The effects of teaching fractions by using physical manipulatives on standard four pupil’s performance

Mwanri, Walter Samweli

dc.creator	Mwanri, Walter Samweli
dc.date	2019-09-02T08:01:36Z
dc.date	2019-09-02T08:01:36Z
dc.date	2014
dc.date.accessioned	2022-10-20T14:15:43Z
dc.date.available	2022-10-20T14:15:43Z
dc.identifier	Mwanri, W. S. (2014). The effects of teaching fractions by using physical manipulatives on standard four pupil’s performance. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1365
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1365
dc.description	Dissertation (MA Education)
dc.description	The purpose of this experimental study was to examine the effects of teaching fractions by using physical manipulatives on standard four pupils‘performance. The study hypothesized that, the pupils would consecutively perform significantly higher on addition of simple fractions when would be taught using physical manipulatives with hands-on practices as compared to when would be taught by using physical manipulatives for demonstration alone. Further, the study hypothesized that boys would outperform their girl‘s counterparts across all the three conditions of this experiment. The study included 36 standard four pupils whereby 18 were girls and 18 were boys. The participants were obtained through stratified random sampling from Olturoto Primary school in Arusha District Council in Northern Tanzania. The study employed Within-Participants Repeated Measures Experimental Design for data collection whereby tests were designed for measuring the pupil‘s performance under the given experimental conditions. The obtained scores performance for the pupils were analyzed through one way Analysis of Variance (ANOVA) for repeatedmeasure designs SPSS version 20.0. The study found that pupils performed slightly better when were taught by using physical manipulatives with hands-on practices than demonstration of physical manipulatives alone. Further, they performed better under demonstration of physical manipulatives than without using physical manipulatives at all on addition of simple fractions. Moreover, the study found that boys performed better than girls in all three teaching strategies. The study therefore recommended the teaching and learning tasks in primary schools should involve use of physical objects.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Teaching fractions
dc.subject	Pupils' performance
dc.subject	Students' performance
dc.subject	Physical manipulative
dc.subject	Teaching strategies
dc.subject	Primary schools
dc.subject	Teaching tasks
dc.subject	Learning tasks
dc.title	The effects of teaching fractions by using physical manipulatives on standard four pupil’s performance
dc.type	Dissertation