TABLE OF CONTENTS

Page

ABSTRACT ii

ACKNOWLEDGEMENT iii

DEDICATION iv

LIST OF TABLES v

Chapter

1. INTRODUCTION

Background of the study

Statement of the problem

Purpose of the study

Research questions

Significance of the study

Limitation

Delimitations

Organization of the study

2. LITERATURE REVIEW

3. METHODOLOGY

Research Design

Population and sample selection

Research Instruments

Pre intervention data collection / analysis intervention

Post intervention data collection

Data Analysis plan

4. RESULTS/FINDINGS AND DISCUSSION

5. SUMMARY. CONCLUSION AND RECOMMENDATIONS

REFERENCE

APPENDICES
Abstract

The research which we conducted on pupils of Assin Asamankese district assembly

primary 3 three, was aimed at improving pupils understanding in subtraction of two digit

numbers through the use of abacus.

The problem came up when pupils could not understand simple subtraction

concepts learnt previously.

Also the researcher during one of his usual mathematics lessons realized that, some

pupils were sleeping and others reading different books with an excuse that mathematics is

difficult and boring.

The researcher contacted the headmistress of the school for further information on

pupils performance in mathematics. The interaction with the head of the school revealed

that in 2007 candidate for BECE performed woefully in mathematics. She gave simple test

items to pupils to answer under strict examination condition and also observed pupils

during mathematics lessons. To understand the problems better.

Having diagnosed the plight of pupils , the researcher deplored the activity –

oriented method as an aid for the solving of the problem identified. From the activities

used , the following were the key findings.

Pupils showed much interest and participated fully in the lesson. They also should clear

understanding and could easily recall facts and concepts in mathematics. The researcher

recommends the following.

-All efforts must be put in place to motivate teachers to use the activity method in the

teaching of mathematics.

- teachers should improve equipment to be used during mathematics lessons.

- in-service training and workshops should be organized for mathematics teachers to up-

date their knowledge ,understanding and skills.

Acknowledgement

I wish to expose my greatest and sincere gratitude to the almighty God for

sustaining and endowing me with such an enormous wisdom and knowledge.

I couldn’t have come out with the finest of project work without my supervisor,

Mrs. Rebecca Esi Ampofo to her, I say a very big thank you and God bless you richly.

I am indebted to my parents for bringing me into this world and taken the pains in

educating me in spite of the numerous problems. I say your efforts will not be in vain.

My profound gratitude also goes to my lovely friends Maxwell Donkor and Philipa

Marful who supported me I say, I am forever grateful.

I also acknowledge my indebtedness to pastor Stephen Cobbinah, Pastor Odoo,

Pastor Williams, Sister Angela at SSNIT flat, Boison Benjamin and George Arthur for their

encouragement throughout my teaching practice.

In the same way, I am thankful to my co-mentees and mentors at Assin

Asamankese D/A primary.

DEDICATION

I sincerely dedicate this project to my parents Mr. and Mrs. Owusu Ansah, my

brothers and sisters, Mr. Emmanuel Sackey and my lovely friends, Maxwell Donkor,

Boison, Salina, Monica, Fareed, and Mohammed.

Finally to my little girl, precious Adom Sackey.

Declaration

Candidate’s declaration

I hereby declare that this project work is the result of my effort and original research and

that no part or whole of it has been presented for another diploma or degree in this

university or elsewhere.

Candidate’s name: Mildred Eunice Owusu-Ansah

Signature ………………………………………… Date: ……………………

Supervisors’ declaration

I hereby declare that the preparation and presentation of the project work. Were supervised

in accordance with the guidelines on supervision of.

Project work laid down by the university of cape coast.

Supervisor’s name:

Signature : …………………………………….. Date: ……………………….

CHAPTER ONE

BACKGROUND TO THE STUDY

The woes of Ghanaian Mathematician have persistently increased in a catastrophic

dimension. Thus all over Ghana, there is high demand for good scientist and technicians.

Those who want to be involved in this development, need a modicum of knowledge in

Mathematics of which subtraction is a component. Hence the topic for the project,

improving pupils understanding in the subtraction of two digit numbers through the use of

Abacus.

According to Kohlberg (1984), “The teaching of mathematics is ineffective when

students experience. Ignoring the facts and principles governing its study.” From the above,

it connotes that Ghana as a counting will cease to develop in the absence of mathematics as

a subject.

Acording to the Cambridge International Dictionary (1989), low price Edition,

subtraction means “ to remove ( a number) from subtraction involves taking subset from a

larger set (universal set). Therefore, subtraction requires the learners to have a

comprehensive knowledge in subset and its multiplication.

