UNIVERSITY FOR DEVELOPMENT STUDIES

FACULTY OF EDUCATION (FOE)

USING ACTIVITY BASED METHOD TO IMPROVE IN MATHEMATICS

AMONG BASIC FOUR (4) STUDENTS AT NAHDAH ISLAMIC SCHOOL

BY

HASSAN HASSAN

Hodinyah Sefanam Stephanie

Firdaus Hudu

2024

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 UNIVERSITY FOR DEVELOPMENT STUDIES

FACULTY OF EDUCATION(F.O.E)

USING ACTIVITY BASED METHOD TO IMPROVE IN MATHEMATICS

AMONG BASIC FOUR (4) STUDENTS AT NAHDAH ISLAMIC SCHOOL

GROUP 62

PROJECT PROPOSAL SUBMITTED TO THE DEPARTMENT OF BASIC

EDUCATION STUDIES OF THE FACULTY OF EDUCATION, UNIVERSITY

FOR DEVELOPMENT STUDIES, IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR AWARD OF DIPLOMA IN BASIC EDUCATION

 DECLARATION

Candidates’ Declaration

We hereby declare that this project work is the result of our original research and that

no part of it has been presented for another degree in this university or elsewhere.

INDEX NUMBERS NAMES SIGN

DBE/0188/22 Hassan Hassan

DBE/0189/22 Hodinyah Sefanam

Stephanie

DBE/0190/22 Hudu Firdaus

Supervisor's Declaration

I hereby declare that the preparation and preservation of the project work were

supervised in accordance with the guidelines on supervision of project work laid

down by the University for Development Studies.

Supervisor's Signature ………......................... Date.........................

Name of Supervisor: Dr. Mohammed Zainudeen Abdul Mumin

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 ACKNOWLEDGEMENT

We thank God Almighty for the successful proposal writing. There is a saying that

“when you see a child on a roof of a building then deliberately someone might have

put him or her there”. We first of all thank God for the Guidance and protection

through our academics, we know without Him none of us would have being here, also

our profound gratitude is given to the head of department for Basic Education studies

and lecturers, who took us through this project

Also we will by no chance forget to raise our hat in Salute to Dr. Mohammed

Zainudeen Abdul Mumin for his guidance and constructive criticism of our work, in

conclusion they were the backbone of the success of this exercise; its through their

efforts that made matters conclusive to work. Again words cannot express the

encouragement, advice and support given to us by our seniors and other groups in this

proposal writing.

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 DEDICATION

We dedicate this work to our lovely families and our supervisor, Dr. Mohammed

Zainudeen Abdul Mumi

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 TABLE OF CONTENT

DECLARATION............................................................................................................i

ACKNOWLEDGEMENT.............................................................................................ii

DEDICATION...............................................................................................................ii

TABLE OF CONTENT................................................................................................iv

CHAPTER ONE...........................................................................................................1

INTRODUCTION........................................................................................................1

1.0 Overview..............................................................................................................1

1.1 Background to the study.......................................................................................1

1.2 Statement of the Problem.....................................................................................3

1.3 Purpose of the Study.............................................................................................3

1.4 Research Question................................................................................................3

1.5 Research Objective...............................................................................................4

1.6 Significance of the Study......................................................................................4

1.7 Delimitation of Study...........................................................................................5

1.8 Limitations of the Study.......................................................................................5

CHAPTER TWO.........................................................................................................6

LITERATURE REVIEW............................................................................................6

2.0 Introduction..........................................................................................................6

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 2.1 The Concept of Mathematics................................................................................6

2.1.1 Importance of Mathematics..........................................................................6

2.1.2 Factors that may Influence Performance in Mathematics.............................8

2.2 The concept of Activity Based Method................................................................9

2.2.1 Types of Activity Based Method...................................................................9

2.2.2 Why Children must Learn Activity Based Method.....................................10

2.2.3 Examples of Activity Based Method in Mathematics.................................10

CHAPTER THREE...................................................................................................12

METHODOLOGY.....................................................................................................12

3.0 Introduction........................................................................................................12

