OUR LADY OF APOSTLES COLLEGE OF EDUCATION – CAPE COAST

ASSISTING LEARNERS OF ELMINA METHODIST JHS BASIC EIGHT TO

SOLVE PRODUCT OF TWO MULTI-DIGIT NUMBERS USING LATTICE

APPROACH

BY

HENRIETTA YAA NYAMEKYE DONKOR

(OLCE/JHS/20/0087)

Project work submitted to the Department of Mathematics, Our Lady of Apostles

College of Education, in partial fulfilment of the requirements for the award of

Bachelor of Education Degree in JHS Education (Mathematics and ICT Option)

JUNE 2024

I
 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 College or elsewhere.

Candidate’s Signature: …………………. Date ………………….

Name: …………………………………………………………………….....

Supervisor’s Declaration

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

in accordance with the guidelines on supervision of project work laid down by Our Lady of

Apostles College of Education.

Supervisor’s Signature: …………………… Date …………………

Name: ………………………………………………………………………..

ABSTRACT
The purpose of the study was to assist pupils of ELMINA METHODIST JHS BASIC

EIGHT to overcome difficulty in solving products of two multi-digit numbers using lattice

approach. Test, interview and observation were used to collect data for the study. The study

was carried out within a period of four weeks. The research design used was action

research.

Furthermore, interviews were conducted using face-to-face type to elicit responses from the

class to find out the causes of pupils’ inability to find the product of two multi-digit

numbers.

Also, a pre-test and post-test were conducted to find out pupils’ improvement after the

intervention.

III
 ACKNOWLEDGEMENT

I wish to express my profound gratitude to my supervisor, MADAM ETHEL for her

immense contributions and suggestions done whole heartedly to the success of this project

work.

I am well indebted to my parents Mr. and Mrs. Donkor whose encouragement and

assistance both in cash and in prayers have made me what I am today. I am also indebted to

all the staff members especially the Headmaster in the person of Mr Jacob Andzie-Quainoo,

my mentors, Mr John Koraboh, Mr Henry Acquah and the entire students of Elmina

Methodist JHS school where I did my research and all my friends for their diverse

contributions. Last and foremost, I would be most ungrateful if I fail to recognize other

tutors and the contributions of authors whose works I borrowed and consulted ideals from

to help me to make this work a successful one. God richly bless you all.

IV
DEDICATION

This noble material is dedicated to my parents Mr. and Mrs. Donkor and the entire family,

and all my friends for helping me to become what I am today.

TABLE OF CONTENT

PAGES

ABSTRACT II

ACKNOWLEDGEMENT III

DEDICATION IV

LIST OF TABLES V

CHAPTER ONE

1.0 Introduction 9

1.1 Background of the study 9

1.2 Statement of the problem 9

1.3 Purpose of the study 10

1.4 Research Questions 10

1.5 Significance of the study 11

1.6 Limitation 12

1.7 Delimitation 13

1.8 Organisation of the study 13

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction 14

2.1Concept of multiplication 14

2.2 Importance of mathematics 16

2.3 Causes of pupil’s difficulties in learning mathematics 17

2.4 Strategies on how pupils learn mathematics 19

VI
2.5 Separating a set into two equal parts 21

2.6 Summary of literature review 21

CHAPTER THREE

METHODOLOGY

3.0 Introduction 22

3.1 Research design 22

3.2 Population and sample size 23

3.3 Research instruments 23

Observation 23

Interview 24

Test 25

3.4 Pre-intervention and data collection 25

3.5 Intervention 26

3.6 The use of lattice approach in solving mathematics 27

3.7 Post-intervention 31

3.8 Data analysis plan 31

CHAPTER FOUR

4.0 Introduction 32

4.1 Comparison of test results 33

CHAPTER FIVE

SUMMARY, CONCLUSION AND FINDINGS

5.1 Summary of major findings 34

5.2 Conclusion 35

VII
5.3 Recommendation 36

5.4 Suggestions for further research 36

REFERENCES

APPENDICS

LIST OF TABLES

1. Pre-test scores 24

2.Post-test scores 25

CHAPTER ONE

VIII
1.0 Introduction

The chapter one of the project work comprises the background of the study. This outlines the

goals and objectives of the project. The statement of the problem which has called for this

research.

The purpose of the study, which talks about the reasons why the researcher is embarking on the

project as well as how she came across the problem. the significance explains what the

researcher wants to achieve at the end of the research work.

The limitation of the study identifies the potential weakness of the study whilst delimitation

indicates the scope of the study which has been narrowed and confined to specific participants.

The organization of the study talks about how the entire project is being organized.

1.1 Background of the Study

Mathematics as we well all know, is a very key subject in our curriculum in school. It is a

subject that has such sustained most of our scholars we have today to pursue such a higher

academic achievement to the level in which they are now. Research has shown that no Country,

State, Region, Organization or and individual can survive life without the use of mathematics or

applying mathematics in his or her everyday life.

It is of this very important view that is why mathematics as a subject has been held in such a high

esteem and that no single individual can continue to climb up the academic ladder without any

proper mathematics background.

