A CLASSROOM QUASI-EXPERIMENTAL INTERVENTION TO EXPLORE PERFORMANCE IN CIRCLE THEOREMS AMONG 11th GRADERS IN A RURAL PLACE IN ZAMBIA

Purpose: This study was designed to compare classroom performance in circle theorems among 11 th graders with a view to determine the causal difference in performance in circle theorems when concrete-representational-abstract instructional approach as a method of instruction was employed on the experimental group compared to the conventional method of instruction which was employed on the control group. Materials and Methods: This was a post-test only two group quasi experimental design of 11 th graders. A control group was exposed to the conventional approach and an experimental group was exposed to the concrete representational approach. Post-test and delayed Post –test of the two groups were gathered and analysed using mean, paired sample t-test, independent sample t-test, and Mann Whitney U test. Findings: Findings revealed Post-test and delayed Post –test changes in performance. There were higher rates of performance in the experimental group. Beneficial effects were evidenced when concrete-representational-abstract instructional approach was employed than conventional. Mann-Whitney U test showed that the medians of the post test scores were independent – and statistically significantly higher with values being 83.8 for the experimental group when concrete-representational-abstract instructional approach was employed compared to the value 52.13 for the control group and U was 110 and p was .024. In addition, Mann-Whitney U test for the delayed post test scores were independent – and were statistically significantly higher that was 85.5 for the experimental group compared to 52.47 and U was 221 and p was 0.001. Conclusion: Concrete-representational-abstract instructional approach is better than the conventional in enhancing learners’ mathematics performance in circle theorem. Key words: Concrete representational abstract, traditional approach, circle theorem, performance DOI : 10.7176/JEP/15-13-04 Publication date : December 30th 2024