Application of the Chinese Abacus Board for Learning and Teaching Chinese Number Counting Skills

Abstract

This research article analyzed the general conditions of Chinese number counting l issues among 50 first-year students at Surat Thani Province's higher education institutions. Apply the Chinese abacus board to help
students solve problems involving Chinese number counting. Gather learning outcomes before and after the learning by employing a Chinese abacus board, and assess the students' satisfaction following the completion of the learning process. This research combines quantitative and qualitative research and single-group research with a teaching and learning process of 6 types of Chinese number counting using the Chinese abacus board as a
research component. The research used purposive sampling from 50 first-year Chinese language students in higher education institutions in Surat Thani. Using questionnaires, tests, and satisfaction survey forms to collect data. Data were analyzed using percentage, mean, standard deviation, t-test statistics test, and presentation of research results through descriptive analysis.
The findings revealed that 1) Chinese majoring students faced four issues studying Chinese number counting: (1) an issue with how Chinese numerals are organized for counting units, (2) an issue with counting and expressing numbers using the Chinese digit "0", (3) an issue with counting and expressing numbers using the Chinese digit "1", and (4) an issue with expressing the Chinese number counting fractions. 2) Utilizing Chinese abacus board for students struggling with Chinese number counting: The four key issues were: (1) dividing the abacus board into two to solve number counting units issue in Chinese numerals, (2) the researcher was able to solve the challenge of using the numeral "0" "零" is the digit on the abacus board that remains stationary, (3) the researcher added the word "一" to the tens digit, making it "一十" on the abacus board to solve the issue with using the Chinese digit "1" for number counting, and (4) By dividing the abacus board, the researcher solved the challenge of quantifying Chinese fraction terms with "分之" .3) Students' learning achievement improved after using the Chinese abacus board in teaching, with a statistical significance of 0.05. The pre-test results were at a low level. The results of the post-test were at the highest level, average (𝑥̅=52.14, S.D.= 2.37), and 4) Students were delighted with the Chinese abacus board for learning number counting skills, (𝑥̅=4.66, S.D.=0.48). The research results introduced new knowledge for teaching Chinese number counting using the abacus board. It makes
students think, analyze, and respond effectively to using Chinese numbers.