The importance of mathematics cannot be overemphasized though mathematics is a

very perplexing subject in the classroom, it is so vitalizing. In Ghana, mathematics is a

compulsory subject and it seeks to equip learners with basic calculation principles which

will aid then from time to time in their daily transaction.

Again, programmes like National Science and mathematics quizzes have been

organized to enhance the teaching and learning of mathematics in our school.

The extent to which mathematics as a subject has been neglected is clearly seen in

the report of the Chief Examiner which indicates that out of the five million (5,000,000)

candidates presented for the basic Education Certificate Examination (BECE) in the year
2006 only 5% passed in mathematics, representing 2.8% of the entire students population

presented for the examination. Deductively, this great failure has some link with the poor

pedagogical skills and lack of acumen on the part of many teachers which impede the

pupils and make them clinch the interest in mathematics as a subject. It is the hope of the

researcher that, this study would serve as a reference material to all teachers, Circuit

Supervisors (C.S), Ghana Education Service (GES) and other stake holders in education to

establish some mechanism to ascertain the causes of the massive failure in the subject.

The research proposal came up when the researcher during one of her mathematics

lessons as a mentee at Assin Asamankese D/A primary three school saw heads of pupils on

desks and others found reading different notes altogether when mathematics lesson was on-

going. When asked why, the response was “mathematics is not interesting and difficult

too.” The answer was chorus. Deductively, the pupils responses portrayed their lack of

understanding in various mathematical topics and concept such as subtraction, place value

as well as addition, close observation also revealed that teachers of the subject do not teach

the subject with concrete teaching aids such as Abacus. The researcher believes that

mathematical concept are best taught and learnt with teaching aids.

According to Gabriel (1965) greater retention of usable knowledge should result

from personal experience owing to this, the researcher specifically, considered Abacus as

an appropriate teaching concept to in the delivery of the topic of subtraction. Abacus here

means, the value of a digit due to its relative position in a number ( Martin et’al) 1904.

However, for a child to perform operation on subtraction, the child must understand the

concept of place-value from the onset which is the bedrock knowledge in subtraction.

It is therefore not surprising at all for one to realize the vital role that mathematics

plays in mans life. Thus man cannot operate successfully in any field of endeavor without
adding or subtracting. This is why mathematics must be introduced in early stages in the

Childs education.

It is the lack of understanding in mathematics and its attendant effects that have

prompted the researcher to dive into the problem and outline strategies to improve pupils

understanding in subtraction of two digit numbers.

STATEMENT OF THE PROBLEM

It is an undisputable fact the mathematics is one of the most important subjects

taught at all of education. Its importance cannot be over-emphasized. This is because it is

seen in almost all human activities. It is obvious from my personal observation and

interactions with the pupils of Assin Asamankese D/A primary three that, they have

problems engaging in subtraction of two digit numbers.

In spite of the numerous textbooks, teachers handbook and adequate teaching and

learning materials, pupils have numerous problems as far as subtraction is concerned. In

view of this, the researcher has taken upon herself to research into the use of abacus as a

mathematical concept in the teaching of subtraction of two digits numbers.

PURPOSE OF THE STUDY

The purpose of the study is to encourage mathematics teachers to adopt concepts

and approaches relevant and suitable for the teaching of mathematics which will attract full

participation of pupils. The main objectives of this study are:

1. to identify the causes of Assin Asamankese D/A primary three pupils disability in

subtraction.

2. to help teachers adopt efficient and effective concepts in the teaching of

mathematics.
 3. to improve pupils understanding in subtraction and mathematics as a whole through

the use of Abacus.

4. to equip teachers with the ability to improvise new teaching and learning materials

apart from the already made ones to accelerate the teaching and learning of

mathematics in basic schools.

RESEARCH QUESTIONS

Investigations being conducted for the purpose of this study would be directed by

the following questions.

1. What are the causes of Assin Asamankese D/A primary three pupils disability in

subtraction of tow digit numbers?

2. To what extent do teachers handle mathematical topics with competency and

mastery?

3. To what extent do teachers adopt correct concept and approaches in the teaching of

subtraction?

4. How relevant is the use of Abacus in the teaching of subtraction of two digit

numbers?

SIGNIFICANT OF THE STUDY

This study seeks to :

i. help teachers to use concept and approaches in the teaching of the mathematical

topics.

ii. Serve as a reference materials for other concerned researchers to dive into the

problem for onward suggestions and recommendations.

iii. Help Ghana Education Service Circuit Supervisors and head teachers to make

recommendation that will enhance curricular materials in the teaching of

mathematics.
 iv. Help pupils to develop interest in working at subtractions involving two digit

numbers as mathematical exercise.

