Effects Of Three-Tier Teaching Model For Teaching Mathematics In Context On Pupils’ Performance In Fractions In Cape Coast Metropolis

Abstract

This paper describes the outcomes of introducing the three-tier teaching model for teaching mathematics in context. The model, an innovative approach to mathematics teaching, links school-taught mathematical concepts to the everyday experiences of learners. The study was grounded in cultural-historical theory. The study investigated the effect of the three-tier teaching model for teaching mathematics in context on pupils' performance in fractions in Cape Coast Metropolis (CCM). The study used multistage sampling technique selecting 434 primary one pupils in the Cape Coast Metropolis. The study administered performance tests to pupils in 12 primary schools in the CCM. We analysed the quantitative data from 434 primary school pupils using frequency counts, mean, standard deviation, independent sample t-test, and paired sample t-test. We analysed the contents of the interview transcript and the narrative discussion in the focus group sections to obtain qualitative data. The results indicated that the three-tier teaching model for teaching mathematics in context’s pedagogy was more effective than the conventional approach, which reflects the normal approach used by teachers in teaching fractions at the primary school level. This study recommends that mathematics teachers at the Basic One level should implement the three-tier teaching model for teaching mathematics in context as an innovative pedagogical strategy to enhance the contextual teaching and learning of fractions.