Context and Rationale:
The capacity to comprehend and manipulate numbers efficiently is essential for thriving in the
modern world. Numeracy literacy is one of the components tested in the Minimum Competency
Assessment, which is based on the Programme for International Student Assessment (PISA) as an
appropriate practice for international-level assessment (Iswara et al., 2022). According to the PISA
assessment results, Filipino students received poor results, with over 50% receiving scores below the
lowest proficiency level. These Filipino students have lagged in their learning of mathematics. The
intellectual and cognitive growth of learners is significantly influenced by mathematics, a
fundamental topic. Being proficient in mathematics, especially in word problems, is not only a
necessary academic skill but also a useful and practical life skill.
On the other hand, based on the results of the Trends International Mathematics and Sciences Study
(TIMSS), only 19% of Filipino students met the low benchmark, which means they had some basic
mathematical knowledge, while 81% still needed to reach this level (Zamora, 2022). One of the
schools under the umbrella of Talomo B District is not spared from this situation. I observed that
most elementary pupils in the Grade 4 level have difficulty with problem-solving comprehension
involving multiplication of whole numbers, and they lack interest in mathematics, as shown in their
pre-test results every year. The traditional way of teaching mathematics is not that effective because
it is more abstract, and they are not using concrete materials or objects, unlike the CPA approach.
The objective of elementary school math classes is to promote creativity, encourage pupils to think
methodically and rationally, and improve students' capacity to generate new knowledge. However, the
facts on the ground show that the goal of learning mathematics is still not achieved. Based on my
observations, pupils are less motivated to study and pay less attention to the teacher's explanation,
and their class engagement is insufficient; for example, when I ask a question, only a few pupils
attempt to respond. The learning technique used during learning activities does not correspond to
the stages of student cognitive growth, and the strategies in learning activities are still confined to
delivering knowledge and are not yet ideal for grasping ideas since the material is delivered mostly in
abstract form. Based on the problems of learning mathematics, learning needs to be improved. One of
the solutions that I suggest is to apply an approach that can influence students to be active and
comfortable in understanding the stages of development in Mathematics is the use of the Concrete
Pictorial Abstract (CPA) approach. The CPA approach, with its focus on visual and concrete
representations, aligns well with the cognitive development of students at this stage and helps to
improve the mastery of word problems involving the multiplication of whole numbers.
As an educator, I see problem-solving as both a significant priority across grade levels and a huge
shortfall among pupils in grade IV. The amount of relevance and complexity associated with problem-
solving captivated my interest in this issue. It is essential to teach pupils skills such as the use of
visual representations so that they can use them while solving word problems. As a result, the
researcher is interested in using visual representation techniques, notably the CPA approach, to
investigate how they influence the performance of grade IV mathematics students.
reflection
As an educator and researcher, my journey in the application of the Concrete-Pictorial-Abstract
(CPA) approach to teaching multiplication word problems to grade IV pupils has been a revelatory
experience. The CPA method's effectiveness in enhancing students' comprehension and mastery of
multiplication concepts is strikingly evident. Initially, introducing concrete representations like
physical objects or manipulatives allows pupils to tangibly grasp the concept of multiplication.
Through hands-on experiences with physical objects, pupils grasp the fundamental concept of
multiplication as repeated addition. Transitioning to visual representations like arrays and diagrams
cements their understanding, enabling them to visualize relationships between numbers. This gradual
shift towards abstraction empowers them to solve complex word problems confidently and
independently. This research found that pupils who engage with the CPA approach showcase not just
improved problem-solving abilities but also heightened mathematical fluency and a deeper
comprehension of multiplication concepts. Overall, this method has proven to be instrumental in
fostering a solid foundation in multiplication, equipping students with vital skills for tackling real-
world mathematical challenges with precision and confidence.
CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH:
Recommendation Improving mastery in solving word problems
Having seen the transformative impact firsthand, I strongly recommend the use of the Concrete- involving multiplication of whole numbers
Pictorial-Abstract (CPA) approach for grade IV pupils for the mastery of word problems involving
the multiplication of whole numbers. Begin by introducing tangible objects to concretely understand
multiplication. Transitioning to visual representations like arrays fosters clearer conceptualization. abstract
Finally, moving to abstract concepts solidifies their understanding. This method not only enhances This action research explores the use of the Concrete-Pictorial-Abstract (CPA) approach in enhancing
problem-solving but also boosts confidence and enthusiasm in math. As an educator, I wholeheartedly the mastery of Grade 4 learners in solving word problems involving the multiplication of whole
advocate for utilizing CPA—it's a proven strategy that equips students with a robust foundation, numbers. The study includes four students from a school in the Talomo B District, who displayed a
ensuring they confidently navigate and conquer multiplication challenges while enjoying the learning lack of interest and low academic achievement in math. The primary objective of this research is to
process. evaluate how the utilization of the CPA approach impacts the students' ability to comprehend and
solve multiplication-based word problems. The study follows an action research approach, gathering
data through pre-tests, formative assessments, and summative assessments. The results showed
references positive trends suggesting that the Concrete-Pictorial-Abstract (CPA) approach holds potential for
Agustin, G. F. (2023). Concrete Pictorial Abstract (CPA) approach in mathematics problem solving. International Advanced enhancing Grade 4 learners' mastery of multiplication word problems. The approach demonstrated
Research Journal in Science, Engineering and Technology, 10(7). effectiveness in fostering a deeper understanding of multiplication concepts through a gradual
Arslan, C., Yavuz, G., & Deringol-Karatas, Y. (2014). Attitudes of Elementary School Students towards Solving progression from concrete experiences to abstract representations.