In our various schools in the country now, mathematics has been given a higher percentage

weight and that is the more reason why it is studied almost every-day on schools’ timetable. The

story is no different from our second cycle schools.

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Unfortunately, despite all these efforts put into mathematics as a subject, there is still much more

to say regarding performance in mathematics. One vital area where a problem was identified

was in the area of teaching. It has been realized that, most of the time, methods being applied in

teaching mathematics has not been helping at all in bringing mathematics to the doorstep of

every school-going child in the country.

The Teaching practice took the researcher to Elmina, a town in the Central Region. People in

this town are shy and the main language they speak here is Fante. Occupation of the people here

are mostly peasant farmers and fishermen.

The researcher was assigned to a school called Elmina Methodist JHS. Teaching a lesson on

multiplication of two, two, multi-digit numbers, the researcher identified that, the method used in

the lesson delivery did not go down well with the pupils hence the researcher had the responses

from the pupils after the lesson, which was that, they did not understand the lesson. Therefore,

they could not find the product of two, multi-digit numbers.

The researcher further deduced that; the teaching-learning material used was also part of the

problem. This was because the lesson did not give them any first-hand knowledge since there

was only the use of chalkboard illustrations. The researcher, therefore, decided to use creative

approach like lattice method in solving product of two, two digits numbers to find solution to the

problem.

1.2 Statement of the Problem

The researcher, on her off-campus teaching attachment in the classroom of Elmina Methodist

JHS Basic Eight (8), observed certain difficulties on the part of some of the pupils to accurately

find the product of two, multi-digit numbers. Through interview, observation, class test, class

10
exercises and questionnaires conducted by the researcher, the researcher realized that learners’

performance in multiplication is very poor. Most learners in the school regard mathematics as

senseless and have no practical meaning for man’s life. The problem of the basic eight learners

of Elmina Methodist JHS School came to the realization of the researcher that it was due to

many factors such as: lack of interest in mathematics, bad teaching methods and technique that

was used, absence of teaching and learning materials during the lesson. Therefore, the researcher

being an encounter of this problem tries to put certain information together and make vital

suggestions to help solve this problem.

1.3 Purpose of the Study

The purpose of this study would, therefore, include:

1. To find out the possible causes of pupils’ inability to find the product of two, multi-digit

numbers.

2. To find a more suitable teaching method to teach the product of two, multi-digit numbers

in Basic eight (8) at Elmina Methodist JHS Basic School.

3. To devise a means of sustaining pupils’ interest in the topic.

4. It seems to review some of the importance of multiplication to the learners.

1.4 Research Questions

The researcher would address the following research questions in the study.

1. What are the causes of pupils’ inability to find the product of two, multi-digit numbers?

2. What kind of teaching method is being used by teachers to find the product of two, multi-

digit numbers in Basic eight (8)?

3. Do pupils have interest in the topic?

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4. What practical activities are the teachers putting in place to help solve problems on

multiplication of numbers at Elmina Methodist JHS Basic eight (8).

1.5 Significance of the Study

The research, at the end, would help the pupils to find the product of two, multi-digit numbers. It

would also help teachers to adopt the right teaching method that would enable them to

effectively teach the topic. Again, it will help teachers to make use of pedagogical approaches

like learning centred classrooms etc, in teaching mathematics lesson so as to enhance learners

understanding of basic mathematical concept.

The work would serve as reference document for student, researchers and educational policy

makers as well a guide to teachers who might be confronted with the same problem.

1.6 Limitations

There were some significant problems that the researcher encountered during this research which

has the tendency of affecting the result of the study. The following were some of the limitations,

I encountered the problem of absenteeism and truancy due to the economic activities of the

parent. This hampered the researcher in an attempt to collect data for the research work. Another

limitation is that during the intervention phase, some of the learners may not know how to use

the lattice approach. Lastly, limited time, and financial strength were some unavoidable

hindrances.

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1.7 Delimitation

The researcher focused on product of whole numbers using the lattice approach excluding

division since it cannot be covered at the same time.

1.8 Organization of the study

The organization of this action research project has been systematically arranged in the order

below:

Chapter One deals with introduction, background to the study, statement of the problem, purpose

of the study, research questions, significance of the study, limitation, delimitation and

organization of the study.

Chapter Two deals with literature review which will discuss about related literature and what has

already been said or done on the topic.

Chapter Three will look at sample population, research instrument, and the intervention.

Chapter Four will talk about presentation of data and analysis of data based on the research

questions.

Chapter Five will base on summary, conclusion and recommendations.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

The chapter would be devoted in review of relevant literature in Mathematics by some

authorities in the field. It also goes further to investigate what other important authorities

maintain about factors that can cause pupils’ difficulties in finding the product of two, multi-

digit numbers as well as some strategies that can be adopted in improving the Mathematics at the

basic level with special reference to JHS schools.

