CHAPTER THREE

METHODOLOGY

3.0 Overview

This chapter outlines the research methodology, including research design, population, sample

and sampling technique, research instruments, observation, test, data collection process, and data

analysis plan.

3.1 Research Design

This study will employ an action research design, which will aim to address a practical issue in a

real-world setting (Kemmis & McTaggart, 2000). This approach will involve a collaborative and

cyclical process of planning, action, and reflection. The simplicity and accessibility of action

research will make it an ideal choice, allowing for easy interpretation and swift implementation

(Kemmis & McTaggart, 2000). Moreover, action research will enable teachers to gain a deeper

understanding of a specific issue, enabling them to make informed decisions and develop

effective solutions.

The study will use mixed research methods since it will combine both qualitative and

quantitative approaches to achieve a more comprehensive understanding (Creswell, 2014).

3.2 Population of the Study

The target population refers to the entire group of individuals or instances that researchers are

interested in studying and from which a sample may be drawn. It is defined by specific

characteristics relevant to the research question, such as age, gender, location, or any other

criteria pertinent to the study (Creswell, 2014).The target population for this study will be the
Basic Two pupils of Dahensheli Primary School. This population will consist of 39 pupils,

comprising 18 boys and 21 girls. This school will be selected as the research site because the

researchers will be undertaking a teaching practice program at the school and will be specifically

assigned to teach the Basic Two class. This will provide a convenient and accessible sample for

the study.

3.3 Sample and Sampling Technique

Simple random sampling is a statistical technique where every member of a population has an

equal chance of being selected. This method is crucial for minimizing bias and ensuring that the

sample accurately represents the population (Cochran, 1977). A simple random sampling

technique will be used to select the sample (Creswell, 2014). Pupils will be called in turns to pick

small pieces of paper with either "yes" or "no" written on them. Out of the 39 pupils, 19 will pick

"yes" and the remaining 20 will pick "no". The 19 pupils who pick "yes" will be interviewed,

resulting in a final sample size of 19. This method will be employed to ensure an unbiased

selection, ease of implementation, and a representative sample, thereby increasing the validity

and reliability of the study's findings.

3.4 Research Instruments

The researchers will use observation and evaluation tests as their main data collection

instruments to collect relevant information.

3.4.1 Observation
Observation is a data collection method that relies on sensory perception, where researchers

attentively watch and listen to students as they complete tasks related to place value (Creswell,

2014). This method is chosen because it allows researchers to gather firsthand information,

capture non-verbal cues, contextualize learning, and inform instruction, providing a

comprehensive understanding of students' place value understanding. The researchers will

meticulously record the students' actions, behaviors, and interactions during these activities to

gather valuable data.

3.4.2 Test

A test will be conducted among Basic Two pupils of Dahensheli Primary School to determine

their level of understanding of place value concepts and their proficiency in using Abacus to

solve place value problems.

3.5 Pre-Test

The pre-test will be conducted to assess the pupils' initial ability to solve number problems

involving place value. It will consist of a written test and oral exercise. The results will inform

the subsequent interventions. The pre-test will be administered to all 39 pupils in the class, and

19 pupils (9 boys and 10 girls) will be selected for the study.

3.6 Intervention

An intervention, defined as a deliberate action or strategy implemented to improve a specific

situation or outcome (Oxford Dictionary of Education, 2020, p. 334), will be used. The main

intervention will be the appropriate teaching and learning materials, specifically the Abacus, to

develop the place value concept. In the first week, pupils will be introduced to the use of Abacus
to develop the skill of identifying place values of two and three-digit numbers. Examples will

include finding the place value of 5 and 8 in numbers 251 and 821. Pupils will be guided on how

to use beads on the Abacus frame to find place values.

3.7 Post-Test

Following the intervention, a post-test will be administered to the 39 pupils, who will be given

20 minutes to solve five place value problems using Abacus. The questions, selected from Pupil's

Mathematics Book 2, will be identical in duration and format to the pre-test.

3.8 Data Collection Process

The researchers will employ observation and testing to gather data on the problem. Through

observation during mathematics lessons, it will become apparent that pupils will struggle

significantly with solving addition problems involving place value during class exercises. To

further assess the extent of the issue, simple addition questions involving place value will be

selected from Pupil's Mathematics Textbook 2. A written test will be administered for both the

pre-test and post-test. Additionally, Abacus will be utilized as an intervention strategy to enhance

the academic achievement of the pupils.

3.9 Data Analysis Plan

The data will be collected from the pre-test and post-test was analyzed using tables, chats, and

percentages to determine the effectiveness of the Abacus intervention on pupils' ability to solve

addition problems involving place value.

REFERENCES
Oxford Dictionary of Education, (2020). Intervention. Oxford University Press.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. Sage Publications.

Kemmis, S., & McTaggart, R. (2000). Participatory Action Research. In N. Denzin & Y. Lincoln

(Eds.), Handbook of Qualitative Research (2nd ed., pp. 567-605). Sage Publications.