UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING AGYEBOAT GAME TO IMPROVE PUPILS PERFORMANCE IN

SOLVING PROBLEMS INVOLVING PRIME NUMBERS

AT TAMATOKU PRESBY BASIC SIX

AGYENIM- BOATENG PRINCE

ADA COLLEGE OF EDUCATION

ADA FOAH

2008
 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING AGYEBOAT GAME TO IMPROVE PUPILS PERFORMANCE IN SOLVING

PROBLEMS INVOLVING PRIME NUMBERS

AT TAMATOKU PRESBY BASIC SIX

AGYENIM BOATENG PRINCE

ADA COLLEGE OF EDUCATION

ADA FOAH

A PROJECT WORK SUBMITTED TO THE INSTITUTE OF EDUCATION OF THE

FACULTY OF EDUCATION, UNIVERSITY OF CAPE COAST IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

DIPLOMA IN BASIC EDUCATION

JULY, 2008
DECLARATION

CANDIDATE’S DECLARATION

I hereby declare that this project work is the result of my own original research and that no

part of it has been presented for another degree in this University or elsewhere.

Candidate’s Name …………………………………………………………………………

Signature: …………………………………… Date: …………………………………..

SUPERVISOR’S DECLARATION

I hereby declare that, the preparation and presentation of the project work were supervised I

accordance with the guidelines on supervision of project work laid down by the University of

Cape Coast.

Supervisor’s Name: ………………………………………………………………………………

Signature: ……………………………………… Date: ……………………………………….

The researcher was prompted by the poor performance of basic six pupils in Tamatoku

Presby Primary in finding solutions to problems involving prime numbers.

The researcher adopted the interview, observation and test techniques of data collection as

the main research instruments. It was realized from the use of the various instruments that, the

cause of the problem was the failure on the part of the teacher to use teaching and learning

materials to teach.

A game called the ‘Agyeboat game’ was designed to intervene the problem after which

pupils’ performance improved tremendously.

i
 ACKNOWLEDGEMENT

The researcher wishes to express his sincere gratitude to a number of persons whose

sacrifices, contributions, support, commitment and encouragement have made the completion

of this work possible.

First of all, I give thanks and glory to God for giving me the idea, knowledge and wisdom to

write this project. I also wish to express my gratitude to Mr. Emmanuel Coleman my supervisor

who took his precious time to read and edit this work.

Special thanks also go to Mr. Victor Kwabena Nketia for his financial support and

Anyimiah David for his commitment and encouragement.

Again, I wish to express my profound gratitude to all my family members for their prayer

and support.

It also goes to all 2007/08 mentees of Tamatoku, Lawer Gifty and Ocansey Deborah. I give

a big ‘thank you’ for your encouragement and support. May God richly bless you all.

I also wish to acknowledge all the teachers and pupils of Tamatoku Presby Primary School.

ii
 DEDICATION

This research work is dedicated to my entire family especially, Patricia Afia Oduro, Leticia

Yaaya Oduro and Pastor (Mrs.) J. K. Nketia for making it their responsibility to take care of my

education.

Finally, I dedicate this work to my dear one Francisca Pokuwa Gyeni.

iii
 TABLE OF CONTENT

PAGE

ABSTRACT i

ACKNOWLEDGEMENT ii

DEDICATION iii

CHAPTER

1. INTRODUCTION 1

Background to the study 1

Statement of the problem 2

Purpose of the study 2

Research Questions 3

Significance of the study 3

Delimitation 3

Limitations 4

Organization of the study 5

2. REVIEW OF RELATED LITERATURE 6

3. METHODOLOGY 11

Research design 11

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 Sample population 12

Research Instruments 12

Pre-interventions 14

Interventions 15

Post-intervention 15

4. DATA PRESENTATION AND ANALYSIS 16

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 23

REFERENCES 26

APPENDIX 27

v
 CHAPTER ONE

INTRODUCTION

Background to the Study

Over the years, the Mathematical Association of Ghana (M.A.G) and the Curriculum

Research and Development Division (CRDD), have expanded the school Mathematics syllabus

in order to meet the country’s development needs. This is because; a country with individuals

without the skills and knowledge of mathematics is likely to suffer low productivity and

financial instability. Mathematics as an aspect of education contributes more to the nation’s

development. This clearly indicates that mathematics as a subject is very useful.

