Effect of Area Model on Multi-Digit Multiplication Performance of Primary Six Pupils

Abstract

The study examines the effect of the Area model on primary six-pupil performance in multi-digit multiplication in the Bauchi State of Nigeria. The study used one group pre-test post-test experimental design. Two research questions and two null hypotheses were formulated to guide the study. The population is comprised of 102 primary six pupils of Abubakar Tafawa Balewa University Staff School. Extreme case purposive sampling technique was used to select two groups of pupils, comprising of 15 high performing and 15 low performing primary six pupils based on their mathematics scores in the last promotional examination. An intervention lesson was conducted with the 30 pupils for the period of two weeks, they were taught multi-digit multiplication using the Area model. The instrument used for data collection was Multiplication Problem Test (MUPT). The MUPT was administered before and after the intervention. Mean and standard deviation was used in analyzing the research questions while paired samples t-test was employed for testing the hypotheses at 0.05level of significance. The findings among others revealed that: Significant difference existed between the pre-test and the post-test result; it was also discovered that there was no significant difference between the performance of males and females when taught multi-digit multiplication problems with the use of the Area model. Based on the findings it was recommended among others that primary-six mathematics teachers should use the Area model when teaching multi-digit multiplication.