The chapter therefore, will review the literature under the following headings;

2.1 The concept of multiplication

The concept of multiplication has been defined by great mathematicians, tutors and students

alike as repeated addition. This is evident in the mathematical operation 8 x 6 = 8 + 8 + 8 +8 +8

+ 8. In effect, multiplication is adding a number on a number of occasions hence bringing the

idea of repeated addition. Report on the assessment of the two hypotheses through an

intervention method brought out the conclusion that multiplication is based on two alternative

hypotheses. The first hypotheses suggests that the concept of multiplication is grounded on the

understanding of repeated addition, whiles the second proposes that repeated addition is only a

calculation procedure and that the understanding of multiplication has its roots in the schema of

the correspondence. These hypotheses have been offered to explain the origin of the concept of

multiplication in children’s reasoning. (Park & Nunes, 2001). Keith (2012) argues that

multiplication as repeated addition does not work with all numbers. He explains that with

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positive integers, it is perfect but not successful with negative integers. For example, 6 x -3

makes sense to stretch -3 out 6 times, but the idea of -3 x 6 breaks down because it is not

possible to stretch something out three times much more to talk of -3 x -6. If one would stretch to

the left on the number chart, there is a consistency. But there is confusion within -3 x -6 in that

how does one stretch -6 a total of -3 times? In addition to that Keith explains that ‘’multiplication

as scaling’’ in terms of resizing, by comparing the size of a product to the size of one factor on

the basis of the size of the other factor, without performing the indicated multiplication; and

explaining why multiplying a given number by a fraction greater than 1 results in a product

greater than the given number (recognizing multiplication by whole numbers greater than 1 as a

familiar case); explaining why multiplying a given number by a fraction less than 1 results in a

product smaller than the given number; and relating the principle of fraction equivalence a/b = (n

× a)/(n × b) to the effect of multiplying a/b by 1. The identity property of multiplication tells us

that a number x 1 has a product equal to the number (itself). For example, 5 x 1 = 5. Thus, when

we multiply a number by a fraction that is less than 1 our product has to be less than the number

we are multiplying the fraction by. For example, 8 x 1/4 = 2. The product (2) is less than the

original factor 8 because the second factor (1/4) is less than 1. Conversely, when we multiply a

number by a number greater than 1 (including fractions/mixed numbers) our product is greater

than the original factor. For example, 8 x 5/8 = 5. The product (5) is greater than the first factor

(8) because the second product is greater than 1.

2.2 Importance of Mathematics

According to Ghana Journal of Education (vol. 3 pg. 69) (1967), edited by S Abramovich (2019),

the basis for technical knowledge in Mathematics, everywhere, one finds that educational
systems are being urged to make improvement in the methods of teaching Mathematics and the

new things which are of society driving forces.

This emphasizes how important Mathematics is to human development as far as the society is

concerned.

Besides, according to Ghana Association of Teachers, Apan and Anamuah Mensah (1967), cited

by JN Asante (2012), stated that, the teaching of Science and Mathematics helps to inject in the

pupils some desirable attitude and interest upon which their future lives depend. It also helps to

nurture the innate characteristics of pupils. These characteristics could be traced by knowing

their curiosity, persistency, developing their critical thinking, creativity and cooperation.

This clearly shows how important the subject is as far as human and society is concerned. It aids

us to develop our abilities to use our knowledge in dealing with specific problems in life. For

instance, in weaving a basket, the Mathematics involves is measurement of length of sticks,

finding a centre, radius as well as the volume of the basket which all involves the use of mind

and logical thinking in order to be able to manipulate them and come out with the required item

which is important to human and society as a whole.

Furthermore, according to National Curriculum Planning Committee of England (2002)

Mathematics equips pupils with a uniquely powerful set of tools to understand and change the

world. These tools include logical reasoning, problem-solving skills and the ability to think in

abstract ways.

Mathematics is important in everyday life, many forms of employment, science and technology,

medicine, the economy, the environment and development and in public decision-making.

Different cultures have contributed to the development and application of mathematics. Today,

the subject transcends cultural boundaries and its importance is universally recognized. It is a
creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a

problem for the first time, discovers a more elegant solution to that problem or suddenly sees

hidden connections.

2.3 Causes of Pupils’ Difficulties in Learning Mathematics

A persistent problem of pupils’ difficulties in learning mathematics could be attributed to the

way they have been introduced to the subject and also the kind of teaching and learning

techniques chosen.

According to Jean Piaget (1994), cited by TCF Chow (2011), in Maths for Teacher Training in

Ghana, edited by J. L. Martin, pupils understand concept when they relate to other concepts they

know. He called this as equilibration. Thus, understanding is achieved through route learning.

Here, a child may be able to solve a problem or perform a technique but may not know how the

procedure came about. Example, a child may be able to use the formula C= 2лr to find the

circumference of a circle but may not know how the rule C= 2лr was developed. This difficulty

appears according to Jean Piaget, from the teacher’s chosen method of teaching.

Besides, according to the International Electronic Journal of Mathematics Education (2006)

copyright by (c) 2006 GOKKUSAGI, the present work of pupils’ difficulties in learning

mathematics set out to analyze the beliefs, attitudes and emotional reactions that students

experience in the process of learning mathematics. The aim was to be able to demonstrate that,

the existence of positive attributes, beliefs and attitudes about themselves as learners are a source

of motivation to their learning difficulties and expectation of success in dealing with this subject.

