire
rods as a pedagogical tool during the initial lessons on a
new concept. It is recommended to instruct students on
the concept of Equivalent fractions before addressing the
topics of addition and subtraction of fractions.
Keywords :
Fractions, Concept, Cuisenaire Rods, Pre- Service Teachers, Addition, Subtraction.
This study explored the efficacy of using
"Cuisenaire rods" as a pedagogical tool for enhancing
the instruction of fractions among first-year pre-service
educators at Presbyterian Women’s College of
Education – Aburi located in Ghana's Eastern Region. A
unit comprising thirty-six (36) pre-service teachers in
their third year of study at the Presbyterian Women's
College of Education was selected as the sample for this
study. The instruments utilized for collecting data in this
study were the pre-test, intervention, post-test, and
questionnaire. Following the pre-test, a six-week
intervention period was undertaken to enhance the
teaching of fractions among pre-service teachers through
the use of Cuisenaire rods. A post-intervention
assessment was administered subsequent to the
implementation of the intervention. The methodology
employed in this study involved the analysis of the scores
derived from both the pre-test and post-test through the
utilization of a paired sample t-test. Additionally, the
questionnaire was analyzed. The research results evinced
that the application of educational devices and resources,
particularly the Cuisenaire rod method, remarkably
augmented the instruction of fractions in the domain of
mathematics. It was recognized that a comprehensive
comprehension of equivalent fractions was a prerequisite
for First-year pre-service teachers to acquire proficiency
in the addition and subtraction of fractions. It has been
observed that First-year pre-service teachers exhibit an
improved understanding of a concept when it is
presented to them in a systematic progression starting
from the concrete level and progressing to the semi-
concrete and ultimately to the abstract level. The
implications derived from the study indicate that it
would be beneficial to motivate First-year pre-service
educators to incorporate the utilization of Cuisenaire
rods as a pedagogical tool during the initial lessons on a
new concept. It is recommended to instruct students on
the concept of Equivalent fractions before addressing the
topics of addition and subtraction of fractions.
Keywords :
Fractions, Concept, Cuisenaire Rods, Pre- Service Teachers, Addition, Subtraction.