LIMITATIONS

Education as it is like a game of soccer in which you need goals to succeed. Thus

the above expression connotes that pupils or students cannot excel in the subject

mathematics without passing through indispensable topics such as subtraction.

The endorsement as well as the rejection of this action research project report is the

major contributing factors that impeded the researcher during the implementation of the

planned strategies (interventions). These factors also limited the work one way or the other.

1. Inadequate teaching and learning materials to use. This may compel the researcher

to improvise by substitution or construction which might take part of her time and

may result in a lot of stress.

2. The limited time for the researcher to completes this projects since she was also

learning concurrently.

3. African mentality about the subject mathematics.

4. Attitude of some pupils during instructional time in the lesson process.

5. the multiplicity algorithm that students need to follow when solving any subtraction

problem.

DELIMITATION

The study was conducted by the researcher at Assin Asamankese D/A primary

during her out segment of the in-in-out programmes. The unit of analysis was primary and

the target class was primary three (3), which has a total population of forty-four (44) of

which twenty-four are girls and twenty (20) are boys.

 More specifically, the study is based on the purposive sampling which is an action

type. It is to help solve the immediate phenomenon which is pupils disability in subtraction

which is unbearable.

ORGANIZATION OF THE STUDY

The organization of the study discloses how the entire research project is organized.

The study is categorized into five chapters.

The chapter one has its main heading called introduction. The introduction of the

study addresses the issues such as the background of the, research questions, limitations

and delimitations as well as the indispensable organization of the study.

The second chapter is the review of related literature. Basically, this chapter talks

about what other educational commentators have written and said about the subject for

research.

Methodology is the heading for the third chapter of this project report. This chapter

deals with the various methods and instruction that would be used to harness data from

different sources. It covers the research design, the population, sample techniques, research

instruments, data collection procedures as well as data analysis planning.

Chapter four concerns itself with the data presentation and its discussion. It is the

embodiment of research questions and summary of the chapter.

Chapter five concludes the study by summarizing all the items discussed in the

previous chapters. It constitute summary, conclusion, recommendations and findings.

CHAPTER TWO

LITERATURE REVIEW

This chapter deals with the review of related literature. In other words, it talks about

empirical data relevant to important aspects of the study. Reviewing of related literature

involves the systematic identification, comparison and analysis of documents that contains

materials related to research problem. Some of the document are textbooks, dictionary,

periodicals and research reports.

WHAT IS MATHEMATICS?

According to Asafo Adjei (2002) in his book titled Teaching Mathematics in

Training College, he made concise efforts to define mathematics in these ways:

i. finding answers to problem.

ii. Using numbers in counting and calculating.

iii. Using knowledge of shapes and measures in everyday life.

This means that, mathematics involves, collection of data, classifying, grouping and logical

thinking to draw conclusions. He further stated that mathematics enhances ones ability to

think and use knowledge in dealing with specific problems.

THE CONCEPT OF SUBTRACTION

Subtraction is a complex activity with many stages in it development. It is therefore

very difficult to provide a single definition that can cater wholly for the various aspect of

the subtraction process.

However, some definition outline by theoretical and empirical psychologist and

those found in books are as fallows.

The Cambridge International Dictionary of English (1996) low price edition,

defines subtraction as “to remove a number from another number.” This means that

subtraction is taking a subset from the universal set. Several questions have been put across
by psychologists about the use of concrete teaching and learning materials such as Abacus,

multi-based blocks etc for effective teaching and learning of subtraction. Thus with the use

of the above mentioned materials, pupils will acquire first hand experience by interacting

with the materials.

D. Pating in his book teaching mathematics in primary schools suggests that short

straws, sticks can be made into bundles of ten tying with elastic bands to teach place value

by grouping and regrouping tens and ones. This portrays that if teachers use concrete

materials to teach the concept ‘place value system’, then with limited prior knowledge

about the place value, pupils can regroup numbers into tens and ones by so doing, they can

solve any subtraction and algorithm involving two and three digits.

Mathematics for teacher training colleges in Ghana edited by J.L Martin (Tutor’s

notes) under the topic learning the subtraction facts defines subtraction as the inverse of

addition. That is, if we add a number of objects to a set and then subtract the same number

objects we end up with what we started. For example 4+3=7 can inversely be written as

gives rise 7-3 = 4 or 7- 4 = 3.

Teaching as a concept

According to Olaitan and Agusiabo (1982) in their book ‘Principles of Practicing

Teaching’ defines teaching as an attempt to bring desirable changes in human learning,

abilities and behaviors .

