Using Concrete-Pictorial-Abstract (CPA) Approach to Enhance Grade 1 Pupils’ Focus and Learning Retention in Mathematics

This study aimed to determine the effectiveness of the Concrete–Pictorial–Abstract (CPA) Approach in strengthening Grade 1 pupils’ focus and learning retention in Mathematics at a selected elementary school in Ozamiz City during the school year 2025–2026. A classroom-based action research design using a single-group pretest–posttest approach was employed. The respondents consisted of thirty-eight (38) Grade 1 pupils selected through purposive sampling. Data were collected using a researcher-made Mathematics Achievement Test to measure pupils’ performance and a researcher-designed Observation Checklist to assess pupils’ focus and learning retention before and after the implementation of the CPA approach. The research instruments were validated by education experts and pilot tested with a selected group of participants to establish their validity and reliability. Data were analyzed using mean, standard deviation, and paired t-test through Jamovi. Findings revealed that pupils’ mathematics performance improved from fairly satisfactory before the implementation to outstanding after the intervention. Similarly, pupils’ learning retention increased from very low before implementation to very high after the CPA approach was applied. Statistical analysis further showed a very highly significant difference in both pupils’ mathematics performance and learning retention before and after the implementation of the CPA approach. The study concluded that the CPA approach is an effective instructional strategy in improving Grade 1 pupils’ mathematics performance, focus, and learning retention.