Using an Improvised Abacus to Assist Samproso M/A Junior High School Level One Pupils to Overcome the Problem of Place Value Concept in Mathematics

Abstract

This study is an action research work done to help the JHS one (1) pupils of Samproso M/A Basic School in Off in so South Municipal Assembly to identify place value of 4 5 digits in numerals. The study was undertaken in order to bring out the meaning of place value, the importance of teaching and learning materials (TLMs) in teaching and also the teaching and learning materials (TLMs) that could be used in teaching place value as a concept in mathematics. The study used an improvised abacus to help improve pupils‟ understanding of the concept of place value. Purposive as well as random sampling technique was selected and used as the study was limited to where the problem was identified and they all shared the same problem. In all, sixty-five (65) pupils comprising thirty-three (33) boys and thirty-two girls from the sample groups were used. Three research questions were formulated to guide the study. Pre-test, observation, interview questionnaire and post-test were the research instruments used to gather reliable data for the study. Pupils were also found to have developed favourable attitude towards mathematics. Recommendations were made with regards to teachers and pupils‟ attitude in the teaching of mathematics at the basic school level. Introduction Many Ghanaian students today are faced with difficulties in dealing with mathematical problems in school, especially at the basic level. During the recent teaching practice (school attachment programme), the researchers noticed that, pupils in class have the problem of place value and as a results perform poorly in class exercises and assignments. In view of this, the researchers adopted the use of abacus to help pupils overcome their place value difficulties. Background of the Study Mathematics as a discipline is an ideal aspect of our daily activities. It is the “life-blood of development. As a result of mathematics, there is a great gap between the developing and developed countries. This gap is as results of the great premium developed countries placed on mathematics than developing counties which do not regard mathematics as an instrument for development. Mathematics all over the world is well accepted as a subject or course that every child throughout the world should study in school. This is because of its application in our work place, school and in our daily activities. Many children in our junior high schools are finding it difficult to understand the fundamental concepts and skills to solve mathematical problems. Many pupils in our senior and junior high schools pass their examinations without acquiring the prerequisite understanding of most fundamental concept and principles in finding solutions. However, the poor performance in mathematics by most Ghanaian pupils in our schools today come to light in 1992 when a criterion reference test (CRT) was conducted for pupils in basic schools throughout the communities in country that shows that, the competence was very low. Again, most of the pupils pass their mathematics examinations without acquiring proper pre-requisite understanding of the most fundamental concepts, the pupils cannot be blamed alone since lack of adequate