We use a sample of 346 students of the second cycle of obligatory secondary education school in

Badajoz. The participant responded to a questionnaire on beliefs and attitudes about

mathematics. It was found that, either the students’ gender or their years of studies influenced

their beliefs about their self- concept of mathematics learning. It is a fact that, despite its utility

and importance, Mathematics is perceived by most pupils as difficult, boring, not very practical,

abstract etc. and its learning as requiring “special ability” that is, not always within everyone’s

reach. We are firmly convinced that, these beliefs influence the fact that, a considerable

percentage of failures in obligatory secondary education correspond to the area of mathematics.

So many academic difficulties and failures are concentrated on this one subject, that it has

become a major selective filter in the educational system.

They find that, many pupils generate negative attitudes towards mathematics in the cause of their

academic life and on occasions present an authentic aversion to the discipline. For most pupils,

the subject is not a source of satisfaction but rather frustration, discouragement and anxiety.

Many of them, even some of the most unable ones find mathematics to be just a tiresome chore.

It is thus necessary to understand and analyze how pupils, in learning mathematics and

interacting with their environments, interiorize certain beliefs and negative or positive valuations

of the subject and of themselves which will lead to success or failure in attaining mathematics

goals.

Furthermore, the beliefs that high indices of academic failure in the area of mathematics

demands the study of influence of affective and emotional factors on mathematics learning.

Such factors could well explain the anxiety felt when faced with a problem to solve their

sensation of unease of frustration of insecurity, the level of self- esteem that they experience etc.

which often prevents them from efficaciously and successfully tackling mathematics task. This

work was done by the pioneer in the work on the affective domain in mathematics learning.
McLeod (1989), cited by GA Golden (2002), referred to it as a broad range or feeling and moods

which are generally considered to be different from pure cognition, including, as specific

components, attitudes, beliefs and emotions. With respect to beliefs, studies of their influence on

mathematics learning have occupied an outstanding place in the recent literature. McLeod

(1992), cited by NG Ignacio (2006), differentiated four axes relating to beliefs in mathematics

(the objectives) oneself mathematics teaching and the context in which mathematics education

takes (social context).

Moreover, Weiner (1992), cited by M.L Mata (2012), stated that some of the causes of pupils’

difficulties in learning mathematics are attitudes, motivation, personal expectation and attributes.

Pupils with mathematics learning difficulties are due to their repeated experience of failures,

doubting their own abilities. They exaggerated the magnitude of their difficulties and tend to

attribute their failures to their lack of ability. They also show low expectations of success and

give up easily in the face of difficulties. Their negative belief about themselves as learners

prevent them from improving their mathematics performance since their belief is that, it is

beyond their possibilities to do well.

The types of attribution that pupils make will have a repercussion at both the cognitive

(expectations) and affective emotional (self- concept) levels which will determine their

motivation and their degree of involvement in classroom mathematics activities. Pupils’

attitudes towards mathematics learning are determined by individual personal characteristics

related to their academic self- image and motivation for achievement. This conditions their

orientation towards certain subjects in the curriculum and not others.

2.4 Strategies on How Pupils Learn Mathematics

Learning is the persistent change in an individual’s behavior which is brought about by

experience. This experience naturally occurs in our day-to-day situations which aim at bringing

about specific kind of knowledge.

Learning mathematics is a means of developing logical qualitative thinking abilities. It becomes

functional in the lives of pupils when developed with basic computational skills and apply it in

their live situations.

Furthermore, according to J. L. Martin (2012) in Mathematics for Teacher Training in Ghana, he

produced a theory which is prescriptive as well as descriptive, because he did not only describe

how mathematics is learnt but also suggested how it should be taught. He considered that

learning must begin from the application of pupils’ actual experiences. He suggested that,

learning a new mathematical concept must involve several models of that concept. Thus, Dienes

refers to as “principle of multiple embodiments” which means that, each concept should be

presented using as many examples. For example, to form the concept of fraction 1\2, the pupils

may have the experience of such concept such as:

1. Folding paper into two equal parts.

2. Cutting a strip into two equal parts.

3. Finding how many white Cuisenaire rods will be equivalent to one red rod.

4. Separating two set into two equal parts.

2.5 Separating a set into two equal parts

Separating Equal
into two
Besides, the work of Dienes has attracted the most attention. Other psychologists have also

made important contributions in this area. According to Jerome Bruner (1994), cited by J.

Metsamuuronen (2018), suggested that, children and adults alike go through three main stages

when they are learning mathematics. Bruner further stated that, any subject can be taught

effectively in some intellectually honest form to any pupil at any state of development.

Firstly, he stated that pupils (individuals) can know many things at their motor level and can

perform many coordinated movements without being able to express less knowledge. This is

especially of children in their sensory motor stage of development which even adults who have

the language often could not express their motor knowledge in a way that others would know as

well as they do. This knowledge according to Brunner (1994) referred to it as Enactive.

Secondly, the knowledge occurs when pupils could mentally picture concrete objects. For

example, the pupils could picture mentally a collection of two counters plus three counters which

join together to make five counters. They could produce imaginary maps in their minds and

visually perceptual organization dominate at this level. This knowledge is referred to as Iconic.

