CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION

5.0 Overview

This chapter provides a summary of the entire research, draws conclusions based on the findings
presented in Chapter Four, and offers practical recommendations for teachers, policymakers, and
future researchers. The chapter also highlights how the use of concrete objects significantly
impacted students' performance and engagement in learning algebra.

5.1 Summary

This action research was conducted to explore how the use of concrete objects could enhance the
teaching and understanding of algebra among Form 2 students of Banka Community Senior High
School. The study emerged in response to observed learning difficulties in algebra—especially
when students were exposed to abstract algebraic concepts without any physical context.

The research objectives were to:

 Assess the challenges faced by students in understanding algebraic concepts.

 Introduce the use of concrete objects (e.g., algebra tiles, cups and counters and number
lines) during teaching.
 Evaluate the impact of these objects on students’ performance and engagement.

The study followed a structured action research model, comprising pre-intervention,

intervention, and post-intervention phases. A pre-test was administered to assess baseline
performance. Then, algebra lessons were taught using concrete instructional materials for five
weeks. A post-test was used to evaluate the impact of the intervention. Observations and
interviews were also conducted.

The research used both quantitative and qualitative methods for data analysis. The findings
showed a marked improvement in student performance, confidence, and participation. The

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average post-test score increased by over 12 points, and classroom observation revealed greater
student engagement and enthusiasm for mathematics.

5.2 Conclusion

Based on the analysis of data and findings from the study, the following conclusions were drawn:

1. Concrete objects enhance conceptual understanding: students were able to move from
concrete manipulation to abstract reasoning through the physical modeling of algebraic
expressions and equations.
2. Improved academic performance: The significant improvement in post-test scores
indicates that concrete objects positively affect students’ ability to solve algebra
problems.
3. Increased engagement and participation: Studens were more attentive, curious, and
interactive during lessons. The concrete objects sparked interest and helped demystify
algebra.
4. Bridging the gap between theory and practice: The teaching strategy allowed students to
visualize and internalize algebraic relationships, especially for solving word problems.
5. Inclusivity: Students of different academic abilities were all able to benefit, including
low-performing students who showed noticeable improvement.

These conclusions affirm that the integration of concrete materials in mathematics teaching
particularly in algebra can transform the classroom experience and learning outcomes of students
in secondary schools.

5.3 Recommendations

Based on the conclusions drawn, the following recommendations are made:

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5.3.1 for Teachers

 Integrate concrete objects into lesson plans regularly, especially when teaching abstract
concepts like algebra.
 Use a variety of manipulatives (e.g., number lines and tiles) to cater to different learning
styles.
 Encourage group work and peer instruction using these materials to foster collaboration
and shared understanding.
 Attend professional development workshops on the use of concrete teaching aids.

5.3.2 for School Authorities

 Provide resources and teaching materials to support hands-on instruction, including

concrete objects for algebra.
 Promote a culture of innovation and creativity in the teaching of mathematics by
supporting teacher-led initiatives such as action research.
 Monitor and evaluate the impact of teaching strategies on student outcomes to
continuously to improve instructional practices.

5.3.3 for Curriculum Developers

 Embed the use of manipulatives in the official mathematics curriculum and teacher
training modules.
 Develop manuals and guides on how to effectively use concrete objects at different grade
levels.

5.3.4 for Future Researchers

 Conduct similar studies in different subject areas or grade levels to evaluate the broader
effectiveness of concrete teaching tools.
 Include control groups to enhance experimental accuracy.
 Explore the long-term retention of algebra concepts when concrete methods are used
versus traditional instruction.

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5.4 Contribution to Knowledge

This study contributes to the growing body of knowledge that confirms the value of experiential
and manipulative-based learning in mathematics education. It shows that even in low-resource,
innovative teaching approaches can dramatically improve student outcomes without reliance on
expensive tools or digital technologies.

By focusing on Banka Community Senior High School, this research provides context-specific
evidence that can inform teaching practice across similar environments in Ghana and beyond.

5.5 Final Reflection

As a teacher-researcher, this study provided an opportunity for critical reflection and growth. It
reinforced the idea that teachers are not only facilitators of knowledge but also active researchers
and innovators capable of reshaping classroom experiences. The use of concrete objects was not
only beneficial for the pupils but also transformed my own teaching approach, making it more
engaging and student-centered.

5.6 Summary of the Chapters

 Chapter One introduced the problem, background, objectives, and significance of the
study.
 Chapter Two reviewed relevant theories and previous research related to concrete objects
and algebra instruction.
 Chapter Three outlined the action research methodology, including sample, data
collection, and intervention stages.
 Chapter Four presented the results, analysis, and discussions of the data collected.
 Chapter Five summarized the study, drew conclusions, and provided recommendations
for various stakeholders.

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 REFERENCES

Ahmad, S. (2024). Effect of an Instructional Model “Utilizing Hands-on Learning Concrete and
Virtual Manipulatives” on Fifth-Grade Students’ Academic Achievement in Mathematics
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Bouck, E. C., Satsangi, R., & Park, J. (2017). The concrete–representational–abstract approach
for students with learning disabilities: An evidence-based practice. Learning Disability
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Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Harvard University Press.

Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2019). A meta-analysis of the efficacy of
teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 111(5),
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Furman, C. (2017). Making Sense with Manipulatives: Developing Mathematical Experiences

for Early Childhood Teachers. Education and Culture, 33(2).

Gravito, L. C., Sagayno, R. C., Alcantara, R. T., & Tesorio, G. T. (2023). Homemade
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Satsangi, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2016).
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APPENDICES

Appendix A: Pre-Test Questions (Sample)

1. Simplify: 3x + 2y - 5 + 2x - y + 3
2. Solve: 2x + 5 = 15
3. Solve: 3n - 4 ≤ 4(n+3) and illustrate your answer on a number line.
4. Solve the equations simultaneously: x - y = 1 and x + y = 5.
5. When a number is subtracted from 10 and the result is multiplied by 2, the final result is
4. Find the number.
6. One pencil and two erasers cost GH₵14. Two pencils and 3 erasers cost GH₵24. How
much does each pencil and each eraser cost.

Appendix B: Post-Test Questions (Sample)

1. Simplify: 4x – 8 - 4y + 3 - 3x - y
2. Solve: 3(n – 2) = 12
3. Find the truth set of -14x ≤ 3x - 2 < 4 and illustrate your answer on a number line.
4. Find the values of x and y if x + 2y = 5 and 2x + y = 4
5. The sum of two consecutive whole numbers is 21. Find the numbers.

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 6. The sum of the ages of Kofi and Akosua is 29 years. Kofi is 3 years older than Akosua.
How old are they?

Appendix C: Observation Checklist

Criteria Before (%) After (%)

Active participation 30 85

Use of algebraic terms 20 70

Group collaboration 35 90

Confidence in problem solving 25 80

Appendix D: Sample Lesson Plan (Algebra Using Concrete Objects)

Topic: Solving Linear Equations

Objective: Students will solve equations like x + 4 = 7 using cups and counters.
Materials: Plastic cups (represent x), bottle caps (constants)
Introduction: Revise simple addition and subtraction
Activity: Represent equation with 1 cup and 4 bottle caps; balance with 7 caps
Solution: Remove 4 caps from both sides, leaving 1 cup = 3 ⇒ x = 3
Assessment: Give each group new equations to model and solve
Conclusion: Reinforce strategy using objects and link to symbolic method

Appendix E Sample Student Work Pre-Test

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Appendix F Sample Student Work Post-test

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