Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions

Abstract

The study sought to investigate the impacts of multiple representations-based instructions (MRBI) on basic six pupils’ performance in solving problems on common fractions in the Sagnarigu Municipality of Ghana. The study employed non-equivalent control group design in which 96 pupils in one primary school were purposively sampled and assigned to experimental group (n=46) and control group (n=50). Data were gathered using tests (pre- and post-test) and analyzed using descriptive and inferential statistics (independent samples t<i>-</i>test). Also, pupils’ exposed to multiple representations-based instructions performed better in the post-test than in the conventional group. This suggests that MRBI positively impacted pupils’ performance in solving problems on common fractions. We conclude that MRBI is an effective approach, which mathematics teachers need to incorporate in their teaching of fractions. Therefore, we recommend the MRBI approach for basic school mathematics teachers to enhance pupils’ understanding of mathematics concepts, especially at mathematics education’s foundation (basic level).