Impact of Cuisenaire-Rod Strategy on Remediating Errors in Addition and Subtraction among Primary School Pupils, in Kano Municipal Local Government Area Kano, Nigeria

This study investigated the impact of Cuisenaire rods strategy on remediating errors in addition and subtraction of numbers among primary school pupils in Kano State, Nigeria. Simple random sampling technique using “balloting method” was used in selecting two co-educational primary schools in kano municipal local government. One of the schools was also randomly selected as experimental group while the other as the control group. The same method was used in selecting intact classes for the study. A population of (2,328 ) primary II school pupils consisting of 1,271 males and 1,057females were used for the study. The experimental group was taught using Cuisenaire rod strategy (CRS) while the control group was taught using conventional method. A Quasi –experimental research design of pretest, post-test was adopted by the researcher. The instrument used by the researcher was a primary mathematics errors remediating test(PMERT)which consist of 50 test items of multiples choice objective test and a paired Cuisenaire rod strategy(PCRS) was developed and validated by the expert in mathematics education and the data were collected. Four (4) research questions and four (4) hypotheses guided the study. The target population of the study was all the 2,328 class two pupils of the public primary schools in kano municipal local government area of Kano State. All the public primary schools selected were coeducational and have the same characteristics. Thus the sample size was 227 pupils. The data research questions were answered using the descriptive statistic of mean and standard deviation while hypotheses were tested using the independent sample t-test statistic at 0.05 level of significance. The treatment for the study involved exposing class two pupils addition and subtraction of numbers using a Cuisenaire rods strategy which consist of 74 rectangular rods in 10cm different length and 10 different colours for experimental group and the lecture method for the control group. Both the experimental and control group were taught for six weeks, one hour per week by the researcher. The Findings of the study showed that the pupils taught using Cuisenaire-rod strategy committed less error than the pupils in the control group. It is recommended that mathematics teachers should be trained on how to implement Cuisenaire rods strategy on remediating errors in addition and subtraction of numbers among primary school pupils in their classrooms.