Despite the important role mathematics play, there is the perception that mathematics is a

difficult subject and due to this, many people have develop fear towards the subject which has

lead to poor performance of learners both in the basic schools and the secondary level.

Although the situation has received serious attention, policy makers and stakeholders of

education have made several researches to find solutions to this problem but the performance of

pupils have not improved.

Tamatoku Presby Primary School, situated in Tamatoku is a good example of this situation.

Tamatoku is a relatively small farming community in the Dangme East District of the Greater

Accra Region. In this community, illiteracy rate is very high and they see little need for

education. For this reason, most of the parents engage their wards on the farm before coming to

school and as a result they come to school late.

Due to the nature of Mathematics, it is taught almost everyday. The pupils miss most of the

mathematics periods because of their coming school late. And as a result, they find it difficult

to understand several topics in mathematics therefore end up losing interest in the subject.

vi
 During the researcher’s internship at the above school, the researcher observed that, basic

six pupils could not find solutions to problems involving prime numbers. The researcher got to

know that the topic was taught without teaching and learning material and as a result was too

abstract for them in the concrete operation stage under the cognitive theory propounded by Jean

Piaget.

It is against this background that the researcher took upon himself to help improve pupils’

performance in finding solutions to problems involving prime numbers in basic six of

Tamatoku Presby Primary by using a game.

Statement of the Problem

During the researcher’s internship at Tamatoku Presby Primary School basic six, he got to

know that; majority of the pupils could not answer questions on prime numbers.

A reference to the teacher’s lesson note indicated that the lesson was taught. Upon

investigations, the researcher came out with the following as the causes of the problem.

i. The techniques used to teach the topic was ineffective.

ii. Unavailability of teaching and learning materials for teaching the topic.

iii. Lack of basic knowledge in mathematics on the part of the pupils.

Purpose of the Study

Most teachers think that, teaching and learning materials are not required in the teaching of

prime numbers and that the topic is delivered solely in abstract. This causes pupils’ difficulty in

understanding the topic.

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 The purpose of this study is to construct a game to make teaching and learning of prime

numbers activity oriented and to help pupils bring out the distinction between prime numbers

and other number properties.

It is also to make a teaching and learning material available in Tamatoku Presby Primary

School to enable teachers handle the topic successfully and to make the teaching of prime

numbers practically interesting and friendly so that basic six pupils of Tamatoku Presby

Primary will understand the topic very well.

Research Questions

During the research, the researcher realized the need to address the following questions

which serve as a guide to achieving the purpose of the research. These include;

- What are the causes of pupils of Tamatoku Presby Primary six, inability to understand

the concept prime numbers?

- What are the attitudes of Tamatoku Presby Primary teachers towards the teaching of

prime numbers?

- What appropriate teaching and learning material would improve performance of pupils

in Tamatoku Presby Primary six in finding solutions to problems involving prime

numbers?

- What is the attitude of Tamatoku Presby basic six pupils towards the learning of prime

numbers?

viii
 Significance of the Study

Prime numbers, the topic on which the research is being carried out seem to be difficult for

pupils to understand because there is no appropriate teaching and learning material that would

involve pupils in activities in the lesson. Because of the above problem, this research is said to

be very important because it will be designing a game which will serve as a manipulative

material to improve pupils’ performance in prime numbers in Tamatoku Presby basic six.

The game so designed will be called the ‘Agyeboat Game’ which will give pupils the chance

to handle concrete materials which would help to develop good attitude towards the topic.

The researcher therefore wants to state that, the study is going to improve upon the works

that other people have done on the topic.

Delimitation

Pupils’ poor performance in mathematics is a problem in the Dangme East District but due

to the large number of schools and time factor as well as limited resources, the study will be

limited to only Tamatoku Presby basic six.

Limitation

In conducting the research, the researcher encountered a few problems. The most common

one was pupils’ inability to express themselves in the English language. This was as a result of

the influence of the local language in the learning of English language at the lower primary and

this affected the intervention period.

The researcher also found difficulties in obtaining materials for an adequate number of the

game board.

