University of Southeastern Philippines

Tagum-Mabini Campus
College of Teacher Education and Technology

IMPROVING THE ADDITION SKILLS OF A LEARNER

THROUGH CONCRETE-PICTORIAL-ABSTRACT
APPROACH

A Classroom Action Research Presented to the Faculty

of the Bachelor of Elementary Education Program

COLLEGE OF EDUCATION AND TECHNOLOGY

University of Southeastern Philippines

Apokon, Tagum City

In Partial Fulfillment of the Requirements

for ECE 14- Directed Study in ECE

ANGILIE B. SAGUT
CHRISTY R. EVALLE
LOEY MAY A. MARQUEZ
4D1 STUDENTS
BEED-ECE

November 2018

1
 APPROVAL SHEET

This classroom action research entitled "Impact of Tripod Finger Activities to a 4-year-old

Child” submitted by Rhea Lyne C. Belicario, Agnes V. Panlilio, and Diane Mary N. Porol

in partial fulfilment of the requirements for ECE 14 Directed Study in ECE is, hereby,

recommended for presentation, approval and acceptance.

SHIELA C. LLORANDO
Adviser

PANEL OF EXAMINERS

APPROVED by the panel of examiners with a grade of

___________________ ____________________
Member Member

ACCEPTED in partial fulfilment of the requirements for ECE 14- Directed Study in ECE.

RICHEL P. ALBITE
Program head

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 IMPROVING THE ADDITION SKILLS OF A LEARNER
THROUGH CONCRETE-PICTORIAL-ABSTRACT
APPROACH

ANGILIE B. SAGUT
CHRISTY R. EVALLE
LOEY MAY A. MARQUEZ
Bachelor of Elementary Education
Early Childhood Education

Shiela C. Llorando
Adviser

Abstract

This study aimed to improve the addition skills of a Grade 1 learner through the use of
Concrete-Pictorial-Abstract approach. Quantitative-descriptive was utilized as a method.
The subject was chosen because he demonstrated poor performance in addition as
shown in his worksheets and as recommended by the adviser. During the conduct of the
intervention, the researchers went through three phases. Phase I (concrete level) focuses
on the use of concrete materials; Phase II (pictorial level) involves pictorial
representations; and Phase III (abstract level) uses number symbols. Each phase was
administered thrice making it 9 session all in all. In gathering the data, the researchers
prepared a tabulation sheet to record the student’s scores for each session. Tables were
used in interpreting the data. The results show that Concrete-Pictorial-Abstract approach
is helpful in improving child’s addition skills.

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 TABLE OF CONTENTS

Introduction……………………………………………………………………………………....1
Rationale and Significance of the Study……………………………………………...1
Statement of the Problem………………………………………………………………2
Scope and Limitation……………………………………………………………………3
Method……………………………………………………………………………………………4
Research Design………………………………………………………………………..4
Research Locale………………………………………………………………………...4
Research Subject………………………………………………………….……………4
Data Collection and Analysis………………………………………………………..5-6
Results and Discussion………………………………………………………………………7-9
Reflection……………………………………………………………………………………….10
References……………………………………………………………………………………..11
Appendix A…………………………………………………………………………………..…12
Appendix B……………………………………………………………………………….…13-16
Appendix C…………………………………………………………………………………..…17
Appendix D…………………………………………………………………………………18-20

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 INTRODUCTION

Rationale and Significance of the Study

Children start elementary school with varying level of skills in mathematics. Some

children understand the fundamentals of mathematics, while others struggle with basic

concepts like addition. A child who has difficulty in learning the concepts of addition can

be in a serious problem because s/he needs to achieve this competency before moving

on to more complex mathematical tasks.

According to Morin (2016), by the end of the year, first graders will be able to

add whole numbers with a sum of 20 or less. In addition, the Grade 1 Mathematics

Curriculum Guide (2009) identified specific outcomes that a pupil will master in Grade 1.