3.1 Research Design.................................................................................................12

3.2 Population...........................................................................................................12

3.3 The Study Sample...............................................................................................12

3.4 Sampling Procedure............................................................................................13

3.5 Research Instruments..........................................................................................13

3.5.1 Test...............................................................................................................13

3.5.2 Interview......................................................................................................13

3.5.3 Observation..................................................................................................13

3.5.4 Questionnaires.............................................................................................13

3.6 Data Collection Procedure..................................................................................14

3.7 Intervention Stage...............................................................................................14

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 3.7.1 Pre-Intervention...........................................................................................14

3.7.2 Intervention..................................................................................................15

3.7.3 Post intervention..............................................................................................15

3.8 Data Analysis......................................................................................................16

REFERENCE...............................................................................................................17

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 CHAPTER ONE

INTRODUCTION

1.0 OVER-VIEW

Mathematics is a core subject which forms the fundamental backbone in all aspects of
education. Mathematics It’s not just about numbers and equations, but rather involves
the essential skills such as logical reasoning, problem-solving and the ability to think
in abstract terms. These are the essential skills for pupils to carry throughout their
lives as they grow up to enter the workplace.

Mathematics appears to be difficult and dry to learn for pupil. It’s

believed that learning mathematics can be engaging and fun. The best way for pupils
to learn a subject such as mathematics is to make it as tangible/constant practice as
possible.

Many people fear or hate mathematics not because they don’t know
but how it has been presented or the teaching and learning materials that are used.
Using activity based methods can make a world of difference and transform the way
pupils learn mathematics.

1.1 BACKGROUND OF THE STUDY

The study reveal that the causes of poor performance in mathematics among pupil of
basic four at Nahdah are the school environment, teachers and students’ factors such
as inadequate teaching and learning materials(TLMs), lateness and absenteeism,
incompetence teachers, students’ being unhappy in mathematics class and poor
attitudes towards core mathematics

There’s a suggestion that mathematics is a field of learning that drives

the global educational curriculum. Mathematics is view as interlinked to the
technology and scientific knowledge pool. Mathematics is taught as core subject in all
educational sector ,which needs the essential skills such as problem solving, logical
reasoning and the ability to think in abstract terms.

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 It’s unfortunate that the study of mathematics in Ghana is a big
challenge to some pupils. This problem is as a result of most mathematics teachers not
being able to use the correct methods in the teaching and learning of mathematics
which gives the pupils the impression that mathematics is difficult. Also some end up
creating the impression that mathematics is for certain gender as a result no effort is
made towards it. They tend to fear and hate it.

One of the potential causes of the learning disability is dyscalculia.

Some teachers also contribute to this problem of mathematics. Psychologically, the
pupils are not comfortable with the subject and teachers compound the problem by
not using the proper strategic approaches, conducive and friendly enough to enable
the pupils to understand concepts presented. Instead of arousing and sustaining the
pupils interest, they rather put fears in them so that the pupils have no option than to
resort rote learning without understanding the concept. It is in view of this that
educationists, Akunmoladum (2008), have instituted the use of teaching and learning
materials to enhance understanding of the subject. Such teaching and learning
materials include, mystery pictures, skip counting, paper folding, Geometry tools,
2Dand 3D shapes, dice, counters, MAB wooden prisms, Time telling tools approaches
among others.

Children learn best by engaging in activities and for that matter, the
activities presented should be very interesting. They need to be guided and
encouraged in the lesson of mathematics. Though learning of mathematics tends to be
difficult and confusing for pupils, sometimes teachers should present materials in
simplified form and also encourage pupils to work hard and to learn mathematics
because it is every important(subject in our daily life activities).

1.2 STATEMENT OF THE PROBLEM

Though, the research encountered a lot of problems. During our research the
prominent ones among them which we the researchers wants to address is the cause
and effects of the poor performance in mathematics at Nahdah Islamic primary
school.

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 This was identified during the mathematics lesson in the school. As a matter of
facts there is nothing to write home about with regards to performance of the pupil in
basic four(4). Their counter parts in other schools score higher marks as they always
trailing behind them, this attitude of the class had effected their results both in the
class text and terminal exam.