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 Organization of the Study

The whole study has been structured into five chapters. The first chapter talks about an

introduction into the study. It gives a brief background into the study. The problem that

prompted the research is also stated. The purpose of the study, the research questions,

significance off the study as well as the delimitation, limitations and the organization of the

study.

The next chapter is chapter two which has been captioned, review of related literature. It

reviews and describes what other people have written about the topic.

Next is chapter three which is the methodological aspect of the research. It describes the

type of research being conducted, the population and sample selection and the research

instruments. How the sample was selected is also captured in this chapter. The chapter ends

with a description of how the problem was solved.

Chapter four of the report gives a detailed account of the outcome of the use of the research

instruments for data collection followed by analysis of data.

The final chapter, chapter five gives the summary of key findings in the project work report.

It also gives conclusions and makes recommendations for further works into the problem.

x
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Mathematics is recognized as one of the most important disciplines. Mathematics as a

subject has several fields that help in the development of the society.

One of the most important and beautiful fields of mathematics is number theory-the study of

numbers and their properties. Despite the fact that mathematics has been studying numbers for

as long as humans have been able to count, the field of number theory is far from being

outdated. Some of the most exciting and important problems today has to do with the study of

numbers. In particular, prime numbers are of great interest.

According to William H. Nault et al, ‘a number in general is a feature of language that

indicates how many persons or objects are referred to’.

But in mathematics, a number is an idea that is used to refer to amount of things. People use

number words, number gestures and number symbols. Number words are said out loud but

number gestures are made with some parts of the body, usually the hand.

According to them, a prime number is a natural number that can be divided without a

remainder, only by itself and one.

The Compton’s encyclopedia also talked about how important and useful numbers are. It

maintains that the foundation of all aspect of mathematics depends on the science of calculating

with numbers. Without the ability to use numbers, it would be impossible to measure distance

or tell time. People would not able to figure out how many gallons per mile they get with an

automobile, they would not be able to judge how tall they are or how high a building is, they

could not buy something in the store and figure if they got the correct change in return.

xi
 Nathaniel West also added his voice to those who hold numbers in higher esteem when he

stated that, ‘numbers constitute the only Universal language’.

All these point to the fact that numbers have been very useful and beneficial to the

development of the human race.

The question is, why is prime numbers given a lot of emphasis and importance? Is it because

it is important than the other aspects of number theory.

Philip J. Davis answered this question when he said ‘the most important way of dividing the

natural numbers is into prime numbers and non-prime numbers. He also maintained that,

‘Euclid knew how important prime numbers are and as a result he proved that every natural

number greater than one (1) is either prime or else can be exposed as a product of prime in a

way that is unique’.

According to Edwin I. Stein (1974), a prime number is a whole number other than zero (0)

and one (1) which is divisible only by itself and one.

Paling D. (1982) in his book, Teaching mathematics in Primary schools, said ‘ A number

which has two and only two factors is called a prime number’.

Barbara I. Lewis, a tutor at Pittsburgh Gifted Center also explains prime numbers as one of

those intriguing areas of mathematics. They are the atoms of mathematics, the building block

from which all other numbers are made.

Base on all the importance prime numbers have been given from the above authorities, one

would wonder what a prime number is.

The Mathematics Forum Research and Education defines prime numbers as any positive

integer greater than one and is divisible by no other positive integer other than one and itself.

Positive integers greater than one that are not prime numbers are called composite integers.

xii
 Dr. Math of the Mathematics Forum of the Drexel School of Education defined prime

numbers as ‘a positive integer that has exactly two positive integer factors, one and itself.

Another way of saying this is that, a prime number is a positive integer that is not the product

of two smaller positive integers’.

From the Wolfram Math World, a prime number is a positive integer that has no positive

divisor other than one and itself. More concisely, a prime number ‘P’ is a positive integer

having exactly one positive divisor other than one. Prime numbers are therefore numbers that

cannot be factored or more precisely, are numbers whose divisors are trivial and given by

exactly one and itself.

The number of prime numbers that exist and how the primes are distributed are areas of

prime numbers that have received a lot of attention.

