CHAPTER FOUR: RESULTS, FINDINGS AND DISCUSSION
4.0 Overview
This chapter presents the analysis of data collected through the pre-test and post-test,
classroom observations, and interviews. It compares the performance of the students
before and after the use of concrete objects in teaching algebra, and discusses the
findings in relation to the research objectives and questions. Tables and charts are
used to illustrate performance trends and students responses.
4.1 Results of Data and Analysis
4.1.1 Pre-Test Results
The pre-test aimed to assess students’ prior knowledge and skills in solving algebraic
expressions, equations, inequalities and word problems. The test was scored out of 40.
Table 1: Summary of Pre-Test Scores
Score Range No. of Students Percentage (%)
0–9 5 23.8
10 – 19 9 42.9
20 – 29 5 23.8
30 – 40 2 9.5
Total 21 100.0
The pre-test results revealed that 14 students (66.7%) scored below 20 marks. Only 2
students (9.5%) scored above 30, indicating a general weakness in algebraic concepts
prior to the intervention.
4.1.2 Post-Test Results
The post-test was administered after five weeks of teaching using concrete objects. It
was identical in format and content to the pre-test.
Table 2: Summary of Post-Test Scores
Score Range No. of Students Percentage (%)
0–9 1 4.8
10 – 19 2 9.5
20 – 29 6 28.6
30 – 40 12 57.1
Total 21 100.0
After the intervention, 12 students (57.1%) scored 30 or more, with only one student
scoring below 10. This represents a marked improvement over the pre-test
performance.
4.2 Comparing the Pre-Test and Post-Test Results
A comparison of the mean scores before and after the intervention is shown below.
Table 3: Mean Score Comparison
Test Type Mean Score Improvement
Pre-Test 16.5 —
Post-Test 28.6 +12.1
The average score increased by 12.1 marks, reflecting a significant gain in
understanding following the use of concrete objects in teaching.
Figure 1: Bar Chart Showing Mean Scores Before and After Intervention.
Bar Chart Showing the Mean Scores Before and
After Intervention
35
30
25
Mean Scores
20
15
10
0
Pre-Test Post-Test
Interventions
4.3 Analysis of Observation Checklist
During the intervention, the researcher observed classroom behavior using a checklist.
The checklist recorded changes in:
Participation
Engagement with materials
Peer collaboration
Problem-solving attempts
Table 4: Summary of Observational Data
Indicator Before (%) After (%)
Active Participation 30 85
Use of Mathematical Terms 20 70
Peer Collaboration 35 90
Problem Solving Attempts 40 88
The table above shows a clear increase in all indicators of classroom engagement and
involvement. students became more confident and participative once concrete
materials were introduced.
4.4 Interview Findings
4.4.1 students' Responses
The majority of pupils expressed that the use of concrete objects made algebra easier
and more enjoyable.
Sample responses:
“I now understand what ‘x’ means. Before, it was just a letter.”
“Using tiles helped me see what we were doing instead of guessing.”
“The balance made the equation look like a game.”
4.4.2 Teacher’s Response
The teacher noted improved behavior and interest in lessons:
“They were more focused and active than usual.”
“Even weaker students volunteered to answer questions.”
“There were fewer distractions in class during the algebra lessons.”
4.5 Discussion of Findings
The findings are discussed according to the three research questions that guided the
study.
What challenges do Form 2 students face in learning algebra at Banka Community
Senior High School?
4.5.1 Students initially struggled with the abstract nature of algebraic symbols and
operations, which led to rote memorization without true understanding (Piaget, 1972).
They showed low motivation and engagement, often perceiving algebra as difficult
and irrelevant to their daily lives. Students had limited problem-solving skills, which
made it difficult for them to apply algebra to practical situations. These challenges
reflect the need for learners to have hands-on experiences before moving to abstract
reasoning.
The challenges faced by students stem largely from the abstractness of algebra, lack
of motivation, and weak problem-solving abilities. This highlights the need for
teaching strategies that connect abstract ideas with practical, concrete experiences.
How can concrete objects be effectively used to teach algebraic concepts?
4.5.2. Concrete objects served as a bridge between familiar experiences and abstract
algebraic concepts (Bruner, 1966). Students were able to manipulate objects (e.g.,
counters, cubes, and locally available materials) to represent unknowns and
operations. Students transitioned gradually from concrete objects to drawings and,
finally, to algebraic symbols. Collaborative learning was demonstrated as students
discussed, shared strategies, and learned from peers during group activities
(Vygotsky, 1978). These strategies made learning more interactive and meaningful,
thereby reducing fear and misconceptions about algebra. Concrete objects proved
effective in teaching algebra by helping students move from tangible experiences to
abstract reasoning while encouraging peer collaboration and reducing misconceptions.
What impact does the use of concrete objects have on students’ academic
performance in algebra?
4.5.3. Improved Performance – Quantitative data showed a mean score increase,
demonstrating significant improvement in achievement.
Enhanced Engagement – Observations and interviews confirmed that students
became more motivated, shifting from passive listeners to active problem-solvers.
Conceptual Understanding – Students developed a deeper grasp of algebraic
concepts. They no longer memorized blindly but instead understood relationships
through physical representation, which strengthened long-term retention. The use of
concrete objects had a positive impact on students’ learning outcomes, improving
performance, increasing engagement, and deepening conceptual understanding in
algebra.
4.6 Summary
The study revealed that students initially struggled with the abstractness of algebra,
low motivation, and weak problem-solving skills. The introduction of concrete objects
provided an effective method for teaching algebra by supporting manipulation,
collaboration, and a gradual transition to abstraction. The intervention had a positive
impact on students’ performance, engagement, and conceptual understanding. Both
quantitative and qualitative findings confirmed a meaningful change in students’
attitudes and capabilities. These results support the hypothesis that concrete materials
are effective tools for teaching abstract concepts such as algebra.