Visual Modelling Approach (VMA) in Learning Fractions

Abstract

Learners have varied learning styles and intelligence. As observed in different classes, students can easily understand the lesson if visual aid is presented. As, such the researchers explore more on the power of the human eye, what it can, and cannot do by integrating visual modeling approach (VMA) in teaching. Specifically the core purpose of this study is to find out the effects of visual modeling approach (VMA) in solving fraction. Using experimental research design Grade-6 pupils of Tabayla Elementary School was purposively selected as the respondents of the experiment. Data were gathered through pre-test and posttest administered to the respondents. Analysis of data gathered data revealed that the mean score of the pre-test and posttest of both groups has increased in favor to the experimental group showing higher mean gain compared to the control group. Significant difference between the pre-test and posttest scores of each group was noted despite of its no significant difference between the mean-gain scores of the two groups. Thus, it can be concluded that VMA enhanced the respondents abilities in learning fractions more effectively than the traditional method of teaching. It is hereby endorsed, that VMA may be integrated to the traditional approach to yield positive change in the performance of the pupils on solving fractions. “It is better to see it once, than to hear it a thousand timesâ€.