According to A. H. Highan, ‘a problem that presents itself into the very threshold of

mathematics is the distribution of prime among the integers. Although the series of prime

numbers exhibit great irregularities of defails, the general distribution is found to posses certain

features of regularity which can be formulated in precise terms and made the subject of

mathematical investigation.

Euler also commented that, ‘Mathematicians have tried in vain to this day to discover some

order in the sequence of prime numbers and we have reasons to believe that it is a mystery into

which the mind will never penetrate’.

A.E Ingham also did some on Euclid’s proof. This is what he did. “Let ‘P’ be a product of

any finite set of prime and let Q=P+1. The integers ‘P’ and ‘Q’ can have no prime factor in

common, since such a factor will divide Q-1=1, which is impossible. But Q(being than 1) must

be divisible by some prime. Hence there exist at least one prime distant from those occurring in

xiii
P. if there were only a finite number of primes altogether, we could take P as the product of all

primes and a contradiction would occur’.

According to Leonard M. Kennedy and Steve Tipps (1988), ‘Research into Mathematics

instruction has been conducted for many years. Although no single piece of research validates

the claim of any ‘best way’ to teach mathematics to children the collective message garnered

from many studies is that the use of manipulative materials during early stage of instruction is

beneficial’.

Fennerma’s review of research led her to conclude that the learning environment that is

rich in manipulative models suited to be the development level of the learner facilitates

learning. She therefore advocated that many materials should be used in the primary grade with

a gradual decrease in their use, as children are able to handle concept well.

Several authorities have brought out various means of teaching the topic prime numbers.

Some used the sieve of Eratosthenes, others engage pupils to arrange some sets of numbers into

all their possible arrays with the prime numbers having only two arrays.

Another way that is used to teach the topic is by finding the factors of counting numbers.

After which one realizes that numbers with only two factors are prime numbers. However, one

of the most efficient ways to teach the topic is by using the sieve of Eratosthenes.

In about 200BC, a Greek Mathematician, Eratosthenes devised an algorithm for calculating

prime numbers called the sieve of Eratosthenes. This method has been designed in a form of a

sieve and has become one of the most commonly used methods of teaching and learning prime

numbers.

To use the sieve of Eratosthenes to find for example, the prime numbers up to hundred

(100), a chart of first one hundred positive integers (1-100) is made.

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 First cross out one (1) because it is not prime. Circle (2), because it is the smallest positive

even prime. Now cross out every multiples of two (2); in other words cross out every second

number. Circle three (3), the next prime. Then cross out all the multiples of three (3); in other

words every third number. Some like six may have already be crossed out because they are

multiples of two. Circle the next open number, five (5). Now cross out all the multiples of five

(5) or every fifth number.

Continue doing this until all the numbers have either been circled or crossed out. You have

just circled all of the prime numbers from one to hundred (1-100).

Child psychologists suggest that when children acquire new knowledge, they have

immediate desire to use it. There is therefore the need for handlers of prime numbers to create

a platform for pupils to put what they are taught to practice. One way these can be perfectly

done is by using a game. The game has certain purposes that the researcher believes will help

curb the fault detected in the other ways of teaching prime numbers. Some of the purposes are

 To occupy pupils while teachers are away.

 To inculcate attitude into pupils.

 To reinforce and practice skills taught.

The purpose that are great benefit to this work piece is the second and third purposes. This

is because in using the game to teach prime numbers the pupils are given the chance to put into

practice what they have been taught. Therefore, using a game like the Agyeboat game in the

teaching of prime numbers will help pupils understand the concept well. This is because

children by their nature like to compete. The Agyeboat game creates the atmosphere for pupils

to compete among themselves. This will generate their interest in the topic and motivate them

to learn everything about prime numbers.

xv
 CHAPTER THREE

METHODOLOGY

In this chapter the following will be discussed; research design, thus, the type of research to

be employed, population and sample selection, sampling procedures and finally the research

instruments will be looked at comprising the intervention process thus, test, observation and

interview.

Research Design

The action research design or method will be employed in this research. This is because the

chosen design gives teachers the opportunity of acquiring better understanding of all aspect of

their own practice, in relation to the subjects, content, the curriculum or the method appropriate

for the level of the pupils in the class.

