Concrete-Pictorial-Abstract (CPA) and Traditional Methods of Instruction in Enhancing Mathematical Proficiency Among Grade 7 Learners
DOI:
https://doi.org/10.69569/jip.2026.321Keywords:
Concrete–Pictorial–Abstract (CPA) Method, Mathematical proficiency, Traditional teaching method, Conceptual understanding, Problem-solving skillsAbstract
The desire to enhance students’ mathematical proficiency has encouraged many teachers to adopt innovative teaching approaches, such as the Concrete–Pictorial–Abstract (CPA) method, and to provide alternatives to traditional instructional methods. This study aimed to determine which method is more effective in improving students’ mathematical proficiency. A quasi-experimental research design was used, specifically a pretest–posttest design, and data were analyzed using an independent-samples t-test. Using purposive and universal sampling techniques, a total of 100 students from the Department of Education, Division of Davao City, served as respondents in the study. Data were gathered through a researcher-made mathematical proficiency test, which underwent content validation and reliability testing. The results revealed that students taught using the Concrete–Pictorial–Abstract (CPA) method obtained higher mathematical proficiency scores (M = 55.78) than those taught using the traditional method (M = 47.84), and the independent samples t-test showed a statistically significant difference between the two groups (t = 2.88, p = .005). The study concluded that while both the CPA method and the traditional method improved Grade 7 students’ mathematical proficiency, the CPA method produced significantly greater learning gains and was more effective in enhancing students’ conceptual understanding, problem-solving skills, and overall mathematical performance.
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