Impact of multiple representations-based instruction on pupils’ performance in fractions

What is it about?

The study sought to investigate the impacts of multiple representations-based instructions (MRBI) on basic six pupils’ performance in solving problems on common fractions in the Sagnarigu Municipality of Ghana. The study employed non-equivalent control group design in which 96 pupils in one primary school were purposively sampled and assigned to experimental group (n=46) and control group (n=50). Data were gathered using tests (pre- and post-test) and analyzed using descriptive and inferential statistics (independent samples t-test). Also, pupils’ exposed to multiple representations-based instructions performed better in the post-test than in the conventional group. This suggests that MRBI positively impacted pupils’ performance in solving problems on common fractions. We conclude that MRBI is an effective approach, that mathematics teachers need to incorporate in their teaching of fractions. Therefore, we recommend the MRBI approach for basic school mathematics teachers to enhance pupils’ understanding of mathematics concepts, especially at mathematics education’s foundation (basic level).

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Why is it important?

In the context of this study, the superiority of the MRBI strategy over the conventional approach were attributed to diagrams, graphs, symbols, and other visual representations in the teaching and learning of fractions. Pupils who were exposed to this type of strategy are more likely to build their internal representation of the concept, which will help improve their external representations, increasing their content knowledge and a general improvement in their mathematics performance. The findings from this study would add to the growing body of research demonstrating the effectiveness of multiple representations-based instruction practices as it could offer significant scientific acquisition in understanding fractions and its related concepts. In view of this, we sought to investigate the effects of a treatment based on multiple representations on basic six pupils’ performance in solving problems on common fractions.

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