The Impact of the Concrete-Pictorial-Abstract (CPA) approach on the mathematical communication and conceptual understanding of decimals in Grade-6 students
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Abstract
This research aimed to 1) compare the mathematical concepts of Grade 6 students before and after learning through the Concrete-Pictorial-Abstract (CPA) approach, 2) compare the mathematical communication and interpretation skills of Grade 6 students before and after learning through the CPA approach, and 3) study the relationship between mathematical concepts and mathematical communication and interpretation skills on the topic of decimals among Grade 6 students. The sample group consisted of 29 Grade 6 students from Lertpanya School, selected through cluster random-sampling with the classroom as the sampling unit. The research instruments included well-developed lesson plans with an overall appropriateness rating of 4.43 out of 5, a mathematical concepts assessment with a reliability coefficient of .842, and a mathematical communication and interpretation skills assessment with a reliability coefficient of .96. Data were analyzed using basic statistics and t-tests. The research findings revealed that 1) the mathematical concepts of Grade 6 students after learning were significantly higher than before learning at the .01 level of statistical significance, 2) the mathematical communication and interpretation skills of Grade 6 students after learning were significantly higher than before learning at the .01 level of statistical significance, and 3) there was a positive correlation between mathematical concepts and mathematical communication and interpretation skills on the topic of decimals among Grade 6 students (r = 0.709).
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