Mathematics Problems. Istanbul University Hasan Ali Yucel. Procedia Social and Behavioral Sciences, 152, 557-562.
CPA approach explained | Learn the concrete, pictorial, abstract method. (2023, July 20). Maths – No Problem! Maths
Mastery for Primary School Education. https://mathsnoproblem.com/en/approach/concrete-pictorial-abstract
Iswara, H. S., Ahmadi, F., & Da Ary, D. (2022). Numeracy Literacy Skills of Elementary School Students through
Ethnomathematics-Based Problem Solving. Interdisciplinary Social Studies, 2(2), 1604–1616.
Main, P. (2023). Concrete Pictorial Abstract Approaches In The Classroom. Structural Learning.
Putri, H. E., Suwangsih, E., Rahayu, P., Nikawanti, G., Enzelina, E., & Wahyudy, M. A. (2020). Influence of Concrete-Pictorial-
Abstract (CPA) approach on the enhancement of primary school students’ mathematical reasoning ability.
Mimbar Sekolah Dasar, 7(1), 119–132. https://doi.org/10.17509/mimbar-sd.v7i1.22574
Salimi, M., Suhartono, S., Hidayah, R., & Fajari, L. E. W. (2020). Improving mathematics learning of geometry through the
jessie jem gardose
concrete-pictorial-abstract (CPA) approach: collaborative action research. Journal of Physics, 1663(1), 012046.
Yulia, E. N. R., & Putri, H. E. (2021). Application of the Concrete-Pictorial-Abstract (CPA) approach to improve
author
elementary students’ spatial sense. Indonesian Journal of Primary Education, 5(1), 50–62. dona soledad dolor elementary school
Zamora, J. E. (2022). MATH-TULUNGAN PARA MATH-TUTO: A TECHNOLOGY-BASED TUTORIAL AS INTERVENTION IN SOLVING
PROBLEMS INVOLVING PROBABILITY. EPRA International Journal of Environmental, Economics, Commerce and Educational
Management, 26–30.
jessiejem.gardose@deped.gov.ph
presented during the 2nd talomo b district research congress
january 6, 2024
 Innovation, Intervention, and Strategy
I employ the concrete pictorial abstract (CPA) approach as the teaching strategy, especially in the
mastery of solving word problems involving the multiplication of whole numbers. This method will
use real-world objects and end with abstract concepts. This approach emphasizes conceptual
understanding and helps students develop mathematical thinking by using a combination of real
objects, block models, pictorial models, and bar models. The CPA approach employs hierarchical phases
that allow students to reconstruct their information; these stages are concrete (learning through
real things), - Pictorial (learning through image representation), - abstract (learning through
abstract notation or symbols).
Furthermore, some experts believe that using the CPA approach can improve mathematics learning,
citing the findings of Yulianto, Putri, and Rahayu's study, which found that using the CPA approach can
improve the ability of mathematical connections and learning outcomes in class V elementary schools.
Other research has found that adopting CPA learning models can improve the process of grasping
mathematical ideas and increase mathematics learning in the classroom (Salimi et al., 2020).
Moreover, visual representations have been shown to improve pupils ability to address many sorts of
math-related issues since they build meaning within a problem and aid in selecting problem-solving
approaches. (Garderen, 2006). Visual representation helps students interpret and solve word
problems using spatial relationships (Chu et al., 2017). The Concrete-Pictorial-Abstract (CPA) method
is a more precise approach to visual representation that merits attention from teachers and education
officials. The CPA technique was chosen because it is compatible with the phases of cognitive
development of elementary school kids. The CPA approach is a learning method based on Jerome
Bruner's learning theory and the cognitive development idea of "enactive-iconic-symbolic" cognitive
development (Agustin, 2023).
In addition, in a study conducted in Indonesia, the CPA approach is considered a good alternative to
increase the students spatial sense on the high, medium, and low Prior Mathematics Ability for
students in the upper grades (Yulia & Putri, 2021). Based on all student reviews and a category of
Prior Mathematical Ability (PMA) high, moderate, and low, there is an influence between the CPA
approach and students' mathematical reasoning abilities, and the achievement and enhancement of
mathematical reasoning abilities of students who received learning with the CPA approach were better
than students who received conventional learning. Furthermore, the CPA technique can help elementary
school kids strengthen their mathematical thinking abilities (Putri et al., 2020).