The researcher chose the action research design because of its enormous benefits. Some of

these are; it enables teachers to understand what goes on in the teaching and learning situation.

It also identifies problem in the local settings and solves the problem.

Against these strengths it has its weaknesses; the number one weakness of action research is

that, it is not aimed at science but rather aimed at solving local problem. Finally it is evaluated

in terms of local applicability not in terms of universal validity.

xvi
 Population and Sample Selection

Population

The target population of the study was centered on basic six pupils of Tamatoku Presby

primary with a total population of thirty pupils made up of eighteen males and twelve females.

Sample Size

The sample size is those chosen as the experimental group. Out of the total population of

thirty (30) pupils, twenty (20) pupils were selected for the purpose of the study.

Sampling Procedure

In order to eliminate bias from the action research project report the researcher used the

purposive sampling technique for the study. The procedure involved selecting the pupils who

were not able to produce solutions to problems involving prime numbers that was conducted by

the class teacher.

Research Instruments

The researcher in trying to find solutions to the problems of pupils’ poor performance in

finding solutions to problems involving prime numbers adopted and used three main

instruments. The instruments used where observation, interview and test.

xvii
 Observation

The researcher observed for two weeks how pupils conducted themselves in mathematics and

in other subjects. He realized that pupils' participation in the other subjects was very

encouraging but in mathematics class, the pupils remain passive throughout lesson.

Interview

The researcher also used interview as a tool for collecting information. He interviewed

the pupils on one-on-one basis to find out their personal view about the problem. Some

teachers were also intervened to ascertain the reasons why pupils have difficulty in

understanding mathematics, specifically prime numbers and how they can be helped.

Test

The researcher with the help of the class teacher conducted a test to find out the extent of the

problem. He conducted test on numbers and their properties which included prime numbers.

At the end of the observation, interview and test, the following were identified as the major

causes of the problem;

1. Teachers’ failure to use teaching and learning materials in teaching

2. Pupils non-involvement in lesson activities

3. Pupils negative perception about mathematics

4. Pupils’ absence from school.

xviii
 Interventions

The intervention process outlines the various strategies that will be used to administer the

solutions to the problem of study. These strategies include pre-intervention, intervention and

post intervention.

Pre-Intervention

In order to define the problem of prime numbers, the researcher conducted a test among the

sampled population. The tests conducted yielded low results which indicated that there was

really a problem. The test items were about, first the various number properties, the second one

was centered on prime numbers and odd numbers. The final test was all about prime numbers.

Intervention

To overcome the problem of difficulty in the teaching and learning of prime numbers, the

researcher came out it strategies to address the problem. It was observed that, teaching and

learning of prime numbers was teacher centered. The researcher first designed a game which is

named Agyeboat game which will involve the pupils in the teaching and learning of prime

numbers. Detailed lesson note was prepared and used alongside the Agyeboat game with its

rules shown in the appendix

The researcher in his first meeting with his pupils, explain what prime numbers are. This was

done by finding the factors of some counting numbers. Afterwards he made it known that all

numbers having only two factors are prime numbers. After all this, the pupils could not

identify the prime numbers with ease.

xix
 The researcher in his second meeting introduced the Agyeboat game during the period of the

intervention. The class was divided into four groups. Each group elected their leader. The

rules governing the game were clear to them. The game then started and all the pupils were

involved questions were asked in the course of the game.

Post-Intervention

To determine how effective the intervention was, the researcher with the help of the class

teacher conducted a class exercise to find out the extent to which pupils understood the topic.

The exercise involved only prime numbers. The researcher collected the exercises and marked.

xx
 CHAPTER FOUR

RESULTS/FINDINGS AND DISCUSSIONS

The chapter outlines and discusses results obtained from the various research instruments

mentioned earlier in the study. The findings from the analysis of the data are also shown in this

particular chapter.

The statistical tools used were frequency distribution table alongside percentage.

The researcher used the research questions as a guide in collecting data from the respondents.

Results/findings

Table 1

A table showing reasons why Tamatoku Presby Primary Six pupils find it difficult to

understand the concepts of prime numbers

Responses Frequency Angles (°)

Teachers not using teaching and learning materials 8 192

Poor method of teaching 3 72

Poor mathematical background 2 48

Laziness 2 48

Total 15 360

The table above represents the responses given by fifteen (15) teachers of Tamatoku Presby

School. They were interviewed on why pupils find it difficult to understand prime numbers.

