CHAPTER I

INTRODUCTION

NATURE AND BACKGROUND OF THE STUDY

Understanding the basic concepts of mathematics is very necessary for

students. Studies find that learning can make students able to deal with their real-life
problems (Fajri, 2018) as explained clearly as follows, the relationship between
the benefits of mathematics for everyday life has a practical value in supporting
human life; first, studying mathematics can solve problems such as measuring
distances and others; second, helping to calculate trade when receiving and paying
back the buyer's money so as not to lose; third, can train accurate thinking and
intelligent thinking; fourth, make people think systematically and careful; fifth, making
a person think broadly, logically and not assumptions, presumptions, or guesswork;
sixth, making people trained to calculate accurately and quickly, especially for
those who like people in business, seventh, able to concludes deductively and
eighth, make someone thorough, and patient in analyzing data (Marliani, 2021).

The function of learning mathematics in primary schools is as tool, mindset,

and understanding to solve problems encountered in everyday life (Lesthary,
Tampubolon, & Salimi, 2014). Thus, understanding mathematical concept will help
students solve everyday problems, especially those requiring mathematical skills.

One of the important roles of learning mathematics is to understand the

abstract object of mathematics directly. At the age of elementary school children
according to Piaget about 7 to 11 years, is a stage of concrete operational
development, in this phase, the child can perform operations, and logical reasoning
as long as reasoning can be applied to specific and concrete examples (Santrock,
2007: 50). To achieve student abstraction ability, it takes something bridging from
concrete to the abstract. In its application, students can present ideas in the form of
mathematical representations in the form of concrete models in the form of images or
other forms. Active participation of students will strengthen their understanding of
mathematical concepts.

Ability representation is one of the standards mathematics learning process

that need to be grown and owned by students. The standards of this process should
be presented not separately with mathematical material. Unfortunately,
representations are often taught and studied as if standing alone without any

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connection in mathematics. In fact, with the representation is expected to support
students understanding of mathematical concepts and their relationship in
communicating mathematics, arguments, and understanding of one another, in
recognizing the relationship between mathematical concepts (NCTM 2000: 206).

Learning is no longer viewed as a process of receiving information to be

stored in student’s memory obtained through practice repetition (practice) and
reinforcement. However, students learn by approaching each new problem / task
with prior knowledge, assimilating new information, and building their own
understanding. Mathematics learning should be linked to the problems that arise in
the real world of learners. Mathematics is not a lesson that only gives students
knowledge about how to count and teach formulas, more than that math is a lesson
that can train students to think critically, logically, carefully, and objectively and
openly in everyday life. With these skills, students are expected to solve various
problems both current and future. Thus, learning in mathematics must be based on
problems.

OBJECTIVES OF THE STUDY

Major Objective: To investigate the effectiveness of Concrete – Picture –

Abstract (CPA) Approach in Enhancing the Number Recognition Skills Acquisition of
Grade 1 Learners in Lukay Elementary School (Alangalang).

Specific Objectives:

 This study aims to explore and evaluate the number recognition skills of
grade 1 pupils in Lukay Elementary School through CPA approach.
 Seeks to provide insights into how educators can best support students in
developing their critical thinking skills and improving mathematical skills.

SCOPE AND LIMITATION

The study focused on Enhancing the Number Recognition Skills Acquisition of

Grade 1 Learners in Lukay Elementary School (Alangalang) through Concrete-
Picture-Abstract (CPA) Approach. The respondents will be the Grade I learners who
were selected to ensure that the data gathered, and the results and findings of the
study are held reliable. This study will be conducted at Lukay Elementary School for
the school year 2024-2025.

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DEFINITION OF TERM

The following terms are defined operationally:

Acquisition – the process of obtaining something or the thing that is obtained.

Number Recognition – when a child learns how to identify different numbers by their
names, by the way that they look, and by matching them to their representative
quantities.

Concrete – this occurs when students have ample opportunities to manipulate

concrete objects to problem-solving.

Picture – visual representations of data using pictures or symbols to represent

quantities.