This prompted as to go through continues assessment of other two schools and

to our dismay the story was not different, as such we decided to undertake this
research.

1.3 RESEARCH QUESTION

 What are the causes of poor performance in mathematics among basic

4 pupils in Nahdah Islamic school
 What are some of the practical activity based method of teaching and
learning that can help improve the basic 4 four pupils performance in
mathematics in Nahdah Islamic school
 What are some of the teaching and learning materials that will help in
teaching and learning of mathematics that will help improve the
performance of pupils
 What are the effects of poor performance in mathematics among basic
4 pupils in Nahdah Islamic school

1.4 OBJECTIVES OF THE STUDY

 To identify the causes of poor performance in mathematics

 To identify some practical activities based method of teaching and learning
mathematics that will help improve the pupils performance.

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  To identify some of the teaching and learning materials that will help improve
the pupil performance in mathematics.
 To identify the effects of poor performance in mathematics.

1.5 SIGNIFICANCE OF THE STUDY

The action research proposal/project report would:

 Serve as a reference for teachers teaching mathemactics especially,

teachers among basic four(4)
 Serve as the basic for further research into the problem
 Go a long way to help in the designing of educational policies,
teaching and handling of teaching and learning materials(TLMs)

1.6 PURPOSE OF THE STUDY

Basically the main objectives of the study is to tackle the poor performance in
mathematics among basic four(4) pupils in Nahdah Islamic school.

It aims at providing student teachers with requisite knowledge, skills and

experience to enable them handle similar situations after training. It also hoped that
the result of this study would help improve the poor performance of basic four(4)
pupils in mathematics since it is expected to provide a better class room management,
methods of teaching mathematics to policy makers.

1.7 DELIMITATION

The study was limited to only basic four(4) since the whole school would be too
large. The writers chose Nahdah Islamic school in the Tamale metro policy and not
any other school since we the researchers were students teachers on practice there and
the school is familiar and accessible to us. Also we the researchers limited ourselves
to only basic four(4) and not the whole school. We thought that this will help us to

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accomplish the task effectively on time since we are always with the students in the
teaching practice and research, we would know their week points and best solutions to
solve them.

1.8 LIMITATION

Every research has a some form of challenges and this study will not be excluded. It is
very obvious that, academic pressure couple with field investigation pose some sort of
difficulty for researches as they have to work within a stipulated limited time together
with other academic requirement. This however will not interrupt the credibility of the
findings of this study. Again the readiness of teachers, parents, pupils and other
respondents to provide answers to the research questions pretense to them is likely to
affect the pace at which the researchers intend to carry out the study.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

Past literature is the mirror of present and future, which helps to develop a thorough
understanding and insight into previous research works that relates to the present
study. It is the tool, which provide proper guideline and ideas to the researchers in
many studies hence, literature related to the research topic, which will be quoted here.
It will make the study authentic, stronger and find the foundation for the work. This
chapter will deal with what other researchers have published and written in relating to
this topic. The review of related literature will focus on the definitions and
explanation of concepts, the subject, the importance and factors that will influence the
performance of pupils in mathematics, the concepts of poor performance in
mathematics and to improve on the performance in mathematics among basic four (4)
learners in Nahdah Islamic school.

2.1 THE CONCEPT MATHEMATICS

Mathematics could be define in many ways. Clapham and Nicholson (2009) defines
mathematics as “the branch of human enquiry involving the study of numbers,
quantities, data, shape and space and their relationship, especially their generalization
and abstraction and their applications to situations in the real world”. Another view of
mathematics is that, it is a science which involves logical reasoning, drawing
conclusions from assumed premises, systematized knowledge, and/or strategic
reasoning based on accepted rules, laws or probabilities. In which ever form the
definition of mathematics may take, it could be broadly categorize into pure and
applied mathematics is the branch concern with the study of abstract concepts or
quantities to well-define rules. Applied mathematics on the hand is the application of
pure mathematics in the real world or situation. Areas of concern of pure mathematics
include algebra, abstract , calculus, geometry, topology and trigonometry. Applied
mathematics deals with probabilities and statistics, quantum mechanics and relativity
(Clapham & Nicholson 2009)