From the table, eight (8) teachers representing an angle of one hundred and ninety-two degrees

(192°) said that, pupils find it difficult to understand the topic due to inadequate use of teaching

xxi
and learning materials. Again, three (3) teachers representing an angle of seventy-two degrees

(72º) attribute pupils' problem in the topic to the poor method teacher’s use in teaching the

topic. They advocate for proper teaching methods so that the situation could change.

Two teachers representing fort-eight (48º) degrees were of the view that, pupils find it

difficult to understand the topic because they do not have sound mathematical base and as such

find it difficult to understand most topics in mathematics. They therefore indicated that pupils'

poor background in mathematics is the cause of pupils’ difficulty in understanding prime

numbers.

Finally, two teachers representing forty-eight (48º) degrees gave their responses that, pupils'

inability to understand the topic was due to their laziness.

Table 2

A table showing the attitude of Tamatoku Presby primary teachers towards prime numbers

Responses Frequency

Those who do not use teaching and learning materials (A) 10

Those who use T. L. M but not frequently (B) 4

Those who use T. L. M regularly (C) 1

Total 15

The above presentation represents responses from fifteen (15) teachers in Tamatoku Presby

primary school. They were asked whether they use teaching and learning materials in teaching

the topic. Only one teacher represented by ‘C’ said he uses teaching and learning materials to

teach the topic. Four teachers represented by ‘B’ said they used teaching and learning materials

in teaching the topic but not frequently.

xxii
 Finally, ten (10) teachers represented by ‘A’ admitted that they thought the topic without

teaching learning materials. From the above, one can conclude that, teachers attitude towards

the teaching of prime numbers is very bad since most of them teach without teaching and

learning materials.

Table 3

A table showing what appropriate teaching and learning materials would improve the poor

performance in finding solutions to problems involving prime numbers?

Responses frequency percentage (%)

No Responses 5 50

Sieve of Eratosthenes 5 50

Total 10 100

From the table above ten (10) teachers were interviewed. Five (5) five out of the ten (10)

representing fifty (50%) percent said that the sieve of Eratosthenes is the only available

material for teaching prime numbers, so it is the best.

Five teacher respondents representing fifty percent (50%) also said they find it very difficult

using the sieve of Eratosthenes and did not mention any available material.

xxiii
Table 4

A table showing the attitude of pupils towards prime numbers

Responses frequency Angle (°)

Prime numbers is difficult to understand 8 96

Prime numbers is not useful in pupils day to day lives 7 84

Prime numbers is interesting but not well taught 10 120

Prime numbers is interesting and easy to understand 5 60

Total 30 360

From the table four above eight pupils representing ninety-six (96°) degrees considered

prime numbers as a difficult subject to understand. Seven pupils representing eighty-four (84º)

degrees also said they did not see the reason why they should learn the topic since it would not

benefit them in their day to day activities. Ten pupils representing one hundred and twenty

(120º) degrees said that the topic was very interesting by the teachers handling it did not teach

it well. However, five pupils also representing sixty (60º) degrees were of the view that the

topic is interesting and easy to understand. From the above responses, it is obvious that some

pupils have a very negative attitude about the topic.

The researcher after the interviews and knowing the problem came into realization that there

was a need to find solutions to the problem. The researcher with the help of the class teacher

conducted to separate tests to find out the real state of the problem.

After the intervention, he conducted on a test which was similar to the one before the

intervention.

xxiv
 Below is a table showing various tests conducted.

Pre intervention test results

Marks (interval) frequency Percentage (%)

0-5 8 40

6-10 7 35

11-15 4 20

16-20 1 5

Total 20 100

Analysis from the table shows the performance of pupils during the pre intervention test.

From the table, eight pupils representing forty percent (40%) had marks between zero (0) and

five (5), seven pupils had between six (6) and ten (10) representing thirty-five percent (35%).

For the marks between eleven (11) and fifteen (15) only four pupils had its representing twenty

percent (20%). Only one person falls within the marks interval; sixteen (16) and twenty (20).