Finally, the third knowledge was referred to as symbolic which pupils could make mental

manipulations of abstract symbols especially the highly organized and symbolized form found in

advance mathematics.

2.6 Summary of Literature Review

The literature review has brought to the view of past researchers of pupils’ difficulties in

mathematics. In sum, their marks covered the ideas about importance of mathematics, causes of

pupils’ difficulties in learning mathematics as well as strategies on how pupils learn

mathematics.

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction

The chapter would be devoted in looking at the research plan, population and areas, the sampling

selection techniques and procedure employed, instrument as well as problems emerging.

3.1 Research Design

The research design used by the researcher was an action research. In the research design, the

researcher searches for answers to an unresolved and perplexing question (s) using scientific

approach. Action research is defined by Kemmis and Mc Taggart (1998) as a form of collective

data undertaken by participants in social situations in order to improve the rationality and to

justify their own practices. Action research is an approach in which the researcher works

collaboratively with other people to solve immediate classroom problems. It is an approach

which aims at improving a problem-related situation through change. In other words, action

researcher does not only focus on generating new knowledge, it also enables both the

participants that is, the teacher-researcher and the pupils to develop appropriate intervention

strategies aimed at generating solutions to the problems identified in the teaching-learning

situation. The rationale for the design was to help teachers to understand what actually goes on in

teaching-learning situation and also to come out with some strategies that will help pupils

improve on their performance on multiplication. Findings from action research provide teachers

with the opportunity of acquiring a better understanding of all aspects of their own practice. That

is, being it in relation to subject, content, the curriculum or the methods appropriate to the level

of the pupils in that class. There is the need for the researcher to interview, use questioning or

22
even observe pupils, teachers and parents. One can also spend time without getting any better

information needed for immediate change. Lastly, action research is not used in all areas of

study.

3.2 Population and Sample Size

The targeted population for the study was made up of all pupils in Elmina Methodist JHS Basic

School with special reference to Basic Eight (8) pupils.

The total number of pupils involved in the study was twenty (20) which comprised some few

parents and teachers including the headmaster of the school. Out of sixty (60) pupils in the class,

the researcher used random systematic sampling of selection. This is done by dividing the total

number of pupils in the class by the number needed for the pilot test. Thus, sixty (60) pupils

divided by twenty (20) would be three which means every third person qualified to be among the

experimental group. Following the register, starting from the first name, the random systematic

sampling was to reduce the element of bias in the study.

3.3 Research Instrument

The instruments used by the researcher were observation, unstructured interview and test due to

the large sample size

Observation

This is the procedure whereby the researcher collects data on the current status of the subjects by

watching, listening and recording what is being done by the targeted population. This tool

provides first-hand information about without relying on reports from others.

In the writer’s observation, it was notified that the class teacher used no instructional materials in

teaching, he solely depended on oral presentation and for that matter, the pupils do not pay

attention during the lesson. Also, the teacher’s question distribution was not evenly done. His

question was directed to the few pupils who are considered vocal or intelligent, thus making

majority of the pupils become observant.

23

Some of the methods used in teaching certain aspect of the topic were inappropriate. This made

the lesson dull thereby therefore creating fertile ground for pupils to sleep or doze as teaching

was in progress. The researcher used three weeks to observe the regular class teacher teach the

topic.

Interview

This was also another good and reliable instrument used by the researcher in the course of his

research study. The interview was in two categories, one for the pupils and another for the

parents. During the study, an interview was conducted in the class. The targeted group were

asked the following questions.

1. How often do you study mathematics on your own?

2. Were you given enough exercise on mathematics?

3. Do you study at home?

4. Were you having a good mathematics teacher when you were in lower primary?

5. Do your parents cater for your needs?

Through this interview pupils came out with some problems that help the researcher in his study.

The researcher had no other choice than to start the whole topic which is multiplication again.
The researcher continued to interview the parents with the following questions;

1.Do your wards learn in the house after school?

2. If yes, what subject do they prefer learning most?

3. If no, what do they do in the house after school?

24

The answers provided by the parents was of great important to the researcher as he carries out

the study.

Test

Test was another important tool used by the researcher in the course of the study of his findings.

This instrument was in two forms namely; pre-test and post-test. This was done before the

intervention. From the data obtained, it came to the notice of the researcher that pupils have

problem in multiplication of numbers. This prompted the researcher to conduct a pre-test

comprising five questions involving multiplication of numbers.

3.4 Pre-Intervention and Data Collection

The data was collected through administration of pre-test and post-test. The pre-test was used to

ascertain the reality of the pupils’ difficulties and the post-intervention was used to ascertain

pupils’ improvement or otherwise after intervention. Unstructured interviews were also

conducted for the selected parents/guardians of the pupils in the class as well as some selected

teachers.

To enrich the information obtained, the researcher observed session of lesson in the topic,

“Finding the product of two, multi-digit numbers” in the class. The interview was on one-on-one
basis requiring respondents’ responses to the main issue which formed the basis of the interview.

