A STUDY OF THE EFFECTS OF USING CONCRETE-PICTORIAL-ABSTRACT (C-P-A) APPROACH ON QUADRATIC POLYNOMIAL FACTORIZATION FOR MATTHAYOMSUKSA TWO STUDENTS

Abstract

This research aimed to study the guidelines for using Concrete Pictorial Abstract (C-P-A) approach in teaching quadratic polynomial factorization, and to study students’ learning achievement and retention of learning on quadratic polynomial factorization. The target group consisted of 26 students from Matthayom 2/9 class at Tha Ruea "Nittayanukul" School in Tha Ruea District, Phra Nakhon Si Ayutthaya Province, during the second semester of the academic year 2023. The research instruments included lesson plans using the C-P-A approach and achievement tests on quadratic polynomial factorization. Data were analyzed using descriptive statistics, such as percentages, arithmetic means, and standard deviations, along with content analysis for qualitative data. The research findings revealed that the guidelines for using C-P-A approach in teaching quadratic polynomial factorization should begin by having students factor polynomials using algebra tiles, a tangible manipulative tool, while recording their results through drawing, thereby linking concrete materials to pictorial representations. The results were discussed collaboratively to generate conjectors, bridging pictorial representations to abstract concepts. Teachers should employ questioning techniques to summarize principles or abstract concepts related to factoring quadratic polynomials, gradually reducing the use of concrete tool and pictorial representation to facilitate students' connection from concrete to abstract learning. The student’s achievement after learning through C-P-A based instruction on quadratic polynomials factorization higher than the criteria of 60 percent of the total score. Additionally, the retention of learning, assessed two weeks after learning through the C-P-A based instruction, showed a retention rate of 96.06 percent, which is higher than the criteria of 70 percent.