This indicates an abysmally poor performance by pupils.

Table six

Post-intervention test results

Marks Intervals Frequency Percentage (%)

0-5 2 10

6-10 3 15

11-15 7 35

16-20 8 40

Total 20 100

xxv
 In the post-intervention test, majority of the pupils had more than half of the total marks.

From the table two pupils had marks interval zero to five (0-5) representing ten percent (10%)

and three pupils between six (6) and ten (10) representing fifteen percent (15%). Seven pupils

had between the mark intervals eleven (11) and fifteen (15) representing thirty-five percent

(35%). Eight pupils had between sixteen (16) and twenty (20) representing forty percent

(40%).

Comparatively, there was a remarkable improvement in pupils’ performance after the

intervention and this was shown in the results of the post-intervention test.

Discussion

It is an irrefutable fact that mathematics is one of the core subjects studied at both the basic

and secondary levels of education.

However, the subject is dreaded by many learners at these levels. Learners tend to take up

courses which are not related to mathematics as they move on in the academic ladder. An

aspect of mathematics the research identified as most dreaded by Tamatoku Presby Primary six

pupils was prime numbers.

From the ensuing research, results obtained from the respondents, using interview and test

technique conducted for basic six pupils of Tamatoku Presby primary school suggested that, the

pupils really have a problem. The surveyed results which were guided by the research

questions revealed that the pupils though have interest in the topic, they are not motivated and

encouraged to learn it. This is due to the methods adopted by teachers in teaching the topic. A

number of teachers do not use activity based method and teaching learning materials in their

lesson presentation. It also revealed that because pupils have poor mathematical background,

xxvi
they find it difficult to understand the topic. Also, some did not see the relevance of the topic

in their lives so did not see the need for learning the topic.

On account of the results from the test and interview, the researcher decided to develop a

game to help pupils identify prime numbers with ease. After the intervention, the researcher

evaluated the pupils through a test. This is called the post-intervention test. Comparing the

pre-intervention and post-intervention results, one can conclude that the intervention that was

adopted by the researcher was very appropriate.

From the above, it is however worth noting that the study was able to address almost all the

problems it set out to address except some few students who still could not do well in the post-

intervention test. These students were not punctual during the period of intervention. On the

whole, the study can be said to be very successful. The success of the study depends on the

facts that, the teaching of the topic was made very interesting to study through the use of the

game.

xxvii
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter talks about what’s the researcher has gained in his research in a concise form.

This includes the problem studied, key findings of the research and conclusion drawn from the

research work. It goes further to make recommendations to be considered by future researchers

to build on.

Summary

The researcher identified pupils’ inability to answer questions on prime numbers at

Tamatoku Presby primary. The teacher did his utmost best but the pupils still had difficulties

with the topic. In an attempt to address the problem, the researcher adopted the action research

to solve the problem. In trying to find out the causes of the problem, adopted and used three

main instruments for collecting data, namely; the observation, interview and test.

The researcher after collecting data on the problem realized that the main cause of the

problem was teachers’ failure to involve pupils in activities when delivering the lesson. The

researcher also realized that there were no appropriate teaching and learning materials to teach

prime numbers.

Also, the researcher after a critical look at what other researchers have done to improve

pupils’ performance on the topic came to a conclusion that there should be a better method of

teaching prime numbers to pupils. The researcher therefore, concluded that, the Agyeboat

game would be a good teaching and learning material to be used to improve pupils’

performance because it engages them in activities during the lesson, thereby improving their

performance in finding solutions to problems involving prime numbers.

xxviii
Undoubtedly, the game performed the trick. The researcher after incorporating the Agyeboat

game in the study noticed that the game have helped pupils to improve their understanding on

the topic and this enhanced their retention.

The researcher invariably realized that pupils’ interest in prime numbers has increased and

their performance as well improved tremendously after the comparison of the pre-intervention

and post-intervention results.

Conclusions

On account of the performance of pupils in the post-intervention test, it is clear that their

performance in the topic could not have improved without the use of the Agyeboat’ game. This

made the lesson activity oriented. The researcher therefore seeks to encourage all teachers

especially those who teach mathematics to consider it us a moral responsibility to prepare

teaching and learning materials to be used in teaching.