Abstract – the process of considering and manipulating operations, rules, methods

and concepts divested from their reference to real world phenomena and
circumstances, and also deprived from the content connected to particular
applications.

PROPOSED INNOVATION, INTERVENTION & STRATEGY

The use of Concrete-Picture-Abstract (CPA) Approach, aims to enhance the

skills of the learners in recognizing the number and acquiring the knowledge of
numbers using CPA.

Furthermore, following a carefully designed implementation plan, the

researchers select content aligned with the learning objectives. The interactive
design of the presentation will include quizzes, clickable buttons, and visually
appealing graphics to actively involve pupils. With the necessary technology setup,
the researchers delivered the presentation, providing clear instructions and
encouraging well as assessment to know their scores. active participation.

Research Questions:

This study aims to answer the following questions:

1. Does using Concrete – Picture – Abstract (CPA) approach enhance the

mathematical skills of Grade 1 pupils in Lukay Elementary School?
2. Does CPA approach effective in recognizing the numbers?

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 CHAPTER II

REVIEW OF RELATED LITERATURE

The researchers reviewed several works of literature and studies that are
relevant to the topic of the study. This section covers various concepts, ideas, and
information that are pertinent to the present study.

NUMBER RECOGNITION SKILLS

According to Sara (2014) number recognition is a fundamental skill that

children develop early in their mathematics education. It involves visually recognizing
and naming numbers, as well as understanding their symbolic representation. This
skill lays the foundation for counting, solving simple mathematical problems later on.
Number recognition is an essential skill that children start developing at a young age.
In primary school, children can engage in various activities to build a strong
numerical foundation and boost their critical thinking skills. Numeral recognition is the
ability to identify and name the digits 0-9. This foundation skill is crucial for early math
development, as it allows children to understand he symbolic representation of
numbers.

Numeracy is essential for pupils to access and comprehend their

surroundings. They will be better equipped to decide what steps to take in their life if
they are able to quantify and measure their environment in various ways. According
to Latipan and Mendez’s study from 2022, there is moderate correlation between the
degree of numeracy skills and the variables influencing numeracy skills. The teacher
component, in terms of promoting cooperation and engagement, was one of the
factors that had an impact on pupil’s level of numeracy abilities. The outcome
suggested that some steps needed to be made, particularly for classroom teachers.
Following that it was suggested that teacher’s support and encourage teachers in
promoting the use of cooperation and participation in the classroom in order to
improve student’s numeracy skills. A variety of abilities that involve numbers make up
numeracy skills. Learn to interpret, comprehend, and explain their significance to
others. These range from simpler mathematical operations like addition, subtracting,
multiplying, and dividing to more complicated ones like trigonometry, algebra, or

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geometry. When numeracy proficiency levels rise, having poor numeracy abilities
might become a hindrance to learning. In addition to make it more difficult to stay up
with higher level concepts and classes. Thus, teachers and parents may help each
other to ensure the pupils learn and master the numeracy skills to better their
academic performance specially in mathematics (Max, 2021). Learning things that
are still new and stranger to them that will make them confuse and experience
difficulties. May the teachers regularly monitor the numeracy skills of the pupils who
have achieved the highest percentage of numeracy skills of the pupils who have
achieved the highest percentage of numeracy skills at the end of remediation
program.

CONCRETE-PICTURE-ABSTRACT APPROACH

The theories of instruction proposed by Bruner in his 1966 book toward a

theory of instruction have and undoubtedly bequeathed a rich legacy to generations
of educators in the domain of learning and instruction. Amongst his voluminous
contributions, one of the most well-known conceptions is that of “enactive-iconic-
symbolic” modes of representation. This conception forms the foundation for a
spectrum of instructional practices related to mathematics education, all bearing a
conspicuous tripartite semblance to the Bruner’s model.

According to cooper (2012) in teaching and learning with CPA approach there
is manipulative aspects which are said to be a source of benefits and pitfalls at the
same time, the benefits of learning with the use of manipulative objects will enhance
the students’ dispositions and attitude towards learning in the classroom. The trap
when student prefer to regard the use of manipulative objects as play events to fill
the spare time than to provide an opportunity to improve their understanding of
mathematics.

