AN EXPLORATORY STUDY OF THE CPA APPROACH IN ENHANCING STUDENTS’ MATHEMATICAL PROFICIENCY IN MEASUREMENT TOPIC

Abstract

Measurement is a crucial component of early mathematics education, enabling students to develop an understanding of key concepts such as length and weight. This study examines the effectiveness of the Concrete-Pictorial-Abstract (CPA) approach in teaching these measurement concepts to Standard 2 pupils. The CPA approach ensures a structured learning progression, beginning with hands-on experiences (Concrete), transitioning to visual representations (Pictorial), and culminating in abstract numerical reasoning (Abstract). A pre-experimental design with pre-test and post-test measures was employed, involving 26 pupils selected through purposive sampling. The findings reveal significant improvements in students’ understanding of length and weight, demonstrating the potential of the CPA approach to enhance conceptual mastery, problem-solving skills, and confidence in applying measurement concepts to real-life contexts. The implications of this study suggest that teachers and curriculum designers should incorporate CPA-based strategies into early mathematics instruction to support deeper learning. In conclusion, the CPA approach provides an effective instructional framework that not only strengthens students’ foundational mathematical skills but also promotes long-term competence and positive attitudes towards mathematics.