The researcher’s interview has been defined as “a two-person conversation” initiated by the

interviewee for the specific purpose of obtaining research relevant information and focused on

content specified by research objectives of systematic description. The interview was used to

cater for young pupils in the basic eight (8). It also suited the illiterates and those with language

difficulties. Observation is a process in which one or more persons watch something carefully in

order to find something out or occurring in some reality or situation and they classify and record

pertinent happening according to some plan or scheme.

It aids observers to set up in the advance categories of behavior in terms of which he wishes to

analyze the problem. Also, it allows the observer to see the subject but prevents the subject from

seeing the observer i.e. useful in a non-participant observation.

3.5 Intervention

Multiplication has certain fundamental properties that are of great importance in arithmetic. The

Commutative Property of Multiplication states that changing the order in which two numbers are

multiplied does not change the product. That is, for all numbers a and b, a × b = b × a.

The array model can be used to make this plausible. For example, because 3 × 6 = 6 × 3, an array

with 3 rows and 6 dots in each row has the same number of dots as an array with 6 rows and 3

dots in each row.

Another important property of multiplication is the Identity Property of Multiplication. It states

that the product of any number and 1 is that number. That is, for all numbers a, a × 1 = 1 × a = a.

The Zero Property of Multiplication states that when a number is multiplied by zero, the product

is zero. That is, for all numbers a, a × 0 = 0 × a = 0.

Using the pencil and paper, the common methods for multiplying require a multiplication table

numbers of memorized or consulted products of small numbers (typically any two numbers from

0 to 9), however one method, the peasant multiplication algorithm, does not.

Lattice multiplication is a method of multiplying large numbers using a grid. It is algorithmically

equivalent to regular long multiplication, but the lattice method breaks the multiplication process

into smaller steps, which some students find easier. Digits to be carried are written within the

grid, making them harder to miss.

3.6 The Use of Lattice Approach in Solving Multiplication

Description

Step 1

Setting up the lattice

Pupils are guided to draw a grid as shown below and each cell splitted diagonally. The grid that

is constructed should have as many rows and columns as the multiplicand and the multiplier. The

grid shown here is for multiplying a 4-digit number by a 3-digit number.

27
Step 2

Next, draw a diagonal through each box from upper right corner to lower left corner. Continue

the line a short way past the grid.

Step 3

Teacher guides pupils to write one factor across the top and the other down the right side, lining

up the digits with the boxes/cells.

28
Explain to pupils that the two multiplicands of the product to be calculated are written along the

top and right side of the lattice respectively, with one digit per column across the top for the first

multiplicand and one digit per row down the right side for the second multiplicand. Then each

cell of the lattice is filled in with product of its column and row digit.

For example, if the column digit is 5 and the row digit is 2, then the answer 10 will be written in

the cell, with the digit 1 above the diagonal and the digit 0 below the diagonal. On the other

hand, if the column digit is 8 and the row digit is 1, then the answer 8 will be written in the cell,

with the digit 0 above the diagonal and the digit 8 below the diagonal (see picture for Step 2).

Pupils are made to discover that if the simple product lacks a digit in the tens place, simply fill in

the tens place with a 0.

Step 4

Teacher explains to pupils that the multiplication is performed by multiplying the digits at the

head of each row and column. Fill in each square of the grid with the product of the digits above

and to its right, recording the products so that the tens are in the upper (diagonal) half of the

square and the ones are in the lower half. If the product does not have a tens digit, record a zero

in that triangle.

29
In the example shown here, the highlighted row and column gives us 1×5=5, so we write 0 in the

upper half of the square and 5 in the lower half.

Step 5

Teacher guides pupils to add the numbers in the grid along the diagonals, starting from the lower

right corner. Carry any tens into the top of the next diagonal. The highlighted diagonal gives us 4

+ 2 + 5 + 1 = 12, so we write 2 at the bottom of the diagonal and carry the 1 to the top of the next

diagonal to the left.

Step 6

To find the answer, guide pupils to read the digits starting down the left of the grid and

continuing across the bottom. Here, the answer to 2314 × 157 is 363,298.

30
3.7 Post-Intervention

The use of the Lattice Approach generated the pupils’ interest and motivated them to learn the

topic and understand it. Besides, the study revealed that, the use of several activities with the

pupil-centered method improved upon their performance. Out of the twenty (20) pupils,

eighteen (18) pupils scored six (6) over ten (10) and above. Pupils’ participation in the lesson

considerably improved.

3.8 Data Analysis Plan

The data collected after the intervention of the study would be illustrated in a simple tabular form

and would be graphically represented in a bar chart.

This would give the interpretation on how the result and finding were made from the

administration of the test on the study. Moreover, they would bring out the numerical values

which of greatest worth, that have been brought up from the study. Both the tables and the chart

would assist the researcher to understand what is involved in the data.

31
 CHAPTER FOUR

RESEARCH FINDINGS AND ANALYSIS

4.0 Introduction

This chapter deals with the description of data obtained from the instruments and tools used,

description on how the instruments and the intervention helped to arrive at the findings.