It is stated that a child is expected to demonstrate an understanding of addition of

numbers with answers of 1 to 20 concretely, pictorially and symbolically. By observing

our subject, we found out that he has difficulty in answering addition problems. He had

shown poor performance in adding numbers symbolically. This is evident in his quiz

results (see page 13).

There is an effort done by the child’s teacher to help him improve his addition skills.

Mrs. S , the teacher, implemented a one-on-one lecture strategy to help him. They

counted and familiarized the numbers and symbol of addition. She asserted that every

day she coordinates with the pupil’s parents to do a follow-up with their son. After

implementing the intervention, the subject still finds it difficult adding numbers. She said

that maybe the parents did not follow what she instructed them to do.

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 In the past years, there were a lot of studies developed to improve the addition

skills of a child. In ASIA, Singapore Ministry of Education as cited by Leong (2015)

presents an instructional practice that was used as a key strategy in mathematics

instruction. This is called Concrete-Pictorial-Abstract approach or the CPA approach. This

was idealized from Bruner’s enactive-iconic-symbolic modes of representation. This

instructional approach starts with modes of learning that are more concrete to students

then gradually replacing the representations into formal mathematical symbols. In a

recent study among struggling kindergarten pupils, the use of CPA approach in teaching

from zero to nine was utilized. Heck (2014) reported that all pupils display immediate level

gains when the intervention lessons start. In addition, Flores et al. (2014) stated that CPA

approach was effective for a group of students with autism spectrum disorders (ASD) and

developmental disabilities (DD) with regard to improving their mathematics computation

performances. Indeed, the use of Concrete-Pictorial-Abstract approach in teaching

mathematics concepts has been proven effective. With this, the researchers would like to

find out if Concrete-Pictorial-Abstract approach is also helpful in improving the addition

skills from zero to nine of a child who struggles in Mathematics in the locality.

Statement of the Problem

The researchers aimed to improve the addition skills of a Grade 1 pupil using the

Concrete-Pictorial-Abstract approach. Specifically, it sought to answer the following

research question:

1. What is the effect of using Concrete-Pictorial-Abstract approach in improving

the addition skills of a Grade 1 pupil?

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Scope and Limitation

The study focused on improving the addition skills of a Grade 1 pupil who is

currently enrolled in Pangi, Elementary School. The pupil is having a difficulty adding

numbers from zero through nine using the Concrete-Pictorial-Abstract approach. This

study was conducted in nine days.

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 METHOD

This section discusses the method utilized in the study. Specifically, this consists

of the locale of the study, the subject, the data collection, analysis and interpretation of

the data.

Research Design

This study used a quantitative-descriptive research design. This type of research

design seeks to describe the current status of a variable, and descriptive design

establishes associations between variables. Data collection is mostly observational in

nature.

Research Locale

The study is conducted at Prk. Durian, Brgy. Pangi, Maco, Compostela Valley

Province. The researchers decided to conduct the study at the subject’s residence for

convenience’s sake and in order for the subject to feel at ease.

Research Subject

The subject of the study is a Grade 1 pupil. He is a six year old child who is currently

enrolled in Pangi Elementary School. The subject was selected because it has been

observed in his worksheets that he had difficulty in adding numbers from zero through

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nine. Based on the given information from the teacher, the subject struggled in solving

simple addition problem.

Data Collection and Analysis

In collecting the data, we went first to Pangi Elementary School which is located at

Prk. Durian, Pangi, Maco, Compostela Valley Province. We asked one of the teachers in

Grade 1 to help us identify a learner who struggles in adding numbers from zero through

nine. After identifying the subject, we requested a permission from the parents of the

subject to conduct a study with their child as our subject. Then, we made an

implementation plan (see page 18) which shows the detailed process of how we put our

intervention into action. Our implementation plan consisted of three phases - Phase 1

(Concrete Level), Phase 2 (Pictorial Level), and Phase 3 (Abstract Level). Each phase

comprises three sessions with thirty minutes lesson per session.