Copper (2012) describes three stages of learning sequences using CPA

approach, namely: the initial phase involves students physically interact with the
manipulation of concrete objects. The second stage involves working with a concrete
representation of the model, which usually a pictorial like circles, dots, counting,
geometric figures. The third stage is abstract stage that symbolically modeled using
the concept of numbers, variables, and other mathematical symbols.

Pertanika J. Soc. Sci. & Hum. 29 (4): 2301- 2313 (2021) Mond Shafian
Shafiee and Chew Cheng Meng2019; Watanabe et al., 2019) in CLR showed
positive feedback and impact for the teachers and students CPA Approach. The CPA
approach comprises three main steps, namely concrete, pictorial, and abstract, which

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adapt to Bruner’s (1966) three modes of representation. Brunner (1966) state that the
modes of representation are enactive, iconic, and symbolic. Enactive representation
means learning is through motor responses are actions, iconic representation means
learning through the perception of images or pictures, while symbolic representation
means learning is through symbols or notations (Brunner, 1964). Thus, through the
three modes of representation described by Brunner (1966), the CPA approach has
been represented by the concrete step in enactive representation, the pictorial step in
iconic representation, and the abstract step in symbolic representation. Many studies
(e.g., Bouck et. Al., 2018; Flores & Hinton, 2019; Flores et al., 2019; Hinton & Flores,
2019; Isip, 2018; Purwadi et al., 2019; Salingay & Tan, 2018) has shown significant
improvement in student’s performance in mathematics when the CPA approach was
implemented in the classroom. Most teachers only use exciting tools in the classroom
without realizing whether the tools can be used meaningfully or not to pupils. The
construction of lesson plans and tools for the CPA approach was through discussion
between CLR group members. Each group member in CLR will detect deficiencies in
the methods and tools available at each live teaching session that occurs before
making changes in the next session. The CPA approach also allows for the
construction of teaching aids that are more concrete and meaningful. The difficulties
when learning geometry and measurement can be reduced if teacher’s and pupil’s
correct use of teaching aids occurs during teaching and learning. Zhang (2021)
stated that pupils who face problems in geometry are pupils who have low
achievement in other domains of mathematics. Zhang’s (2021) findings indicate that
learning or difficulty in basic geometry is due to the absence of a visual
representation. The absence of a visual representation is one of the things attempted
in the CPA approach through the concrete and pictorial steps.

ENHANCING THE NUMBER RECOGNITIONS SKILS THROUGH CONCRETE-

PICTURE-ABSTRACT APPROACH

The CPA Approach to learning may be used to build and enhance primary
school students’ mathematical reasoning skills for each group of early mathematical
abilities (high, medium, and poor) (Putri et al., 2020). Learning stages with the CPA
approach always create mathematics learning that is as close to students’ daily lives
(Putri, Yuliyanto, and Nikawante, 2020). The CPA approach s learning with three
stages, namely concrete, pictorial, and abstract allowing students to learn
mathematics in real terms by utilizing concrete objects around them and then
visualizing them and turning them into mathematical symbols. Because CPA may
make learning meaningful for children via tangible and graphical procedures, it is

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thought to boost student’s self-efficacy and mathematics success (Muqodas, 2020).
However, implementing the CPA approach in learning presents potential pitfalls for
students in developing their mathematical abilities when they view the use of
students in developing their mathematical abilities when they view the use of
manipulative objects as an activity that is just playing to fill time rather than providing
an opportunity to improve students mathematical understanding.

Along with the CPA strategy used in this study, conventional teaching
approaches such as lectures, direct discussions, question and answer sessions, and
demonstrations are also used to important knowledge. This is in line with studies that
say the conventional learning approach is teacher – centered and generally uses the
lecture method (Yuliyanto, Fadriyah, Yeli, & Wulandari, 2018). While the early
mathematical concepts, which functioned o study the materials. Early mathematical
competence refers to learner’s capacity o comprehend the foundational concepts in
the later taught content. (Yuliyanto & Turmudi, 2020). According to the above
explanation, the purpose of this study is to comprehend how well students who study
mathematics using CPA learning and traditional learning both generally and for those
with high, medium, and poor baseline mathematical abilities perform in terms of
learning outcomes. Therefore, the issue under discussion is if there is a difference
between the average mathematics learning results of students who study using CPA
learning and conventional learning, both overall and for medium and low baseline
mathematical ability.

