EFFECTIVENESS OF CRA APPROACH ON THE MATHEMATICS PERFORMANCE OF GRADE 6 PUPILS

Educational Management

This study examined the effectiveness of the Concrete-Representational-Abstract (CRA) Approach in improving the mathematics performance of Grade 6 pupils. It specifically sought to determine the pupils' competency level before and after the implementation of the approach and to identify whether a significant improvement occurred following the intervention. The study employed a one-group pretest-posttest research design involving Grade 6 pupils of Sisimon Integrated School. Appropriate statistical tools were used to analyze the data gathered. The findings revealed that prior to the implementation of the CRA Approach, the pupils demonstrated limited mastery of the targeted mathematics competencies. After the intervention, the pupils showed improved performance, indicating better understanding of the mathematical concepts and skills covered in the study. The results further showed that the use of the CRA Approach contributed to a significant improvement in pupils' mathematics learning outcomes. Based on the findings, the study concluded that the CRA Approach is an effective instructional strategy for enhancing the mathematics performance of Grade 6 pupils. The structured progression from concrete experiences to visual representation and abstract reasoning helped learners develop both conceptual understanding and procedural skills in Mathematics. Hence, the approach may be considered a useful and learner-centered strategy in teaching Mathematics in the elementary level.

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