During Phase 1, we provided objects to model addition problems. The subject

received instruction in addition facts of numbers zero through nine through the use of real

objects like stones, coins, ballpens, toys, clips and sticks (see page 14). In Phase 2, we

transformed the concrete model into a representational level. We utilized pictures of

different shapes for adding (see page 14). The subject counted the pictorial

representations to understand addition. Lastly in Phase 3, the instruction is provided using

number symbols only (see page 14).

In gathering the data, we used a tabulation sheet in keeping a record of the

subject’s scores in the hands-on exercises during phase 1 and in his worksheets given to

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him during phases 2 and 3. We used tables to show his progress in learning the addition

skills and compare his performance in three phases.

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 RESULTS AND DISCUSSION

This section presents the results of the intervention and answers the research

question what is the effect of using Concrete-Pictorial-Abstract approach in improving the

addition skills of a child who has difficulty in adding numbers from zero through nine.

The tables below show the scores in every phase of the intervention.

Table 1: Scores Obtained in 5-Item Hands-on Exercise during Phase I

Concrete Level Scores

Session 1 5 points

Session 2 5 points

Session 3 5 points

In Phase I, we used concrete materials (see page 15) in introducing addition from

numbers zero through nine. We observed that the child learns addition quickly by using

concrete objects and enjoying at the same time while answering. The perfect scores in

the Phase 1 of the C-P-A intervention demonstrate a steady improvement of the subject’s

ability to add numbers from zero through nine.

Table 2: Scores Obtained in 5-Item Quiz during Phase II (Pictorial Level)

Pictorial Level Score

Session 4 5 points

Session 5 5 points

Session 6 4 points

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 In this phase, we transformed the concrete materials into a pictorial level (see page

15), we used different shapes to add two numbers together as a group. In sessions 4 and

5, it is observable that the child easily grasps the lesson in which he got perfect scores.

In session 6 in the last item, he counted all the drawings correctly but when he draw his

answer, he unconsciously made an additional one shape that makes it incorrect.

Table 3: Scores Obtained in 5-Item Quiz during Phase III: Abstract Level

Abstract Level Score

Session 7 5 points

Session 8 5 points

Session 9 3 points

The last three lessons in Phase III involved abstract level instruction. The subject

solved the problems with number symbols only (see page 16). Based on the results in

the two succeeding sessions, the child is able to move from concrete materials, to pictorial

representations, and to abstract symbols in solving addition problems because he is able

to answer the quiz without any difficulty. In session 9, the child struggled in answering two

items consisting greater numbers from six to nine. He tends to go back to pictorial level

and draw marks in order to get the answer.

The results in Phase 1 reveal that concrete objects really helps the child in learning

the concept quickly and in getting the correct answer. It is manifested in his perfect scores

in all quizzes. In Phase 2, the child got two perfect scores and 4 out of 5 in the last quiz,

yet we know it is a passing score. The gathered data in Phase 2 demonstrates continuous

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improvement in his addition skills. In the last phase, the child also got two perfect scores

and 3 out 5 in the last quiz. Although the results made a sudden shift from 5 to 3 points,

it is however, an indication of improvement of his skills because when we compared his

scores from his worksheets before the intervention (see page 13) to his scores during our

actual intervention, it made a significant change from nothing and 1 to a passing scores

of 3, 4 and 5 out of 5 items. As implication, Concrete-Pictorial-Abstract approach helps

improve the performance of a Grade 1 pupil who struggles in adding numbers from zero

through nine. However, researchers suggest that this intervention must be done

continuously by the teacher to better monitor the student’s progress. This is also to test if

repetition and longer period of administering the intervention can possibility help the child

in mastering the addition concepts.

