The Effects of Learning Activities Based on Concrete Pictorial Abstract (CPA) Approach and Questioning Techniques of Badham to Mathematical Concepts on Volume and Capacity of Rectangular Shape of Grade-5 Students

Abstract

Background and Aims: Organizing learning using the Concrete Pictorial Abstract (CPA) approach is organizing learning activities that start with concrete things, conveyed as diagrams and then linked to mathematical symbols, which will help students understand. About mathematics in a systematic way from the concrete to the abstract, leading to a solution to problems, helping to develop a deep understanding and creating sustainable mathematical concepts for students, together with the use of Badham's questions as an important help to stimulate mathematical thinking in students and encourage students to create ideas by themselves. The objectives of this research were 1) to study the guidelines of learning activities based on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham on volume and capacity of rectangular shape, 2) to study the mathematical concepts on volume and capacity of rectangular shape after leaning activities based on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham with 60% criterion, and 3) to study student’s opinions toward learning management on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham on volume and capacity of rectangular shape.

Methodology: The target group in this research consisted of 40 fifth-grade students of one classroom who were studying in the second semester of the academic year 2023 at Watchaomool School. The instruments used in this study were 8 mathematics lesson plans on volume and capacity of rectangular shape based on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham, multiple-choice exam; 25 questions, to measure the mathematical concepts on volume and capacity of rectangular shape and student’s opinions toward learning management on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham. The data were analyzed in terms of mean, standard deviation, and percentage.

Results: It was found that 1) the guidelines of learning activities based on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham as follow (1) Choosing to learn the concrete materials should align with the content and learning objectives, allowing students to have opportunities for hands-on experiences through real objects or models, (2) Encouraging students to create clear and accurate conceptual models can help develop their visualization skills. (3) Using symbols to help students explain their own concepts from the concrete materials can connect to abstract mathematical symbols, (4) The use questioning techniques of Badham can help guide and stimulate students to engage in mathematical thinking processes, (5) Organizing paired or subgroup learning activities that mix abilities can promote communication skills through students presenting their own ideas and discussing their concepts with others, (6) Allowing students time to demonstrate appropriate methods will enable them to think of various ways to find solutions, (7) Measurement and Assessment of learning should encompass the designated learning objectives and utilize a diverse range of assessment methodologies. 2) Most of students had mathematical concepts on volume and capacity of rectangular shape after leaning activities based on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham higher than 60% and 3) most of the students had the results in questionnaire for student’s opinions toward learning management on Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham on volume and capacity of rectangular shape at the highest level.

Conclusion: Target group students who receive organizing learning activities using the Concrete Pictorial Abstract (CPA) approach and questioning techniques of Badham had mathematical concepts on volume and capacity of rectangular shape, arising from learning focuses for students explain their own concepts from the concrete materials can connect to abstract mathematical symbols. Teachers use guiding questions and encourage students to create ideas by themselves.