The Effect of Concrete Representational Abstract (CRA) Instructional Strategy on form two Students’ Achievement in Algebra in Secondary Schools in the South West Region of Cameroon

Terence Tadida Yembe, Tante Charles and Tande Kate
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Terence Tadida Yembe: Faculty of Education, University of Buea, Cameroon
Tante Charles: Associate Professor, Faculty of Education, University of Buea, Cameroon.
Tande Kate: Associate Professor, Faculty of Education, University of Buea, Cameroon.

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 11, 717-732

Abstract: This study investigated the effect of the Concrete Representational Abstract (CRA) instructional strategy on form two students’ achievement in Algebra in Secondary Schools in the South West Region of Cameroon. The research questions were: What is the difference in the mean achievement scores of form two students taught directed numbers using the Concrete Representational Abstract (CRA) instructional strategy as compared to those taught using the Conventional Abstract Instruction (CAI)? What is the difference in the mean achievement scores of form two students taught simplification of algebraic expressions using the Concrete Representational Abstract (CRA) instructional strategy as compared to those taught using the Conventional Abstract Instruction (CAI)? The study made use of a quasi-experimental non-randomized pre-test, post-test research design. The target population of this study was made up of form two students of all public secondary schools in Meme and Fako Divisions. The accessible population consist of form two students of Government High School (GHS) Bokwango and Cameroon College of Arts and Science (CCAS) Kumba. The Sample comprised of 464 Form 2 students with 215 students from GHS Bokwango and 249 from CCAS Kumba. Three research instruments were used namely: The Algebra Achievement Test (AAT) and Algebra Interest Inventory (AII) for students and the interview guide for 2 teachers of the experimental school. The reliability coefficients for AAT and AII were 0.87 and 0.81 respectively showing that the instruments were reliable and could be used for the study. The results revealed that Form 2 students performed better in Algebraic concepts of directed numbers and simplification of algebraic expressions when taught using the CRA Instructional Strategy compared to those taught using the Conventional Abstract Instruction (CAI). In addition, CRA instructional strategy arouses students’ interests in algebra. The recommendations for the study were: The Concrete Representational Abstract (CRA) instructional strategy should be adopted in the teaching and learning of algebra in particular and Mathematics in general in Cameroon schools. Also, teachers should be trained on how to teach Algebra in particular using the CRA Instructional Strategy and CRA should be incorporated into teacher training education programmes to equip potential teachers with the skills of CRA instructional strategy.

Date: 2024
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