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 REFLECTION

The findings from this study support that Concrete-Pictorial-Abstract approach

improved the addition skills of a child. CPA approach really requires patience in teaching

since it is regarded as a three-step instructional approach. In the implementation process,

we dedicate considerable time with patience in assessing the child. The study suggests

that teachers should apply the process of CPA approach in teaching addition. However,

ample time is needed to fully determine its effectivity.

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 REFERENCES

Flores, M., Hinton, V., & Strozier, S. (2014). Using the Concrete-Representational-Abstract
Sequence and the Strategic Instruction Model to Teach Computation to Students
with Autism Spectrum Disorders and Developmental Disabilities. Retrieved from
https://eric.ed.gov
Grade 1 Mathematics Curriculum Guide (2009). General And Specific Outcomes By Strand.
Retrieved from http://www.ed.gov.nl.ca/edu
Heck, J. (2014). The Effect of the Concrete-Representational-Abstract Mathematical
Sequence on Addition Skills 0 to 9 for Struggling Learners in Kindergarten.
Retrieved from https://www.slideshare.net
Leong, Y. H., Ho W. K., & Cheng L. P. (2015). Concrete-Pictorial-Abstract: Surveying its
Origins and Charting its Future. Retrieved from https://repository.nie.edu
Morin, A. (2016). What Do Kids Learn in 1st Grade?. Retrieved from verywellfamily website:
https://www.verywellfamily.com

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 Appendix A
Interview Notes

Interviewer: Loey May A. Marquez

Date: September 17, 2018
Start: 4:00 pm
End: 4:30 pm

Researcher: Hi Ma’am, Good afternoon po. I am Loey May Marquez from University
of Southeastern Philippines
Teacher: Yes, Good afternoon. Naa kay kinahanlan gang?”
Researcher:Maa’m, naa kay mga pupils nga naglisod sa Mathematics?
Teacher: Oo, naa koy estudyante diri na naglisod siya sa Math.
Researcher: Unsa na area siya naglisod Ma’am?
Teacher: Sa pag-add gang, naglisod siya og sabot, unya gagmay ra siya og scores.
Researcher: Ma’am pwede mi mangayo og mga sample worksheets niya Ma’am.
Gamiton man gud namo para sa amoang action research ug kung pwede siya among
himuong nga subject sa among study.
Teacher: Makahatag ko gang, peru siguraduha na dili maapil ang iyahang pangalan
kay confidential man gud na. ug kailangan pud ninyo mananghid sa iyang parents
para ma inform sila nga nag conduct mo research ug siya ang subject.
Researcher: Okay Ma’am, daghan salamat.

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 Appendix B
Photo Documentation

These are photos of the results from the subject’s quizzes before the intervention.

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 These are the materials that we provided in the hands-on exercises
during Phase 1 (Concrete level).

These are the photos of the worksheets that we utilized in Phase 2 (Pictorial level). Each
item in the worksheets uses shapes in presenting the addition problem.

These are the photos of the worksheets that we used in Phase 3 (Abstract level).

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 PHASE 1: CONCRETE LEVEL PHASE 2: PICTORIAL LEVEL

The researcher used ball pens for the first This is the implementation of session 4,
activity. The researcher instructed him to the learner listens as the researcher
count how many ball pens are there. instructed him. He got a perfect score
during this time.

In this photo the researcher used During session 5, the learner counts the
flowers to teach addition during pictures that he saw in the worksheets
session 2. with the guidance of the researcher and
he got a perfect score.

In session 3, the researchers used

objects like animal toys, “pogs” and In session 6, the learner got 3 correct
paper clips in teaching the learner how answers out of 5 item quiz.
add two numbers.

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These photos were taken during the Phase 3 (Abstract level) of the implementation.
During session 7, the learner get perfect score in the activity (left side of this paper).
In session 8, the learner also got perfect score. However, on the last session, the
learner got 2 mistakes.