Table 1: Diagnostic Test Result Before the Intervention

Marks scored Number of Pupils Percentage (%)

0 8 40.0

2 6 30.0

4 3 15.0

6 2 10.0

8 1 5.00

10 0 0.00

Total 20 100.0

From Table 1, eight (8) students representing 40% of the targeted population scored zero mark,

six (6) students representing 30% scored two marks, three (3) students representing 15% scored

four marks, two (2) students representing 10% scored six marks, again one (1) student

representing 5% scored eight marks and lastly, non-of the students scored all the ten marks.

Looking at the mark interval, it is clear that, taken the pass mark to be six (6) it is obvious that

only three pupils out of the twenty (20) pupils would have passed.

32
 Table 2: Test Results After the Intervention

Marks scored No. of pupils Percentage (%)

0 0 0.00

2 0 0.00

4 2 10.0

6 5 25.0

8 8 40.0

10 5 25.0

Total 20 100.0

From Table 2, non-of the students scored zero or two marks, two (2) students representing 10%

of the targeted population scored four marks, five (5) students representing 25% scored six

marks, again eight (8) students representing 40% scored eight marks and lastly, five (5) students

representing 25% of the targeted population scored all the ten marks. This shows that the

method, strategies and teaching techniques were effective since nobody is perfect in all field.

4.1 Comparison of Test Results

According to analysis made from the findings, the researcher observed that before the

intervention, about 15% had the pass mark but as compared to the result after the intervention,

about 90% had the pass mark. This testifies that, the research instruments adopted perfectly

helped in solving most of the problems identified with the exception of few difficulties

encountered in the use of some instruments.

33
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

This research study was conducted with the aim of improving teaching and learning of product

of two multi-digit numbers more meaningful to pupils.

The study was conducted on the basic eight pupils of Elmina Methodist JHS Basic School as the

targeted population. The class consisted of twenty (20) pupils. Observation, interviews and tests

were the main instruments used in collecting data for the study. Pre-test was followed by

intervention where a lot of activities were performed by both the researcher and the pupils. After

the intervention, a post-test was conducted to assess the success of the intervention strategies put

in place by the researcher. It was observed that pupils did not have interest in general at the

initial stage of the study. To the researcher, pupils of today are different from pupils of

yesteryears. This is because whiles the former live in a scientific and technological age, the later

lived in pre-scientific age.

To add to the above, the study revealed the causes of poor performance in mathematics among

Elmina Methodist JHS Basic eight (8) as poor methods used by teachers, absenteeism on the part

of students, teachers not taking their time to explain new concepts, the use of ambiguous words

by teachers when teaching new concepts and poor foundation in mathematics at the basic level.

Finally, it was identified that to help improve solving mathematics problems, mathematics

lessons should be well planned in such a way that, appropriate teaching and learning methods

would be used effectively in class for better understanding of mathematics concepts.

34
5.2 Conclusion

The action research conducted has been successful based on the findings and outcomes of the

research work. This was attributed to the level at which pupils had actually grasped the concept

multiplication. The assessment in mathematics in the study reported here indicates that, there is

the need for great improvement in teaching and learning mathematics in Ghana. The individual

schools must also put up their best to enhance student performance. The researcher is convinced

that teachers must have at hand instructional procedures, materials and other resources. At the

present time teachers do much of the work to improve mathematics education themselves. It’s

unfortunate that few teachers have sufficient time to design and comprehensively evaluate

mathematics curricula. Teachers must therefore apply appropriate approaches like lattice

approach in teaching multiplication to improve student’s performance.

In a nutshell, students with poor performance in mathematics should be taught using appropriate

approaches which they can enjoy at the same time. The lattice approach used by the researcher as

the intervention yielded an excellent result. Teaching and learning must be “child-centred” so

that it can enable pupils to see the relevance of mathematics in the future.

5.3 Recommendations

The researcher after intervention and working through the action research has recommended few

practices that will aid teachers of Mathematics and future researchers in teaching of the subject.

35
Multiplication as an important aspect in Mathematics should be given intrinsic attention in terms

of approaches and teaching/learning materials (TLMs). The researcher is of the hope that, some

of the recommendations would be effectively applied in the field to encourage students to learn

mathematics and for the matter product of numbers. The followings are the recommendations the

researcher has put forward in connection with the problem at hand.

1.There must be a good teacher-learner relationship.

2.Teachers should avoid the use of cane, abusive words, scolding etc when especially teaching

students with low ability level.

3.Again, the researcher recommend that a variety of teaching strategies should be used in

teaching multiplication or product of numbers.

4.The researcher recommend that teachers should get time to explain new concept to students.

5.Teachers must see to it that they adopt appropriate methods of teaching to handle all topics.

6.Enough exercises and assignments should be given to pupils to know their performance.

7.Mathematics teachers must prepare themselves well before coming to school to deliver lessons.

8.Also, teachers must motivate students to develop interest in learning mathematics.

9.Finally, there should be frequent workshops for basic teachers to refresh their knowledge

on important aspects in Mathematics and new ways of handling multiplication.

5.4 Suggestions for Further Research

There are few issues about this study that the research could not be adequately covered. These

issues call for further research to be done. This study could not cover many schools to enable the

researcher to know what happens in other schools. These issues need to be investigated to find

out whether the poor performance of students in finding product of numbers persist everywhere

in Ghana.