Learning an the other hand as stated by Anor (2003) in his book ‘education studies’

is a permanent change in behavior through experience. The aim of teaching therefore is to

provide. Learners with requisite materials as well as motivational strategies that they can

exhibit to bring about changes. The educational implication here is that, teaching and

learning best take place when concrete materials are used during the process.
 According to Leleye (1985) , for effective teaching and learning by children , the

use of methods such as lecture or demonstration are not good enough . he recommends the

adoption of strategies which engage the children in doing.

It is the view of the researcher that abacus can play vital role in teaching and

learning process more especially in subtraction.

TEACHERS INFLUENCE

Professor Anamuah-Mensah of the university of education winneba in his book

once said , the teaching of mathematics and science in elementary schools and junior

secondary is done by teacher who have not specialized in the teaching of the subject . for

instance, national service personels are most of the time teachers of science and

mathematics, especially in schools where there are no teachers. In this case, the teacher and

the textbook become the authority for the student.

Anamuah-Mensah added that ‘ mathematics and science teaching most of the time

emphasize the teaching of knowledge or concept to the neglect of other relevant areas such

as practical experience. Mathematics and science, to him have been and continues to be

present as a cold-blooded impersonal structures and occur only in the classroom. This to

him has led to the lack of interest and understanding of mathematics on the part of pupils,

poor preparation at the lower level by some teachers has led to mathematics being seen as

difficult and not interesting.

Teachers according to Beckson (1979) are the most important educational influence

on students learning. Thus their briefs, expectations and attitudes on the individual student

affect their learning. Form the time of entry to the time of graduation from schools, learners

spend thousands of hours in direct contact with teachers.

In this regard, an important aspect of the impact of teachers expectation of children

is a ranged of factors to which teachers attribute students success or failure in mathematics.

 By this Fennema et’al (1980) asserts that ‘a teacher’s casual attributes are important

because perceptions of why his her students succeed or fail in achievement situations have

an impact on the teacher’s expectations for students future achievement of success .

From this, it can be suggested that to achieve higher success in learning of any

subject , he interaction between teachers and their student can be a powerful determinant of

students self-concept and confidence.

Meyer and Thompson, (1993) showing the length of time a teacher waits for a

students as well differs between boys and girls. They argue that teachers give significantly

more ‘waits time to boys than to girls.

Textbooks

Labarde (1987) and grouws et’al (1988) textbooks are the most important factor

influencing students attitudes and as such their performance in any subject. Social messages

that are hidden in tests are unquestioned by teachers and students partly because the

textbooks are illustrations or manifestations of the authority implicit in the classroom.

Remedy

To solve the problem discussed earlier, researchers over the years have done

extensive study and made the following suggestions. These included reports, workshops

among others.

The independent of Wednesday 29th October, 1993, reported of a new mathematics

and science quiz program dubbed brilliant science and mathematics quiz and since then the

Ghana Broadcasting Corperation has been telecasting the programme on every Saturday.

In Ghanaian times of Tuesday, august 17th 1998, it was reported that a ten day

mathematics and science workshop for girls has organized by the la town development

association in Accra for junior secondary school pupils.

 Another workshop was held in Accra in January, 1987 with the theme ‘Gender

Stereotyping in Science, Technical and Mathematics Education’ S.T.M.E for short. It was

identified at the workshop that out-dated stereotyped attitudes are some of the biggest

barriers to pupils especially women or girls in studying science and mathematics.

The abacus

The abacus is an instrument use to perform arithmetic calculations. Developed in

ancient. Times, the abacus is still used in Japan and Korea Carbis / the Bettmann Archie.

An abacus consists of several rows of beads threaded on wire. Beads on each row worth ten

beads as shown in the diagram below.

Abacus Bead
Wood

Wire
To perform vivid and valid calculation, one cannot eschew the use of abacus as an

instrument. If teachers use this instrument as a teaching learning materials or aid during

lesson presentations, will make the lesson more interesting and lively. This is because the

pupils would gain first-hand experience which will promote relational (global) learning.

From the meaning of abacus , it advantages cannot be overemphasized. Some of its

importance are discussed below.

Abacus as a concrete material will help pupils to acquire first-hand experiences if it

is used during teaching and learning process.

Secondly, better retention is assumed on the part of the pupils if abacus is used by

teachers during instructional times on mathematics.

Again, it is an indispensable fact that, the woeful performance of pupils in Assin

Asamankese. D/A primary three(3) in mathematics will reduce drastically, if teachers use

abacus in teaching primary concepts like subtraction.

 The use of abacus however demystifies or enhance co-operation among pupils and

creates interest understanding in mathematics this helps the pupils not to easily forget what

they have learnt since they are better introduced into the world of work.