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 2.2 IMPORTANCE OF MATHEMATICS

Gouba (2008) posits that Education should be started with mathematics. This is
because mathematics form well designed brains that are able to reason right. He
argues further that those who have studied mathematics should be trusted because the
subject enables them to make logical argument. Life is full of addition, subtraction,
multiplication and division and surely one needs some foundations in mathematics to
function in everyday life. In his book title, “ The value of mathematics”, Legner
(2013) indicated three values of mathematics in our daily lives. These values are;
practical, disciplinary and cultural values. Practically , we need mathematics methods
and algorithms to solve certain problems and interpret data. With this, Legner asserted
that it may or may not be useful in everyday life. The disciplinary values refers to the
mathematical way of reasoning which involves problem solving, reasoning, logic and
proof. The cultural value of mathematics deals with how the subject improves and
shapes our culture.

Abubakar, R.B, Wokoma, S.D.A, & Afebunae, A.O, (2012) wrote extensively on the
importance of mathematics in rebranding the development of Nigeria. They indicated
the role of mathematics in many fields of development such as science and
technology, medicine, stock exchange sector, banking and finance etc. in the field of
science and technology for instance mathematics is a requirement for subject such as
information and communication technology, physics, chemistry and biology. In the
stock exchange sector, mathematics is needed to compute prices, determine profit and
commission , estimate price for clients so forth. Mathematics is inevitable in the field
of banking and finance as bankers needs to calculate profit, loss and interest rate. In
the field of medicine mathematics skills is needed to calculate drugs dose and acid-
based status and concentrations. Logical reasoning, am aspect of mathematics, is
essential for clinical reasoning. Therefore mathematics plays an enormous role in
almost all sectors that are critical to national development

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 2.3 FACTORS THAT MAY INFLUENCE PERFORMANCE IN
MATHEMATHICS

Poor performance in an important subject such as mathematics is worrying and calls

for investigations into factors that account for this phenomenon.

Perceptions; The Macmillan school dictionary (2004) defines perception as particular

way of understanding or thinking something. Perception could be cognitive or
affective. Cognitive perception relates a person knowledge, beliefs and other mental
illustrations while affective perception is a person attitude, feelings and emotions
about mathematics ( Mutodi & Ngirandi 2014). It is usually expected that students
with positive perceptions about mathematics would excel in the subject while those
with negative perceptions tends to fail in the subject, However, this assertion is highly
debatable as many research findings do not point to the same direction. Using data of
19 countries across Europe, Shen & Talavera (2003) found that students who
performs well in mathematics and science are those who perceive the subject in a
positive light. Similar, Githua (2013) found that students perceptions about
mathematics influence their achievement in the subject. Also, his research established
a statistically significant different in between males and females in their perceptions
about mathematics.

Another research conducted by Sullivan, McDonough & Harrison(2004) collaborated

the findings of Githua (2013) and Shen Talavera (2003) that students who display
positive perceptions about mathematics translate it into good performance. Contrary
to research findings that affirmed a correlation between students perceptions and
performance in mathematics, Wasik, Ndurumo, & Kisilu (2013) found that female
students in secondry schools in Teso District of Kenya showed who displayed both
positive and negative perceptions towards Mathematics recorded no difference in
performance.

2.4 THE CONCEPT ACTIVITY BASED METHOD

Activity based method(ABM) in teaching mathematics is a student centered approach

that focuses on hands-on activities and real world applications to learn mathematical
concepts. The approach emphasizes:

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  Collaborative learning: Students work in group to share ideas, discuss, and
learn from each other
 Problem-Solving: Students apply mathematical concepts to solve real-word
problems and scenarios.
 Contextual learning: Mathematical concepts are taught in context, rather than
abstract.
 Inquiry based learning: Students investigate and discover mathematical ideas
through guided questions and prompts.