36
 REFERENCES

Park J.H, Nunes T (2001) Multiplication in Children’s Reasoning. Book One. Chicago, The

University of Chicago

Abramovich S (2019) Ghana Journal of Education. Volume Three page 69.

Keith (2012) Multiplication as Repeated Addition. Volume Two, No.5, page 14-18). New

York, Wiley Ltd

Bruner J.S (1966) Towards a Theory of Instruction, Cambridge, Massachusetts, Belkap

Press

Martin J.L (1994) Mathematics Education in Ghana. Tutors Notes. Page 84-87 Accra

Distinctive Publishers Ltd

Leod M.C, Golden G.A (2002) Educational Learning Theories. 2nd Edition. U.K Longman

Ltd

Weiner, Mata M.L (2012) Journal of Education and Training Studies. Volume

Two

Bruner, J.S. et al (1966) Studies in Cognitive Growth, New York (U.S.A) Harper Collins

Publishers (Wiley)

Martin J.L (2012) Mathematics for Teacher Training Colleges in Ghana. Unimax Publishers

ltd page 8
 APPENDIX A

TEST BEFORE THE INTERVENTION (Pre-test)

37
Find the product of the following numbers.

1. 44×35 2. 384×43 3. 71×58

4. 563×28 5. 403×43

ANSWERS

1. 1540 3. 4118 5. 17372

2. 16512 4. 15764

APPENDIX B

TEST AFTER THE INTERVENTION (Post Test)

Find the product of the following numbers.

1. 442×35 3. 714×58 5. 403×43

2. 384×43 4. 563×28

ANSWERS

1. 15470 3. 41412 5. 17329

2. 16512 4. 15764
Week Ending: 11th march, 2024. Subject: Mathematics
Period:1
Duration: 60 minutes Strands: Numbers
Day: Monday
38 Sub-Strands: Number Operation (Multiplication)
Class: Basic 8 Class size:56

Content Standard: B8.1.2.2 Indicator: multiply numbers by Lesson 1of 2

Demonstrate an understanding of 2 and 3-digit numbers.
multiplication of multi-digit numbers.

Performance Indicator Core Competences: Critical Thinking and

The basic 8 learner can: Problem solving, Communication and
Collaboration, Digital Literacy.
a. represent graphically the multiplication of 2 multi-digit
numbers using the lattice approach through whole class
discussion. (NTS 2c, 3e).
b. use the lattice approach to multiply at least 3 multi-
digit numbers through brainstorming. (NTS 2c, 3e).

Keyword: Lattice

Phases/Duration Learner activities Resources

Phase1: Starter (preparing Revise with learners on the multiplication of two-digit

the brain for learning) numbers using question and answer method.
Share performance indicator with learners.
10 minutes
Phase2: Main(new learning  Write an example on the board and guide learner to
including Assessment) solve it using the lattice approach. Example: 382*56
Solution
40 minutes

1. To multiply 382*56,
Draw a 3 by 2 square box. The number of
divisions in the rectangular box depends on the
number of digits being multiplied.
In 382*56, it has 3 digits in row and 2 digits in
the column of the rectangular box, hence 3 by 2
box.

2. Draw a diagonal line across each box and within

each of the boxes, the upper left part of the
diagonal line takes the value of the Tens and
lower right part of the diagonal line takes the
value of the Ones.

Tens Tens Tens

Ones Ones Ones
Tens Tens Tens
Ones Ones Ones

3. Write the multiplicand 382 along the top of the

box and the multiplier 56 by the side of the box
as shown below.
3 8 2
5
6

4. Multiply 5 by 2, and put the product 10 in the

box under 2. Write the Tens, 1 in the upper left
of the diagonal and the Ones, 0 under the lower
left part of the diagonal.
3 8 2
1 5
0 6 5
5. Now multiply 8 by 5, 3 by 5, 6 by 2, 6 by 8 and
6 by 3 and write their products (Tens and Ones)
as shown.

3 8 2
1 4 1
5 0 0

1 4 1
8 8 2
6. Start from
the extreme right and add the numbers in the
boxes diagonally. So 2, then 0 + 1 + 8 = 9.
Write the 2 and 9 respectively at their correct
places.
We have 1 + 0 + 4 + 8 = 13, write the 3 and
carry the 1 forward to the next diagonal. Then 1
+ 4 + 5 + 1 = 11. Write 1 and carry 1 forward to
the final diagonal. We have 1 + 1 = 2, write it.

3 8 2

2 1+1 4+1 1 5
5 0 0

1 4 1
1 8 8 2 6

3 9 2

7. Finally, write your answer as 21392

So 382 × 56 is 21392.
 ASSESSMENT

Using the lattice approach, find the product of

the following:
1. 442 × 35
2. 384 × 43
3. 714 × 58
4. 563 × 28
5. 403 × 43

Phase3:Plenary/Reflections Use peer discussion and effective questioning to find out

from learners what they learnt during the lesson.
10 minutes Take feedback from learners and summarize the lesson.
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