Analyzing students’ achievement and attitude through the Frankards context in learning probability

Abstract

Abstract In learning abstract mathematical concepts such as probability, students’ critical thinking and problem-solving skills are enhanced. However, learning this concept through abstraction would be a great challenge to students who are struggling in mathematics. Hence, an instructional support would be a great help. This study analysed the effect of using Frankards, an instructional material manipulative in teaching probability, on students’ achievement and attitude. Specifically, it aimed to determine the students’ level of achievement, students’ level of attitude, towards mathematics and the relationship between achievement and attitude. Quasi-Experimental Pretest-Posttest Control Group Design and purposive sampling were used where respondents were grouped into two: experimental group (taught with Frankards) and control group (taught without Frankards). A multiple choice pretest and posttest were administered to both groups to determine the difference between students’ achievement. Guce and Talen’s Scale on Attitude Towards Mathematics (SATM) and a multiple-choice achievement test were utilized as research instruments. The results showed that there was a significant difference between the experimental and control group in terms of achievement where students taught with Frankards outperformed the control group. It was also found that there was no significant difference between the experimental and control groups in terms of attitude. Moreover, the relationship between achievement and attitude (in terms of student engagement and liking mathematics) was found. The utilization of Frankards is recommended in teaching probability.