THE IMPACT OF USING FRAYER’S MODEL IN ACQUISITION OF MATHEMATICAL CONCEPTS FOR PRIMARY STUDENTS IN QATAR

Abstract

This study aimed to investigate the impact of using Frayer’s teaching Model on 3rd-grade students on the acquisition of mathematical concepts. The researcher was interested in testing the differences between students acquisitions of mathematics concepts were dependent on the teaching method. To achieve the objectives of the study, a quasi-experimental approach was used. The researcher prepared the study tools, which were as follows: Testing the mathematical concepts in the multiplication unit during the first semester (2018-2019). The selected primary schools were purposively the study sample consisted of 100 students were chosen in the simple random who were divided into two groups one (n=50) studied mathematics using Frayer’s Model, the other (n=50) used traditional teaching method. At the end of the experiment, the concepts acquisition test was administered to both groups. The result revealed that there were statistically significant differences (p<0.05) between the average score of the experimental group students and the average score of students in the control group in the acquisition of mathematics concepts in favor of the experimental group. Considering the outcome research has been to draw some conclusion from the frayer model to the way that graphical organizers based on Frayer’s Model can improve the students’ ability to acquire the mathematical concepts. The researcher recommended the need to inform mathematics teachers to modern strategies in teaching mathematics, especially such a way studied Frayer model, as an extension of this research suggested that the researcher conducting studies like this study in other levels and use other variables such as “spatial abilities” and investigate the effect of using the Frayer’s Model on the spatial abilities of students.