Effect of Open Approach and Concrete-Pictorial-Abstract (CPA) Approach on Number Sense and Mathematical Achievement in Subtraction of Grade-1 Students
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Abstract
This research aims to: 1) compare the number sense related to subtraction among grade-1 students before and after the implementation of open approach with the Concrete-Pictorial-Abstract (CPA) approach; 2) compare the mathematics achievement in subtraction among grade-1 students before and after the implementation of open approach with the CPA approach; and 3) examine the relationship between number sense and mathematics achievement in subtraction among grade 1 students. The sample group for this study consisted of 24 grade-1 students, academic year 2024 from Ban Bueng Kan School, selected through cluster random sampling. The research instruments included lesson plans, a number sense assessment, and a mathematics achievement test. Data were analyzed using basic statistics, t-tests, and Pearson's correlation coefficient. The research findings revealed that: 1) the number sense related to subtraction among grade-1 students was significantly higher after the intervention at the .01 level; 2) the mathematics achievement in subtraction among grade-1 students was significantly higher after the intervention at the .01 level; and 3) there was a positive correlation between number sense and mathematics achievement in subtraction among grade-1 students was significantly at the .01 level (r = 0.946).
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