Using A Concrete-Representational Abstract (CRA) Approach In Learning Fractions Among Grade Five Iraqi Pupils

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dc.contributor.authorIbrahim, Sahar Abbas
dc.date.accessioned2019-08-20T02:44:08Z
dc.date.available2019-08-20T02:44:08Z
dc.date.issued2017-06
dc.description.abstractIn the Iraqi education system, fractions is a topic introduced to primary school pupils since Grade Four until secondary school. However, pupils in Iraqi schools often face difficulties in learning fractions. Thus, the two main objectives of this study were to examine the effects of the CRA approach on Iraqi Grade Five pupils' proficiency and retention of proficiency in learning fractions; and also in their motivation and retention of motivation in learning fractions. In addition, it also investigated the pupils' perception, feedback of teacher and pupils about learning fractions using the CRA approach. This study adopted a one-group pretest-posttest-retention test research design where a class of 34 Grade Five pupils from an Iraqi school in Kuala Lumpur, Malaysia participated and the CRA approach was used to introduce the concept of fractions. Two weeks after the intervention, the pupils sat for the retention test. Quantitative methods of data collection such as pretest, posttest, and retention test, pre-survey, post-survey, and retention survey and perception questionnaire were used to collect the data. Meanwhile, qualitative method of data collection such as interviews were used to collect the data on the feedback of teacher and pupils about learning fractions using the CRA approach. The dependent-samples t-test was used to analyse the data for each of the quantitative research questions. The results of the study indicated that there was a significant difference of the CRA approach on pupils' proficiency and no significant difference on retention of proficiency in learning fractions. The results of the study also showed that there was a significant difference of the CRA approach on pupils' motivation and no significant difference on retention of motivation in learning fractions.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8642
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectUsing a concrete-representational abstracten_US
dc.subjectamong grade five Iraqi pupilsen_US
dc.titleUsing A Concrete-Representational Abstract (CRA) Approach In Learning Fractions Among Grade Five Iraqi Pupilsen_US
dc.typeThesisen_US
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