Effect of Concrete-Representational-Abstract (CRA) Teaching Strategy on Junior Secondary Students' Achievement in Fractions in Oyo East Local Government Area, Oyo State

Due to advancement in technology ranging from the use of calculators, computers, and software programs, a need for number sense, fractions, algebra and problem-solving skills in Mathematics cannot be overstressed. This study investigated the effect of Concrete-Representational-Abstract (CRA) teaching strategy on junior secondary students’ achievement in fractions in Oyo East Local Government Area, Oyo State. The study employed a 2x2 pretest-posttest quasi-experimental design. The population of the study consisted all JSS 1 students in Oyo East Local Government Area, Oyo State. A total of 172 JSSI students selected randomly from within the population participated in the study. Students Mathematics Achievement Test (SMAT) (KR20=0.81) was used for data collection. Two hypotheses formulated and tested at 0.05 level of significant using Analysis of Covariance (ANCOVA) guided the study. CRA has a significant effect on students’ academic achievement in  fraction (F(2, 148) = 6.008, p<0.05, n2 = 0.068). Conventional method has no significant effect on students’ achievement in fraction (F (2,148) = 1.802, P>0.05, n2 = 0.011). It was concluded that CRA Teaching Strategy had significant effect on secondary school students’ achievement in fractions.  It was recommended that CRA be employed to teach fractions at the Junior secondary school for improved performance.