Overall, these data show that the concrete pictorial abstract (CPA) approach has the potential to
improve student performance, engagement, and motivation in mathematics classes. Moreover, the CPA
approach fosters a deep and long-term comprehension of arithmetic courses and helps students
understand abstract concepts. Pupils are exposed to a new mathematical topic using actual materials
(for example, fruit, Dienes blocks, etc.). This action research may help to promote a good and engaging
learning environment for pupils.
Action Research Question
This study intends to answer this action research question: How can I improve the mastery of Grade IV
learners in solving word problems involving multiplication of whole numbers using the CPA Approach?
Action Research Methods
A.Participants, Other Sources of Data and Information
The participants of this action research are the four (4) Grade 4 learners of a school under the
umbrella of Talomo B District. Formative test results, summative test results on the competency of
solving problems involving multiplication of whole numbers, and first-quarter grades were the
primary types of data collected from students. Considering one of the least taught abilities in the
first quarter is solving problems related to whole numbers, I conducted a remedial meeting for the
entire section for two weeks, 25 minutes each day, and focused the intervention's results on the
identified pupils. The pre-test results of the four kids who showed little interest in math were
obtained. I created a separate e-class record during the intervention process that includes the findings
of their formative assessment. After two weeks, a summative test was given that served as their
posttest, determining their progress. This was conducted on the 23rd of October and finished on the
15th of November, 2023, with an emphasis on the least learned skill. The first and second summative
tests in math were collected, compared, evaluated, and graphed to demonstrate the effectiveness
ofusing theg Concrete-Pictorial-Abstract (CPA) Approach.
B.Data Gathering Methods
During data collection, the researcher performed the following tasks: (1) obtaining permission from
the school principal to conduct the study; (2) conducting the research; (3) data collection; and (4)
data analysis.
The researcher considered the guidelines for performing research. These standards drove his decision
to pursue his studies. He reminded himself to be cautious while interacting with participants,
highlighting difficulties connected to the current study and keeping the research conclusions
concealed. The participants in this study were not put in danger during the study. Furthermore, the
discoveries confidentially were maintained. Therefore, the study's findings were not made public, and
the researcher ensured that the intervention did not harm the research participants.
C.Data Analysis Plan
Data were obtained to examine the effectiveness of the Concrete-Pictorial-Abstract (CPA)
Approach in increasing students' interest in solving problems involving whole number multiplication
in mathematics. The pre-test, formative test, and summative test results from the participants' first-
quarter grades were used in the study. It was completed before, during, and after the intervention. The
data was examined and summarized in a graph to demonstrate rising tendencies. The rising trends
reflect students' interest in using the Concrete-Pictorial-Abstract (CPA) Approach to solve issues
involving the multiplication of whole numbers.
Results and Discussion
A. Baseline Data Observation
In Figure 1: The diagnostic score suggests that all four students had a limited grasp of the subject
matter prior to the implementation of the Concrete-Pictorial-Abstract (CPA) approach. This
emphasizes the necessity of targeted efforts and teaching techniques to fill knowledge gaps and
improve students' proficiency in handling word problems using whole number multiplication.The
results of the following assessments will provide valuable insights into the impact of these activities
on the students’ learning progression and overall improvement.
B. During the Implementation of the Intervention
In Figure 2: The first formative test results indicate that there is a need to conduct remediation classes
to improve students' proficiency in handling word problems using whole number multiplication. Low
quiz results from Students A, B, C, and D indicate that the Concrete-Pictorial-Abstract (CPA) strategy
needs to be used when teaching students how to solve word problems involving the multiplication of
whole numbers.
C. Post-Data Observation
In Figure 3: The results of the second formative assessment show how effectively remedial classes
utilizing the Concrete-Pictorial-Abstract (CPA) approach teach students how to solve word problems
requiring whole number multiplication. With scores above the 50% passing threshold on the second
formative test, all four students achieved scores above the passing mark, indicating the effectiveness of
the instructional approach and the student’s commitment and engagement in the learning process.
These results affirm the positive impact of Concrete-Pictorial-Abstract (CPA) approach learning
activities in enhancing students’ learning outcomes and fostering their interest in the subject.
In Figure 4: The summative results demonstrate the positive impact of the Concrete-Pictorial-Abstract
(CPA) approach on students’ understanding, knowledge, retention, and application of how to solve
word problems involving the multiplication of whole numbers. The pre-test provided a baseline
measurement, while the summative test assessed the students’ overall understanding and mastery of
the subject matter after the intervention. These findings highlight the value of formative evaluations
and ongoing student progress tracking.