International Journal of Mathematics Trends and Technology
Volume 71 | Issue 9 | Year 2025 | Article Id. IJMTT-V71I9P101 | DOI : https://doi.org/10.14445/22315373/IJMTT-V71I9P101
| Received | Revised | Accepted | Published |
|---|---|---|---|
| 12 Jul 2025 | 14 Aug 2025 | 02 Sep 2025 | 18 Sep 2025 |
Monya Edward Lamin Junior, Alhaji Mohamed Hamza Conteh, Brima Gegebe, "A Comparative Study on the Use of the Concrete Pictorial-Abstract (CPA) Approach and the Abstract Approach in Teaching Mathematics in Primary Schools in Kenema District, Sierra Leone," International Journal of Mathematics Trends and Technology (IJMTT), vol. 71, no. 9, pp. 1-8, 2025. Crossref, https://doi.org/10.14445/22315373/IJMTT-V71I9P101
Mathematics achievement in Sierra Leonean primary schools remains a significant challenge, often attributed to the prevalent use of traditional Abstract teaching methods that begin with symbolic notation, hindering conceptual understanding. The Concrete-Pictorial-Abstract (CPA) approach, grounded in constructivist theory, offers a promising alternative but lacks empirical validation within the resource-constrained context of Sierra Leone. This study aimed to compare the effectiveness of the CPA approach against the Abstract Approach in enhancing mathematics achievement among primary school pupils in Kenema District, Sierra Leone. A mixed-methods quasi-experimental design was employed. A sample of 120 Class 5 pupils from four public schools (two urban, two rural) was selected. Intact classes were randomly assigned to an experimental group (taught with the CPA approach) or a control group (taught with the Abstract Approach) for an 8-week intervention. Quantitative data were collected through a pre-test and post-test Mathematics Achievement Test (MAT), analyzed using independent samples t-tests and ANCOVA. Qualitative data on teacher perceptions were gathered via focus group discussions and analyzed thematically. The ANCOVA results, controlling for pre-test scores, revealed a statistically significant difference in post-test achievement scores between the two groups, F(1, 117) = 28.45, p < .001, with the CPA group (M = 72.4, SD = 9.8) outperforming the Abstract group (M = 61.2, SD = 10.5). The effect size was large (partial η² = 0.196). The CPA group showed superior gains in both conceptual understanding and procedural fluency. Qualitative findings indicated that teachers perceived the CPA approach as highly effective for engagement and understanding, despite challenges related to resource limitations. The CPA approach is a significantly more effective pedagogical strategy for teaching mathematics in the Sierra Leonean context than the traditional Abstract Approach. The findings advocate for the integration of the CPA approach into national teacher training and curriculum frameworks. Recommendations include investing in the development of low-cost, locally sourced teaching and learning materials to facilitate widespread implementation and improve primary mathematics education outcomes.
Concrete-Pictorial-Abstract (CPA) Approach, Abstract Approach, Mathematics Achievement, Primary Education, Sierra Leone, Quasi-Experimental Study.
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