Efeects of Learning Fractions Through a Concrete Pictorial Abstract Approach (CPA) with Board Games on Prathomsuksa 3 Students’ Learning Achievement

Abstract

         This study aimed to (1) compare students’ math learning achievement on fractions before and after learning through a concrete pictorial abstract approach (CPA) and board games and (2) examine the satisfaction of students with learning through a concrete pictorial abstract approach (CPA) and board games. The sample consisted of 27 Prathomsuksa 3 students at Banneonthong School during the first semester of the academic year 2024, selected through simple random sampling using a lottery method. The research instruments were (1) CPA lesson plans incorporating board games on fractions; (2) a board game about fractions; (3) a math achievement test on fractions; and (4) a satisfaction questionnaire on learning through the CPA approach and board games. Descriptive statistics, including mean scores, standard deviations, and relative growth scores, were used to analyze student learning achievement before and after the intervention. A t-test for dependent samples was used to compare mean scores on the fractions achievement test before and after learning through the CPA approach and board games. Student satisfaction with learning through the CPA approach and board games was analyzed using descriptive statistics, including means and standard deviations.

         The findings indicated that 1) Students who studied through the CPA approach and board games had statistically higher learning achievement scores after learning at a significant level of .05 and 2) The satisfaction of students with learning through the CPA approach and board games was ‘high’.