2.5 The Activity Based Method aims to :

 To develop deeper understanding and insight
 Improve retention and recall
 Enhance problem solving skills
 Forster critical thinking and creativity
 Build confidence and enthusiasm for mathematics

2.5 SOME EXAMPLES OF ACTIVITY BASED METHOD USED IN

THE TEACHING AND LEARNING OF MATHEMATICS INCLUDE:

1. BOTTLE TOPS AND COUNTERS

These BOTTLE TOPS (COUNTERS) allow children to construct and

deconstruct numbers physically for different mathematics problems. They can build
a number and see the difference between 10 and 100, which can be an ‘aha’
moment for many young learners.

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 For processes such as subtraction, they are an excellent way to practice
borrowing and paying back. Children who struggle with visualizing numbers and
problems can continue to use physical items to assist with their counting early into
high school, including place value cards, matchsticks, buttons, ping pong balls and
corks. This tactile process lays a foundational understanding of place value, a
critical building block for all future math endeavors

2. GEOMETRY TOOLS

Protractors, set squares and compasses are the physical tools that introduce children
to the precision of geometry. They learn to draw and measure angles, create perfect
circles and understand the relationships between different geometric shapes. These
tools not only help with visualising and constructing shapes but also with
improving fine motor skills. These aids are essential classroom kits for students
entering into a high school math environment.

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 3. 2D and 3D shapes with blocks

Using blocks to build 2D and 3D shapes bridges the gap between the flat world of
paper and the three-dimensional world we live in. Handling cubes, pyramids and
spheres can help children understand the properties of these shapes — from the
number of edges and vertices to how shapes can fit together and interact with each
other. These aids also allow students to use the shapes to problem-solve area
puzzles, create and break down patterns and learn about symmetry and
classification.

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction
This chapter of the work will describes the methodology used for the study. It will
include the research design, population and sample selection, research instrument, and
data collection procedure.

3.1 Research Design

The research design that will be used, for this study is an action research; this research
aims at improving a problem in related situation through a change. The reason for
choosing action research is due to its simplicity. It is very clear and easy to use, unlike
other research designs. It can easily be interpreted and immediately be implemented.
Also action research will enhances teachers understanding a particular situation or a
problem.

3.2 Population
The study will target the population of Nahdah Islamic school. The researchers will
mainly target the basic four pupils with the total number of fifty-nine (59) out of
which twenty-eight (28) are girls and thirty-one (31) are boys, and two teacher
including the head teacher will also form part of the study population.

3.3 The Study Sample

The researchers will select twenty (20) pupils out of the total number of students in
the class, by using simple random sampling techniques. This techniques will be
adopted because, researchers want to give every learners the equal opportunity to be
part of the study.

3.4 Sampling Procedure

The sampling procedure will be used in selecting a sample of the study to be
conducted is simple random sampling and purposive sampling. This is how the
sampling will be done; a random selection of girls and boys with the ratio of (3:2)
respectively. Teachers will be ask to give in-depth information about the pupils in the
class.

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3.5 Research Instruments
The instruments used for this piece of work for the collection of data will be; tests,
interview, observation and questionnaire.

3.5.1 Test
Researchers will conduct a test to know pupils performance in mathematics.
Researcher will conduct a pre-test and post-test to gather data for the study.
Researchers will give out some mathematics exercises to pupils to solve.

3.5.2 Interview
Researchers will conduct face to face interview to ask questions about pupil’s
perceptions of studying mathematics.

3.5.3 Observation
Observation is a method of data collection which involves vision. Researchers will
carefully watch and listen to the pupils and record how the pupils performed activities
with activity based method.

1.5.4 Questionnaires

Questionnaires will also be administered to respondents to find out the factors that
will influence performance in mathematics. The questionnaires also sought investigate
how the activity based method will improve students’ interest in learning
mathematics.

3.6 Data Collection Procedure.

Data will be collected through Observation. The researchers will observe the class
participation, face to face interview will be done with teachers with the help of
questionnaire.

