Comparing the Effects of Algebra Tiles and Multiplication Frame on Basic Nine Pupils Performance in Binomial Expansion and Factorization of Trinomials

Abstract

Aim: This study was conducted primarily to compare the effectiveness of two known teaching strategies used in teaching expansion of two linear binomials and factorization of quadratic trinomials. The study employed a quasi-experimental design.
 Methods: The study was conducted in three junior high schools in the Upper East Region of Ghana, using 113 pupils as a sample size. A test was used to collect data for this study, and the data was analyzed using analysis of variance (ANOVA).
 Results: It was found that the post-test mean score of pupils taught with the multiplication frame was significantly different from the post-test mean score of pupils taught with the algebra tiles and the conventional method, but there was however no significant difference in the mean scores of pupils taught with the algebra tiles and those taught with the conventional approach.
 Conclusion: The study concluded that the multiplication frame/box method was more effective than the use of algebra tiles.
 Recommendation: The study recommend multiplication frame/box method to be the choice in teaching expansion of two linear binomials and factorization of quadratic trinomials for maximum gains.