Effects of Concrete-Representational-Abstract Strategy on Mathematics Achievement of Pupils with Dyscalculia in Yenagoa Metropolis of Bayelsa State

Abstract

The study explored “the effects of concrete representational abstract strategy on pupils' achievement with dyscalculia in the Yenagoa metropolis of Bayelsa State.” The study adopted a “pre-test and post-test control group quasi-experimental design.” Ninety-eight students were selected to participate in this study through a purposive sampling technique. Four intact classes from four schools were used for the study and randomly assigned to the experimental and control groups to be taught using the concrete-representational-abstract strategy and the modified lecture method, respectively. Instruments for data collection included the “Mathematics Achievement Test (MAT) and the Pupils' Dyscalculia Measure (PDM).” Two instructional guides were also used as teaching guides. The reliability of the MAT and the second section of the PDM was established through Kuder-Richardson Formula 21 (KR-21) and yielded a reliability of 0.84 and 0.81, respectively. Cronbach Alpha was used for the second section of the PDM, yielding a reliability of 0.85. Mean and standard deviation were used to answer the research questions, while the null hypotheses were tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings showed that students with dyscalculia taught with the concrete-representational-abstract had significantly better achievement in mathematics than those taught with the lecture method, and gender did not affect students' achievement. Thus, the concrete representational abstract is effective for teaching students with dyscalculia. It was recommended, amongst others, that the concrete representational abstract should be adopted to teach pupils mathematics in schools, especially those with dyscalculia disability.