It was observed and noticed that primary one pupils faced difficulties when writing numerals 1 to 30. Therefore, the study was conducted as the result of the need to aid primary one pupils to overcome their problems of writing numerals using selected pre-number activities such as tracing in sand, matching games and copying and tracing as intervention strategies.
Action research design was employed for the study. Tests and observations were used as instruments for data collection and the data collected were analyzed using frequencies and simple percentages. The purposive sampling technique was used to determine the sample size for the study. The sample size was made up of fourteen boys and twelve girls.
Pupils were taken through an intervention period lasting for five weeks. After the study was completed, pupils performance improved remarkably hence it was concluded that the use of pre-number activities such as tracing in sand, matching games, copying and tracing enhances pupils performance in numerals identification and writing.
Table of Contents
- CHAPTER ONE: INTRODUCTION
- Background to the Study
- Statement of the Problem
- Purpose of the Study
- Objectives of the Study
- Research Questions
- Significance of the Study
- Limitations of the Study
- Delimitations of the Study
- Organisation of Test of the Study
- CHAPTER TWO: REVIEW OF RELATED LITERATURE
- Overview
- Concept of Numbers and Numerals
- Numeral Identification
- Reading and Writing Numerals
- Importance of Teaching Number and Numerals
- Causes of the Inability of Pupils to Identify and Write Numerals
- Selected Activities to Teach Identification and Writing of Numerals
- What you will need when using tracing and copying to teach numeral writing
- Matching Games
- Summary of Chapter
- CHAPTER THREE: METHODOLOGY
- Overview
- Research Design
- Setting
- Population
- Accessible Population
- Sample Size
- Sampling Technique
- Research Instruments
- Pre-Intervention
- Intervention Technique
- Intervention Implementation
- Week one (1)
- Week two (2)
- Week three (3)
- Week four (4)
- Week five (5)
- Problem Encountered
- Data Collection
- Data Analysis Procedure
- CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION
- Overview
- Post-test one
- Post-test 2
- Post-test 3
- Post-test 4
- Post-test 5
- Discussion of findings
Objectives and Key Themes
This research work aims to address the difficulties faced by primary one pupils at Osubonpanyin/Ateitu M/A Primary School in Winneba, Ghana, in identifying and writing numerals 1-30. The study utilizes action research methodology to develop and implement pre-number activities to improve numeral recognition and writing skills.
- The challenges faced by primary one pupils in numeral recognition and writing.
- The effectiveness of pre-number activities (sand tracing, matching games, copying, and tracing) as intervention strategies.
- The impact of these interventions on pupils' performance in numeral identification and writing.
- The developmentally appropriate methods for teaching numeral recognition and writing.
- The importance of hands-on activities and play-based learning in early mathematics education.
Chapter Summaries
CHAPTER ONE: INTRODUCTION: This chapter introduces the study by establishing the importance of mathematics in daily life and highlighting the problem of primary one pupils' inability to identify and write numerals 1-30 at Osubonpanyin/Ateitu M/A Primary School. It states the purpose, objectives, and research questions of the study, as well as its significance, limitations, and delimitations. The chapter outlines the organization of the research work.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This chapter reviews existing literature related to number and numeral concepts. It explores the distinction between numbers and numerals, the importance of teaching number and numeral sense, and common causes of difficulties in numeral identification and writing. The chapter discusses various pre-number activities, such as sand tracing, tracing and copying, and matching games, suggesting their use as effective teaching strategies. It emphasizes the importance of building a strong foundation in early mathematics through concrete and practical experiences.
CHAPTER THREE: METHODOLOGY: This chapter details the research methodology employed in the study. It describes the action research design, the study setting, population, sampling technique, and research instruments (observation and tests). The chapter outlines the pre-intervention phase, the implementation of the five-week intervention program which involved various pre-number activities (numeral cards, matching games, sand tracing, tracing, and copying), and the data analysis procedure (frequency counts and percentages).
Frequently Asked Questions: A Comprehensive Language Preview
What is the overall topic of this research?
This research focuses on addressing the difficulties faced by primary one pupils in a Ghanaian school in identifying and writing numerals 1-30. It investigates the effectiveness of specific pre-number activities as intervention strategies to improve these skills.
What are the key themes explored in this research?
The key themes include the challenges primary one pupils face in numeral recognition and writing, the effectiveness of pre-number activities (sand tracing, matching games, copying, and tracing), the impact of these interventions on pupils' performance, developmentally appropriate teaching methods for numeral recognition and writing, and the importance of hands-on activities in early mathematics education.
What is the structure of the research preview?
The preview provides a comprehensive overview, including a table of contents, objectives and key themes, and chapter summaries. It details the research methodology and presents an outline of the findings.
What methodologies are used in this research?
The study employs an action research methodology. This involves developing and implementing pre-number activities to improve numeral recognition and writing skills. Data collection methods include observation and tests, with analysis using frequency counts and percentages.
What are the key chapters and their contents?
Chapter One (Introduction): Introduces the study, stating its purpose, objectives, research questions, significance, limitations, and delimitations. Chapter Two (Review of Related Literature): Reviews existing literature on number and numeral concepts, exploring common difficulties and suggesting effective teaching strategies. Chapter Three (Methodology): Details the research design, setting, population, sampling technique, research instruments, intervention program, and data analysis procedure. Chapter Four (Data Presentation, Analysis, and Discussion): Presents and analyzes the data collected, discussing the findings and their implications.
What specific pre-number activities are implemented in this research?
The intervention program includes a range of pre-number activities such as sand tracing, matching games, copying, and tracing numerals. These activities are implemented over a five-week period.
What are the limitations of this study?
The preview mentions limitations of the study, though the specific limitations are not detailed in this summary.
What is the significance of this research?
The research aims to contribute to the understanding of effective teaching methods for numeral recognition and writing in primary education and to improve the mathematical skills of young learners.
Who is the target audience for this research?
The target audience is likely educators, researchers, and anyone interested in early childhood mathematics education.
Where was this research conducted?
The research was conducted at Osubonpanyin/Ateitu M/A Primary School in Winneba, Ghana.
- Citation du texte
- Seth Badu (Auteur), 2018, Using Pre-Number Activities to Help Primary One Pupils to Identify and Write Numerals 1 to 30, Munich, GRIN Verlag, https://www.grin.com/document/427418