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 Appendix C
Action Plan

Week Purpose Time Frame Person In-Charge Requirements

Needed
Week 1  Interview a teacher to help
identify a subject Loey May A. Marquez
September 17, 2018 4:00 pm- Questionnaire
4:30 pm
 Choose a subject Angilie B. Sagut
September 18, 2018 Christy R. Evalle None
4:00 pm- Loey May A. Marquez
4:30 pm
 Ask permission from the Angilie B. Sagut Parent’s Consent
September 19, 2018 parents’ of the subject 4:00 pm- Christy R. Evalle through Verbal
4:30 pm Loey May A. Marquez Agreement

September 22 -23, 2018  Make an implementation plan Angilie B. Sagut

4:00 pm- Christy R. Evalle None
4:30 pm Loey May A. Marquez

Week 2  Prepare the materials needed in Angilie B. Sagut

(September 24-30, 2018) using the CPA approach in Christy R. Evalle
teaching Loey May A. Marquez None
 Arrange the schedule of
intervention
Week 3 and 4  Implement the intervention pan 4:30 pm- Angilie B. Sagut
(October 1-10, 2018) 5:00 pm Christy R. Evalle None
Loey May A. Marquez
Week 5-6  Gather, analyse and interpret Angilie B. Sagut
(October 15-31, 2018) the results of intervention Christy R. Evalle,
Loey May A. Marquez None

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 Appendix D
Implementation Plan

Session Objective Activity Time Materials Person- Data Gathering

Frame Responsible Procedure
PHASE 1: Concrete Level
Session 1 Add from 0-9  Use real objects 30 Real objects Angilie B. Sagut Video
October 1, using real objects in adding minutes Christy R. Evalle Documentation
2018 numbers from 0- Loey May A.
9 Marquez
 Counting to find
out how many
objects are
altogether.

Session 2 Add from 0-9  Use real objects 30 Real objects Angilie B. Sagut Video
October 2, using real objects in adding minutes Christy R. Evalle Documentation
2018 numbers from 0- Loey May A.
9 Marquez
 Counting to find
out how many
objects are
altogether.

Session 3 Add from 0-9  Use real objects 30 Real objects Angilie B. Sagut Video
October 3, using real objects in adding minutes Christy R. Evalle Documentation
2018 numbers from 0- Loey May A.
9 Marquez
 Counting to find
out how many
objects are
altogether.

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PHASE 2: Pictorial Level
Session 4 Add from 0-9  Learner counts 30 Worksheets Angilie B. Sagut Video
October 4, using pictures pictorial minutes Pictures Christy R. Evalle Documentation
2018 representations Loey May A.
to understand Marquez
addition
 Use pictures of
objects to add
two numbers
from 0-9
together.

Session 5 Add from 0-9  Learner counts 30 Worksheets Angilie B. Sagut Video
October 5, using pictures pictorial minutes Pictures Christy R. Evalle Documentation
2018 representations Loey May A.
to understand Marquez
addition
 Use pictures of
objects to add
two numbers
from 0-9
together.

Session 6 Add from 0-9  Learner counts 30 Worksheets Angilie B. Sagut Video
October 6, using pictures pictorial minutes Pictures Christy R. Evalle Documentation
2018 representations Loey May A.
to understand Marquez
addition
 Use pictures of
objects to add
two numbers
from 0-9
together.

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PHASE 3: Abstract Level

Session 7 Add from 0-9  Solve addition 30 Worksheets Angilie B. Sagut Video
October 7, using number sentences from minutes Christy R. Evalle Documentation
2018 symbols 0-9 Loey May A.
Marquez

Session 8 Add from 0-9  Solve addition 30 Worksheets Angilie B. Sagut Video
October 8, using number sentences from minutes Christy R. Evalle Documentation
2018 symbols 0-9 Loey May A.
Marquez
Session 9 Add from 0-9  Solve addition 30 Worksheets Angilie B. Sagut Video
October 9, using number sentences from minutes Christy R. Evalle Documentation
2018 symbols 0-9 Loey May A.
Marquez

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