Finally, the use of abacus in teaching process will help teachers to be hands on as

far as handling of topics like subtraction in mathematics is concerned since pupils

experiences and difficulties help direct the teacher to understand concept and ways and

means to handle the lesson in a better way next time.

In spite of the numerous advantages outline above as far as abacus is concerned, it

has some few disadvantages. Some of the disadvantages are as follows:

Firstly, it is time consuming. More time is spent on the use of abacus to help the

pupils understand the concept.

Secondly, abacus as a teaching aid is very difficult to make and therefore requires

resourceful, committed and hardworking teachers to construct them.

Lastly, there is the possibility of some of the beads getting damaged or breaking

hence rendering the whole process highly costly.

From the above, abacus is seen as a valuable teaching aid as far as mathematics is

concerned. Mathematics must be taught effectively with the use of concrete materials at the

basic level.

Considering the performance of pupils in both internal and external examinations in

subjects like mathematics in this modern Ghana, the subject mathematics it must be taught

to the best of the understanding of pupils with a lot of practical work.

 CHAPTER THREE

METHODOLOGY

Mathematics is in a way seen as an approach to learning rather than a subject to be

taught, this is because mathematics involve a lot of logical and systematic procedures facts

are vital but what is of much importance is ‘the way or process or methods in which the

child acquires and applies the said facts. This chapter talks about the effective methods that

can be used in basic schools to foster understanding in mathematics. It deals with

procedures and strategies adopted to collect data for the research, pre-test, post-test,

procedure for sample selection and class discussed on the topic presented.

RESEARCH DESIGN

The research design employed in the study was the action research design. The main

justification for the use of action research design was that;

It helps the researcher identify pupil’s problems concerning teaching and learning

process.

It also guides the teacher to select appropriate approaches for teaching and learning

of mathematics. The effectiveness of the teacher could be evaluated through action

research.

The researcher adopted this design to provide the teacher with the opportunity of

acquiring a better understanding of all aspects of her practices.

Action research however, deals with observations and interviews.

POPULATION AND SAMPLE SELECTION

The sample is basic stages three if D/A primary in Assin Asamankese consisting of

pupils with average age of nine (9) years. The [population of the class is forty four(44)

pupils systematic sampling was done to select twenty (20)and twenty four (24) pupils for

group 1 and 2 respectively as a working sample for the pre-test and post test. Group 1 was
designed as a control class and was made up of ten(10) boys and ten (10) girls. The group

2 also serves as the experimental group which consisted of eleven(11) boys and thirteen

(13) girls.

INSTRUMENTS USED IN COLLECTING DATA

The following are the instruments the researcher used to collect data for the study.

OBSERVATION

During the teaching and learning of the subject mathematics, the research used

participant observations as an instrument in collecting data. The researcher’s role as

participant observer helped her identified and noted down pupils strength and weaknesses

in the subject.

INTERVIEWS

The researcher conducted face to face interview on both teachers as well as pupils to

ascertain enough information about the general perception of people on the issue of

mathematics .

PRE-TEST

The pre-test was given to both the control group (1) and experimental group (2)

after the purpose of the test has been explained to them. The reason of the pre-test was to

find out the level of pupils understanding in subtraction. Thus ‘subtraction of two digit

number was collected and five item test set to diagnose the understanding of pupils in the

topic. The questions on the topic were given to pupils and answered within one-hour.

THE INTERVENTION

After the pre-test, the intervention which consisted of a set of planned strategies or

systematic procedures were constantly monitored over varying periods of time through

variety of mechanisms.

PRESENTATION OF LESSON
 THE CONTROL CLASS

The researcher presented a lesson on the topic using the formal approach (es) which

involves methods like lecture, demonstration and discussion respectively. When questions

were occasionally thrown to pupils during lessons, they were almost ‘monument’ by their

responses which the researcher had to come in and correct their responses. The researcher

encouraged pupils to ask questions when necessary by creating a conducive learning

environment.

THE EXPERIMENTAL CLASS

Abacus was used to teach the topic (subtraction) to the experimental group. Pupils

interest in the topic were aroused by the researcher when she introduced the lesson through

leading questions.

HOW PUPILS WERE GROUPED FOR ACTIVITIES

The entire population of the class was chosen for the research work because of the

importance of the research problem. Systematic sampling was done to chosen groups in the

class was obtained five groups were formed with an average number of pupils in each

group being nine. Each group has a leader elected by the pupils in the group. The leader

should be one who could read simple instructions on the work sheet, provided by the

researcher with understanding.

