Effectiveness of Concrete-Pictorial-Abstract on Pupils’ Academic Achievement in Mathematics in Ilorin West Local Government Area

Abstract

Primary school mathematics instruction is a vital component of a pupils’ educational journey; it serves as a vital cornerstone to the cognitive development of the pupils; however, it is accompanied by numerous obstacles that impede successful learning and academic achievement of pupils in mathematics. Based on this, the study investigated the effectiveness of concrete-pictorial-abstract on pupils’ academic achievement in mathematics in Ilorin West Local Government Area. The study adopted a pre-test, post-test, non-equivalent control group quasi-experimental research design. The sample for this study consists of 89 pupils from two public and two private schools. Seven research hypotheses were formulated and tested at the 0.05 level of significance. Mathematics Achievement Test with two treatment packages: Instructional Guide for Concrete-pictorialabstract and Instructional Guide for Conventional Teaching Strategy were used to collect data for the study. Data were analysed using the Analysis of Covariance (ANCOVA). The findings of the study revealed that there was a significant main effect of concrete-pictorial-abstract on pupils’ academic achievement in mathematics in Ilorin west local government area of kwara state (F (1; 80) = 17.861; P< 0.05). Based on these findings, it was concluded that there was a significant main effect of concrete-pictorial-abstract on pupils’ academic achievement in mathematics in Ilorin west local government area of kwara state. It was recommended that teachers should use the concrete-pictorial-abstract strategy in teaching mathematics in order to enhance the problemsolving and reasoning skills of pupils.