Primary 1 Pupils’ Performance in Identification of Half and Non-Half Fractions: How Does It Look Like Across Demographic Factors?

This study investigated the performance of Primary 1 pupils in fractions in order to ascertain whether their level of performance has prepared them for the future study of fractions and their application at higher levels. The study also sought to explore the achievement of the pupils across school types; that is, private and public schools as well as Below-Average, Average, and Above-Average achieving schools. The descriptive survey design was used. Pupils’ Identification and Representation of Fraction Worksheet was administered to 740 primary school pupils from 18 primary schools, comprising nine each from Public and Private schools, using the stratified sampling technique. The data collected were analyzed, using frequency counts, means, standard deviations and 4-Way ANOVA test. The results from the study revealed that pupils’ performance in the identification and representation of half-shaded fractions was generally low. Though only a small proportion of the pupils (less than 20%) were unable to recognize half-shaded shapes, nearly all the pupils could not recognize fractions in non-half-shaded shapes, which were a third, a fourth and six-twelfths or three-sixths. In fact, less than 1% were able to conceptually move from identification and representation of half to a fourth. The failure rate of pupils increased as the cognitive demands of the tasks increased. Results further revealed that there was no significant difference in the mean performance of pupils from private and public schools. However, a significant difference in performance was found in the mean scores of pupils from below-average, average, and above-average performing schools. The implication of the findings from the study for teaching and learning of identification and representation of fractions to beginners are provided.