Effect of visual-based instruction on elementary pre-service teachers’ conceptual understanding of fractions

Abstract

Research from different settings show that many elementary school teachers lack a deep conceptual understanding of fractions. A quasi-experimental research was carried out to determine the effectiveness of visual-based instruction on elementary pre-service teachers’ (PST) conceptual understanding of fractions. Data from 97 first-year PSTs at a college of education were collected using an achievement test on the concepts and operational procedures of fractions. Test scores were analysed using descriptive statistics, and the independent samples t-test. The average change in performance from the pre-test to the post-test was assessed using a normalized gain g  for each instructional approach. While the difference was not statistically significant, the computed normalised gains show that the visual-based instruction yielded better results than the traditional lecture method. These findings demonstrate a need for raising awareness among pre-service and in-service elementary school teachers on the effectiveness of visual-based instructional approaches for enhancing learners’ understanding of fractions.