Recommendations

The researcher encountered certain problems during the research and would like to chip in

the following recommendations.

Further work into the study should include composite numbers so that it will help them to be

conversant with the two.

Teachers should also adopt the activity oriented methods of teaching in their lesson delivery.

Furthermore, the Ghana education service should provide more teaching and learning materials

to schools to help teachers to deliver good lessons so as to improve pupils’ performance in

mathematics in our basic schools in Ghana.

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Finally, teachers should regularly use teaching and learning materials in teaching. These

recommendations from the researcher’s opinion will help improve pupils’ performance in

prime numbers and mathematics as a whole in Tamatoku Presby Primary School.

xxx
 REFERENCES

Edwin I Stein (1974), Stein’s Refresher Mathematics with Practical Application, California,

Ally and Bacon.

Elizabeth H. Fennema (1972), Models and Mathematics, Arithmetic teacher. Cassell

Educational Ltd. Vuliess House, London.

Leonard M. Kennedy et al (1988), Guiding Children’s learning of Mathematics, Wadsworth

Inc.

Paling D. (1982) Teaching Mathematics in Primary Schools, Oxford University Press.

William H. Nault (1993), the World Book Encyclopedia. America, World Book Inc.

xxxi
 APPENDIX

Appendix One

Rules of the game

The Agyeboat game is a game played by four people at a time. It is a board game which

consists of counting numbers from one (1) to one hundred and twenty (120).

- The class is divided into four groups, each group elects their leader and each leader is

given a marble to play the game while the other members seat behind them to answer

any question to support their leader.

- The Leaders are given the opportunity to throw the dice in turns.

- When the dice is thrown, each leader advances his marble through a number of spaces

depending on the number that appears on the dice.

- The instructor asks the whole group questions for them to answer.

- When the group is able to answer the question they advance three spaces.

- When the group is not able to answer the question, they move three spaces backwards.

- The first group to gets to the finished mark wins the game.

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Appendix two

AGYEBOAT GAME

xxxiii
Appendix three

Sample of pupils’ pre-test exercise

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Appendix four

Sample of pupils’ post-test exercise

xxxv
 Appendix five

Lesson note used for intervention

School: Tamatoku Presby Primary References: C R DD (2001), Mathematics Teaching Syllabus for Primary School. P 55

Subject: Mathematics Teachers’ Handbook six, Page 14,

Class : Six Primary Mathematics Book Six, Page 20

Day/Date/Duration Topic/Sub-topic Objectives/R.P.K T. L. M./T. L. A. Core-Points Evaluation/

Aspect Remarks

DAY TOPIC OBJECTIVES T.L.M: Agyeboat Game.

Monday Sets of numbers By the end of the

lesson, pupils will be INTRODUCTION

DATE SUB- TOPIC able to; Teacher introduces the Factors of 30, 17, 20 are

20-03-2008 Prime numbers -6.1.4 explain prime lesson by reviewing pupils 30{1, 2,3,10,15,30}

numbers previous knowledge through 17{1,17}

DURATION -6.1.5 identify prime the question and answer 20{1,2,4,5,10,20}

60 minutes numbers less than 100 method. For example;

mention the factors of -Write down

Pupils can give factors numbers

of counting numbers. between one

ACTIVITY ONE and twenty.

-Lists counting numbers on 5=1,5

the chalkboard. 9=1,9 -What is a

-call pupils at random to list 12=1,2,3,4,6,12 prime

the factors of the numbers 15=1,3,5,15} number?

listed on the chalkboard. 33=1,11,33}

-then explain to pupils what After finding the factors of the -Is one a

prime number is. list of numbers it came out that prime

some of the numbers are only number? If

two factors while others have yes, why?

more than two. And if No,

A prime number is a number why?

Teacher puts pupils into that has only two factors, one

groups of four. A leader is and itself or Prime number is a

group. The other group divided by itself and by one.

members are to partake in

answering questions for the

group.

The rule of the game is

clearly read to the hearing of

the whole class, the game

and begins. The group that

will gets to the finish mark

first wins the game.

CLOSURE

Summarize the lesson by REMARKS

going through the core point Lesson was

and give pupils class exercise taught.

to do.