This is how the data will be collected, up on the arrival of us researchers to the school,
the researchers will ask permission from the school authority and also declare our
intention for visiting to the authority. After the permission is been granted, we will
use the first week to observe teaching and learning activities and learners interest in
mathematics. From our observation, we will participate in the academic activities as
teacher practitioners and also conduct tests to know, if learners can solve mathematics
questions. We will then go on to interview the teachers, through questionnaires to find

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out the pupils perception, concerning mathematics.

3.7 Intervention Stage

Intervention refers to the situation in which someone becomes involved in an issue in
order to influence what happens. What we the researchers will want to influence is
students’ understanding of the activity based method. The intervention process lasted
for four (4) weeks.

3.7.1 Pre-Intervention
Researchers will use one week to carry out the pre-intervention activities. Researchers
will use the first weeks to critically look through pupils’ exercise books to see the
marks they scored in Mathematics. The researcher will engage pupils by teaching
them mathematics without using activity based method. After which an assessment
will be conducted to evaluate the teaching to know whether the pupil’s understand the
concept.

3.7.2 Intervention
The researchers will use two weeks to carry out the intervention activities. In the first
week, the researchers will assist learners to know mathematics is all about and the
relevants of learning mathematics.

In the second week, the researchers will teach or guide pupils on how to use activity
based method in the teaching and learning of mathematics. From the above, the
intervention we will put to improve the student knowledge will basically base on
demonstration and activity method. Thus, demonstrating mathematical concepts in
teaching and allowing pupil’s to practice it several time to have “on-hand”
experiences.

3.7.3 Post intervention

During the post-intervention stage, researches will use the last week to evaluate the
effectiveness of the activity based method. A test will be conduct for the respondents
after the intervention is successfully completed to determine the extent to which the
activity based method technique has improve the understanding of respondents in the
mathematics. Students will be scored over hundred (100) marks and the mark
obtained by each student will be recorded against his or her serial number.

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3.8 Data Analysis
The data analysis will be planned as follow:

Descriptive analysis will be done in form of frequency, percentage and mean.

Frequency is number of times an event occurs. Percentage is denoted by the symbol
“%” which means “out of 100”.

Mean is the "average" number; found by adding all data points and dividing by the
number of data points.

Data will be presented in different frequency tables, cross tabulation, chart.

Frequency tables are generally produced on individual variables. For categorical data,
the number of observations (the frequency) for each unique value of the variable.

Cross tabulation (also referred to as cross-tab) is a quantitative research method

appropriate for analyzing the relationship between two or more variables

A chart is a graphical representation of data, in which "the data is represented by

symbols, such as bars in a bar chart, lines in a line chart, or slices in a pie chart.

Data from the questionnaires will be analyzed using SPSS and MS Excel.

REFERENCE

Abubakar, R.B., Wokoma, S. D. A., & Afebuame, A.O., (2012). Mathematics: A

Pivotal Rebranding Tool for National Development. Academic Research
International.

Akunmoladum, T. (2008) The Relevance of Problem Based Instruction to learning

about environment hearth.

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Clapham, C. & Nicholson, C (2009). The Oxford Concise Dictionary of Mathematics.
Oxford University Press. USA, New York.

Githua. (2013) found that students’ perceptions about Mathematics influence their
achievement in the subject

Gouba, L. (2008). The Importance of Mathematics in Everyday life, African Institute

of Mathematical Science,South Africa.

Fennel (2007).Time and emphasis are necessary for students to develop the links
among fractions, decimals and percentages and solve problems involving
their use

Hennich (2001).Introduction to fractions is one of a student’s first experience

Legner (2013) indicated three values of Mathematics in our daily lives.

Mutodi. & Ngirande, (2014). Illustrations while affective perception a person’s

attitude feeling and emotions about Mathematics.

Shen. & Talavera. (2003) that students who display positive perceptions about
Mathematics translate it into good performance

Sullivan, McDonough & Harrison (2004) that students who display positive
perceptions about Mathematics translate it into good performance

Wasike, Ndurumo & Kisilu (2013). Found that female students in secondary schools
in the Teso District of Kenya showed who displayed both negative and positive
perceptions towards Mathematics recorded no difference in performance.

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