CHAPTER THREE: METHODOLOGY

3.0 Introduction

This chapter outlines the research methods and procedures used to investigate the
effectiveness of using concrete objects in teaching algebra to Form 2 sudents at Banka
Community Senior High School. It details the research design, population and sample,
sampling techniques, instruments used for data collection, and the different stages of
the intervention. Finally, it explains how data was analyzed to draw meaningful
conclusions from the study.

3.1 Research Design

This study employed an action research design. Action research is a reflective process
of progressive problem-solving carried out by teachers to improve teaching and
learning practices in their classrooms. This design was appropriate because the
researcher, also the classroom teacher, sought to improve students’ understanding of
algebra through the use of concrete objects.

Action research is characterized by its cyclical nature, involving planning, action

(intervention), observation, and reflection. This study followed a pre-intervention,
intervention, and post-intervention structure, making it ideal for assessing the
effectiveness of the new teaching method over a specified period.

The study also incorporated elements of a quasi-experimental design as it involved a

single group of students tested before and after the intervention, without a control
group. This allowed the researcher to measure gains in performance directly
attributable to the use of concrete objects.
3.2 Population and Sample

The population for the study comprised general art class of Form 2 students at Banka
Community Senior High School in the Asante Akim South Municipal of the Ashanti
Region of Ghana. The school has three general art classes of Form 2, with a total of
55 students.

From this population, one class comprising 21 students (15 boys and 6 girls) was
selected to participate in the study.

The choice of this class was based on convenience and accessibility since the
researcher teaches this class regularly. The students exhibited typical learning
challenges in algebra, making them suitable subjects for the intervention.

3.3 Sampling Techniques

The study adopted the purposive sampling technique to select the class for the
intervention. Purposive sampling allows researchers to intentionally select a group
that is most relevant to the study objectives. In this case, the selected Form 2 general
art class represented a group with documented learning difficulties in algebra and was
readily accessible to the researcher.

Though not randomly selected, the class had a good mix of academic abilities, gender,
and participation levels, which made it representative of the broader population in
similar Secondary schools.

3.4 Instrumentation

To collect relevant data, the following research instruments were employed:

3.4.1 Pre-Test and Post-Test

Two algebra assessments one administered before the intervention (pre-test) and the
other after the intervention (post-test) were designed to evaluate students’
understanding of algebraic concepts such as:

 Identifying and simplifying algebraic expressions

 Solving linear equations and linear inequalities
 Solving simultaneous equation
 Applying algebra in word problems

Each test comprised 20 objective questions and 5 short-structured questions. The tests
were marked over 40 marks. The pre-test served as a baseline for student
performance, while the post-test measured improvement after the use of concrete
objects.

3.4.2 Observation Checklist

An observation checklist was used during the intervention to monitor student

participation, engagement, and attitude toward the use of concrete materials. The
checklist included indicators such as:

 Active manipulation of materials

 Group collaboration
 Asking and answering questions
 Demonstration of conceptual understanding

3.4.3 Interviews

Informal interviews were conducted with students and the mathematics teacher to
gain qualitative insights into the effectiveness of the teaching strategy. Students were
asked about their experience using concrete objects and whether it helped their
understanding. The teacher provided feedback on the ease of implementation and
observed changes in students’ behaviour and comprehension.
3.5 Data Collection

The study was carried out over a seven-week period during the first semester of the
academic year. Data collection followed three major stages:

3.6 Pre-Intervention Stage

During this stage, the following activities were carried out:

 Needs Assessment: The researcher conducted a short diagnostic test to

confirm difficulties in algebra among students.
 Pre-Test Administration: Students took a standardized algebra test to
determine their baseline knowledge and skills.
 Lesson Planning: Detailed lesson plans were prepared for the topics selected
for the intervention. These topics included:
o Algebraic expression
o Linear equations
o Linear inequalities
o Simultaneous equations
o Solving word problems involving algebra

Concrete objects such as algebra tiles, cups and counters and number lines were
gathered and organized for use during the intervention.

3.7 Intervention Stage

This stage involved the actual teaching of algebra using concrete objects over a period
of five weeks. Each week focused on a specific concept:

Week 1: Introduction to Algebraic Expressions

 Students used coloured tiles to represent variables and constants.

  Examples such as 3x + 2 were physically modelled using tiles.
 Students worked in pairs to form expressions with given values.

Week 2: Solving Linear Equations

 Cups (representing variables) and counters (constants) were used on balance

mats.
 Students learned to “balance” both sides of an equation, developing the
concept of equality.
 Equations like x + 3 = 5 were demonstrated physically before solving
symbolically.

Week 3: Solving linear inequalities

 Students solve inequality as the way as equation and represent the result on a
number line.
 Students represent the inequality sign (< or >) by open circle indicating that
the boundary value is not included.
 Also, students represent the inequality sign ( ≤ or ≥) by closed circle indicating
that the boundary value is included.
 Inequality like x > 3 is illustrated on a number line.

Week 4: Solving simultaneous equations

Simultaneous equations are of two or more equations that share the same unknown
variables, all of which must be solved for at the same time (Yunusetal.,2016).

 Students use long rectangular tiles of different size to represent variables (x and
y) and small square tiles to represent constant.
 Students use those manipulatives and solve the equations through elimination
method.
 Equations like 3x + y = 5 and 2x + y = 4 were demonstrated physically before
solving symbolically.
Week 5: Solving Word Problems

 Real-life scenarios were modelled using manipulatives.

 Students translated verbal problems into algebraic models using concrete
objects before solving them.

Monitoring was continuous through classroom observation, formative questioning,

and students responses.

3.8 Post-Intervention Stage

At the end of the five-week intervention, the following activities were conducted:

 Post-Test Administration: The same format as the pre-test was used to

measure students’ improvement.
 Observation Review: Data collected through checklists were analysed to
determine changes in participation and engagement.
 Interviews: Students and the teacher were asked about the clarity, fun, and
usefulness of using manipulatives.
 Reflection: The researcher reflected on challenges encountered and
documented improvements in teaching and learning outcomes.

3.9 Data Analysis

The collected data was analyzed using both quantitative and qualitative methods.

3.9.1 Quantitative Analysis

 Pre-test and post-test scores were compiled and compared using percentages
and mean scores.
 A simple bar chart was used to illustrate performance differences.
  The effectiveness of the intervention was judged by the percentage increase in
post-test performance.

3.9.2 Qualitative Analysis

 Observation checklists were reviewed to assess behavioural and participation

changes.
 Interview responses were grouped by themes (e.g., confidence, interest,
clarity).
 Patterns and direct quotes were used to support findings.

Together, these methods provided a comprehensive view of the impact of using

concrete objects in algebra instruction.

3.10 Ethical Considerations

Ethical issues were carefully considered throughout the study:

 Informed Consent: Students were informed about the purpose of the study, and
verbal consent was obtained from them and their guardians.
 Anonymity: Students’ names were not used in reporting findings.
 Voluntary Participation: Student could withdraw at any point without penalty.
 Confidentiality: All data collected was stored securely and used solely for
academic purposes.

3.11 Summary

This chapter outlined the methodological framework used to investigate the

effectiveness of using concrete objects in teaching algebra. Through a structured
action research design, the study involved pre-intervention assessment, a five-week
teaching intervention using manipulatives, and post-intervention evaluation. Both
quantitative and qualitative tools ensured a holistic understanding of how physical
objects can enhance the teaching and learning of algebra among Form 2 students. The
next chapter presents the results and discussion of the findings.