HOW THE TEACHING LEARNING MATERIAL WAS USED IN TEACHING

After preparing the materials, teaching could be said to be half done, as the adage

goes ‘a problem identified is half the problem solved’

Plain sheet of papers were given to the group members to record their observations

and findings work sheet guiding pupils on activities to perform were presented to the group

members of which the group leaders read to the hearing of the members. Each group made
one abacus. The group leaders were asked to read what was stipulated on the work sheets to

the hearing of the group members. Each member was to participate fully in the activities.

The researcher moved from one group to another offering help and given further

instructions where appropriate. Each group was instructed to use a maximum of one-hour to

perform the activities.

They were encouraged to record their findings on the plain sheet of paper given to

them. The group leaders file summary of all the final findings and presented them on behalf

of the group members for class discussion.

Class discussion of activities

The researcher led proceedings on the activities performed. Instructions on the work

sheets and pupils findings on the activities performed were discussed. The researcher added

further information where necessary.

The researcher used abacus to solve the questions to help teach the concept of place

value. For example: 16 – 15 = 16

-15

The algorithm for the question was demonstrated by the teacher by explaining to

pupils that, they could start counting the beads from left to rigid. The questions were solved

from back to front. We subtract the first number of the subtrahend from the minuend to get

the remainder as the answer. That is, we first of all count 6 beads counted and write the

remainder under the working group.

Bead Counted subtrahend beads
Remainder

Counted beads for minuend

 1 6 (minuend)

- 1 5 (subtrahend )

0 1 (remainder)

After the recording of the remainder, the whole beads are put together to help solve

the work on the figures on the next column. Since the beads are ten in each rod/thread, and

we are asked to count one for minuend and subtracts on from the counted one and write the

findings under it. That is demonstrated below.

Counted subtrahend beads

Beads Counted beads for minuend

From the diagram above, we find out that there is no place for remainder or

remainder was not shown we can therefore choose not to write anything or write zero

under it working column. However it is advisable to write zero since zero means nothing.

POST TEST

After the design and implementation of pre-intervention and intervention, the

researcher adopted follow up system to ascertain whether or not she was successful in

implementing the various interventions.

A post test was conducted based on the topic after the necessary interventions in

order to ascertain the effectiveness of the intervention. This was followed by an informal

interview to find out the change in the attitude of the children(pupils) after the

interventions.

APPENDIX A
 CHAPTER FOUR

RESULT / FINDINGS AND DISCUSSION

This chapter deals with analysis and interpretation of the pre test results attained

before and after the intervention strategies put in place for basic three pupils of D/A

primary, of assin asamankese based on the research questions. The study was conducted to

answer the following question (research questions)

1. What are the causes of assin asamankese D/A primary three pupils diability in

subtraction of two digit numbers.

2. to what extent do teachers handle mathematical topics with competence and mastery .

3. to what extent do teachers adopt correct concepts and approaches in the teaching of

subtraction.

4. how relevant is the use of abacus in the teaching of subtraction of two digit numbers.

The questionnaire for teachers were.

Q1. for how long have you been teaching mathematics.

This question was aimed at finding out the level of experiences of the teachers in respect

with the teaching of mathematics. The researcher considered four teachers for this work and

their responses were gathered and are tabulated below.

Table 1

Number of years taught no of teachers (respondents) percentage %

1-5 1 25

6-10 2 50

11-15 1 25

15 and above 0 0

Total 4 100
It could be seen from the table 1 that one teacher indicated between one and five years

experience, two answered that they have been teaching for nine years falling between six

and ten years and one of the teachers has taught for the past fifteen years.

It is therefore expected that, pupils should have done better in the subject, if teachers were

to employ all resources in teaching. This is because, they are all very experienced teachers

except that they were not working as expected.

Q2. Do you normally use teaching aids in teaching mathematics? Yes / NO

Table 2

Responses number of respondents percentages %

Yes 1 25

No 3 75

Total 4 100

The table above shows respondents and their responses to the question. Out of the

four teachers, one responded ‘Yes’ representing 25% and the rest of the three responded

‘No’ representing 75%.

It is very clear that, majority of the teachers do not care to prepare and use teaching

and learning materials to teach the subject, hence the poor performance of pupils in the

subject.

Q3. what are some of the methods you use when teaching?

Table 3

Method number of respondent’s percentage %

Activity based 2 50

Demonstration 2 50

Role play 0 0

Any other 0 0
 From the table two teachers stated the used of activity based method in teaching

mathematics representing 50% whiles the other two teachers also stated the use of

demonstration representing 50% of the entire teachers population.

It is undisputable fact that all the teachers use good methods in teaching the subjects

but do not employ appropriate teaching and learning materials.

The researcher believed that, pupils will understood mathematics better if these

method were to be effectively combined with teaching aids.