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 CHAPTER III

METHODOLOGY

This section presents and discusses the research design, locale of the study,
research participants, research instruments, and data collection procedures and data
analysis.

Research Design

 This study utilized participatory action research design (McTaggart, 1994),

one of the qualitative research approaches.
 Action research design is used in this study to determine if there is an
enhancement regarding the learner’s number recognition skills acquisition
after implementing the CPA approach.

Research Locale

This study will be conducted in Lukay Elementary School at Brgy. Lukay

Alangalang, Leyte. It is located near the Brgy. Cavite Alangalang, Leyte. The school
composed of 8 teachers, 1 principal and 225 officially enrolled students.

Research Participants

In this study, the participants will be the first-grade learners at Lukay

Elementary School. First-grade learners are composed of 20 male and 11 females,
for a total of 31 learners. The age range is from 6 to 8.

Sampling (sample size, sampling technique)

This study will use a purposive sampling technique. Purposive sampling

would allow researchers to select Grade 1 pupils as the participants with a total
number of 31 pupils.

Research Instruments

There were two instruments used in the study. The researchers used an
adapted questionnaire to know if the CPA approach enhance the number recognition
skills of grade 1 learners in Lukay Elementary School. Also, prepared and corrected

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lesson plan serves as a guide during discussion with assessment to evaluate the
learning.

Thus, prepared lesson plan with assessment were used to carry out the study
and was used as an instrument to gather data for the study. According to Ary (2018),
“Test is a set of stimuli presented to an individual to elicit responses based on which
a numerical score can be assigned”. Composed of five items on assessing their
scores.

Data Collection Procedures

In collecting the data, we asked one of the teachers in Grade 1 to help us

identify a learner who struggles in adding numbers from zero to nine. After identifying
the subject, we requested permission from the parents of the subject to conduct a
study with their child as our subject. Then, we made an implementation plan which
shows the detailed process of how we put our intervention into action. Our
implementation plan consisted of three phases – Phase 1 (Concrete Level), Phase 2
(Pictorial), and Phase 3 (Abstract Level). Each phase comprises three sessions with
thirty minutes lesson per session.

During phase 1, we provide objects to model addition problems. The subject

received instruction in addition facts of numbers zero to nine through the use of real
objects like stones, coins, ballpens, toys, clips and sticks. In phase 2, we transformed
the concrete model into representational level. We utilized pictures of different
shapes for adding. The subject counted the pictorial representations to understand
addition. Lastly in phase 3, the instruction is provided using number symbols only.

In gathering the data, we used a tabulation sheet in keeping a record of the

subject’s scores in the hands-on exercises during phase 1 and his worksheets given
to her during phases 2 and 3. We used tables to show his progress in learning the
addition skills and compare his performance in three phases.

Data Analysis

The data analysis techniques used in this research is descriptive analysis.

Descriptive Analysis

Sugiyano (2012) explained that descriptive analysis serves to explain or

provide a description of the subject under investigation based on data collected from
samples or populations. Descriptive analysis of enhancing the learners’ number
recognition skills acquisition through CPA approach was based on the average N-

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Gain. Learners number recognition skills acquisition through CPA approach was
determined in three achievement criteria, namely low, medium, and high
improvement.

The criteria were prepared using the grouping rules proposed by Hake (1999) which
are presented in Table 1.

Table 1. N-Gain Criteria

Interval Improvement Criteria

(<g>) ≥ 0.7 High
0.7> (<g>) > 0.3 Medium
(<g>) ≤ 0.3 Low
Note: (<g>) = N-Gain score

Formula to calculate N-Gain

Posttest Score−Pretest Score

N Gain Score =
Ideal Score−Pretest Score

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