INTERVIEW

Interviews were also conducted for teachers and following information were

gathered.

Q1. Do you have any problem with pupils when teaching mathematics ‘Yes’ / ‘No’

Responses received from teachers indicates that pupil really give them problems

and made mention of problems such as inattentiveness, inability of pupils to understand

simple concepts also most of them do not contribute, either by asking or answering

questions in class.

This they said actually made the teaching and learning process more or less lecture

method.

Q2. Do pupils pay attention in mathematics class? No/ Yes

Table 4

Responses number of respondents percentage

Yes 3 75

No 1 25

Total 4 100
 The table contains information gathered based on the interview question 2. 75% of

the teachers 3 said pupils do not pay attention in class whiles one teacher said pupils do not

use appropriate and relevant teaching aids.

Q3. What possible means that teachers can adopt to develop and sustain pupils attention in

class.

Motivations, group discussions and mathematical games were some of the

suggestions teachers made as a means of developing and sustaining pupil’s attention. The

question is/are they adhering to these methods to help pupils to learn better?

Q4. how do you group pupils for mathematics exercises?

This question was about how teachers group pupils for effective teaching and

learning. On the part of the teachers, group work is scarcely done, however, grouping is

done based on pupils ability that is in group of five at least there should be one or two

brilliant pupil(s) to guide and lead to achieve the set objectives.

INTERVIEW FOR PUPILS

This part of the data collection was an interview administered to pupils of the

class .the researcher made conscious effort to explain to them what is expected of them.

The first question was to find out how pupils feel during mathematics lesson or

class. The whole class was considered for this question.

Table 5

Responses number of respondents percentage %

Yes 20 45

No 24 55

Total 44 100

From the table above, twenty pupils (20) indicates their interest in the subjet whiles twenty-

four (24) pupils indicated their dislike in the subject.

The reasons for those who like the subject are

1. ‘I don’t sleep when working mathematics’

2. ‘mathematics is an interesting subject because we all get involve in solving it on the

chalkboard’

3. ‘I just like mathematics’

those who dislike mathematics also gave their reasons as

1. ‘mathematics is too difficult’

2. ‘I find it very difficult to understand any mathematics topic’

3. ‘I always get zero whenever I do mathematics assignment so I dislike it.’

Q2 does your mathematics teacher teach with teaching aids. Yes/ No

This question was to find out whether the teachers teach with teaching aids. About 100% of

the respondents responded No to this question, referring to teachers questionnaire number

2, the researcher is convinced that, both pupils and teachers claim about the non-use of

teaching learning materials is true.

Q3. does your teacher ask you to solve mathematics questions in class? The aim of this

question was to know whether pupils take active part in any class exercise during

mathematics lesson. The whole class agreed or responded yes but went further that, it has

always been difficult for them to do well in such exercises.

Q4. how oftem of you take/do mathematics home work?

The last question happen to be on giving of home work. Here pupils agreed taking home

works frequently, but added that, the home works are mostly brought back to the teachers

for assistance. It is clear that, pupils do not normally understand what they should do as

expected of them.

INTERVIEW FOR PARENTS

The researcher thought that this work would not be successfully completed without

involving parents. She therefore took upon herself to put some questions to parents which

are relevant to the children’s performance tables were used in some cases to illustrates

respondents, followed by analysis and discussions of the various responses.

Q1. do your child / children ask you to help him/ her to complete his/ her home work? Yes /

No

Table 6

Response number of respondents percentages

Yes 3 30

No 7 70

Total 10 100

From the analysis given in the table above, convincing , it can be said that most children do

not seek parent’s brothers and sisters assistance in doing home works. They do what they

can on their own which in most cases do not help them.

Q2. do you have any means of monitoring your child / children performance in school?

Yes/ No. if yes how?

The table below illustrates the responses to this question.

Table 7.

Responses number of respondents percentages %

Yes 4 40

No 6 60

Total 10 100

Here, four respondents answered Yes representing 40% whiles six respondents

representing 60% answered No. in effect , many parents do not have any idea of their

children’s performance in school. As a result, pupils do not care even if the teacher threaten
them by saying ‘a report will be given to their parents about their poor performances in

school’.

Those who claimed that they monitor their children’s performance said, they do so

by checking their exercise books and making follow up to their schools.

This indeed is commendable and researchers wish all parents to do the same.

Q4. apart from the school, is there any other place your child/ children receive tuition? Yes/

No. if yes where. ?

With this question, all parents constituting 100% of the respondents said that, the

only source of their children’s knowledge is the school and No attempt have been made to

provide any alternative source of tuition.

This means pupils fully rely on their teachers for acquisition of knowledge and skills.

The question here is, are the parents helping their children to be serious in school?

PRE-TEST

The table below shows the pupils performance in the pre-test exercise.

Marks number of pupils for control class number of pupils for experimental class

0-10 15 10

11-20 3 8

21-30 2 5

31-40 0 1

41-50 0 0

51-60 0 0

61-70 0 0

Above 70 0 0

Total 20 24
It is therefore clearly from the table above that, 15 pupils from the control class had marks

between (0-10) whiles 10 pupils from the experimental class had that same marks. Between

(11-20) marks there were only 3 pupils from the control class whiles 8 pupils came from

the experimental class. This indicates poor performance of pupils at pre-test stage.

POST TEST

The out come of pupils performance in the post test exercise are tabulated below.

Table 10.

Marks number of pupils for control class number of pupils for experimental class

0-10 15 10

11-20 3 8

21-30 2 5

31-40 0 1

41-50 0 0

51-60 0 0

61-70 1 2

71-80 3 3

81 and above 20 15

Total 24 20

It could be seen from the table that, none of the pupils failed the test and that many

of the pupils had 100% this showed an improvement over the pre-test. The post-test

therefore indicates an improvement in the performance of the children who passed through

the several intervention exercises.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY

The project was conducted for primary three pupils of at assin asamankese district

assembly basic school in the central region of Ghana.

The prim objective of the researcher work was to investigate into the lapses in the

teaching and learning of mathematics. To achieve the goal , the researcher made use

questionnaire and interviews which the researcher thought might be of help. In all, four

teachers were involved and 44 pupils. I made up of twenty in control class and twenty four

in experimental class. Sampled for the work. Responses to each question was well analysed

with the use of tables in some cases.

It has been revealed that most teachers teach the subject without using teaching and

learning materials though good teaching methods were used.

Interventions were put in place to remedy the situation. One main intervention put

in place was the preparation and the use of teaching aids to be precise the abacus to teach

subtraction of two-digit numbers.

It was realized from the attitude of pupils towards the learning of mathematics that,

they understood and took active part in the lesson when appropriate teaching and learning

materials were used along side with appropriate teaching methods during mathematics

lessons.

CONCLUSION

It is evidently dear that the conducted study is worth while thus the topic is worth

research into. It exposes a hidden area of understanding and consideration. Thus teachers

teach mathematics without the use of teaching learning materials. This is one of the main

causes of pupils inability to understand certain concepts in mathematics. Because

mathematics lessons taught by the use of activity method promotes learning at basic level

of the educational structure.

However, much attention has not been given to the subject in schools where as its

relevance is well known to both teachers and school authorities.

Most pupils tend to dislike the subject mostly due to some teachers attitude and also

some pupils own laziness as most of the pupils take the subject to be too difficult.

RECOMMENDATION

It will be unwise and effort wasted if I fail to put some few suggestions across,

looking at the findings and conclusions down. I therefore wish to recommend the following

to the government, teachers and educational planners for consideration.

1. all teachers should endeavour to prepare adequate teaching learning materials, to

enhance the teaching of mathematics at all levels

2. Orientation programmes should also be put in place for both teachers and pupils

on the importance of mathematics at the beginning of every academic year as

pupils climb the academic ladder.

3. Pupils should be made to discard the idea that mathematics is too difficult and

that they cannot do well in mathematics, motivate the foster learning of

mathematics among pupils.

4. it is suggested that those who may take interest in undertaking research into this

topic. Expand the scope of this research to cover a number of school, ensure that

the finding go along way to solve the problem once and for all.
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Asafo Adjei (2002) Teaching Mathematics in Training Colleges

Anor (2003) Education Studies ‘the Meaning of Teaching’

Cambridge International Dictionary of English Low Price Edition (1985)

D paling ‘Teaching Mathematics in Primary Schools page 15.

Fennema et’al (1980) the Importance of Teachers

Gabreial (1965) Importance of Teaching aid. page 59.

Kolhberg (1984) the Teaching of Mathematics

Laborde (1987) and Grouws et’al (1988) the Importance o Text Books

Lowyer (1985) Effective Teaching and Learning by Children.

Martin J . L (Tutors Note) Learning the Subtraction Facts Teacher Training Colleges.

Olaitan and Agusaibo (1982) Principles of Practicing Teaching.

Martin et’al (1904) the Meaning of Abacus.

Professor Anamuah-Mensah (University of Education – Winneba) Teaching of

Mathematics and Science in Elementary Schools.

The West African Examination Council (April 2006) Chief Examiners Report for Basic

Education Certificate Examination (B E C E)