Childrení»s mathematics performance and drawing activities a constructive correlation

Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.19, 2013

www.iiste.org

Children’s Mathematics Performance and Drawing Activities: A
Constructive Correlation

2.

Evelyn Lovelance Arhin1,2 Mavis Osei (PhD) 2*
1. Kwanwoma Boys Senior High School, Atwima Kwanwoma District
PMB, Foase, Ashanti Region, Ghana
Department of General Art Studies, Faculty of Art, Kwame Nkrumah University of Science and
Technology, UPO 50, Kumasi, Ghana
* E-mail of the corresponding author: menti.cass@knust.edu.gh

Abstract
There have been series of concerns raised on the general performance in mathematics in Ghana. This study, a
mixed method research, looked into the use of drawings in mathematics teaching in improving 62 pupils’
performance at the Ayigya M/A Primary School A, where performance of pupils in mathematics is low.
Observation, interviews, achievement test and pictorial likert scale were used to examine relationships between
discovery learning and mathematics performance. Pupil performance was obtained by analysing the continuous
assessment cards from the previous year. Pre- and post test assessments were administered to measure
improvement in pupil performance. Data analysis revealed that drawing activities significantly improved pupil
performance in mathematics. The interventions employed also heightened pupils’ interest in the learning of
mathematics. Theory in the literature attests to the fact that the arts are very useful to education by establishing a
relationship between thinking and the material with which teachers and their students work. This knowledge can
be capitalized by professionals in curriculum research and development.
Keywords: Mathematics, drawing activities, discovery learning, pupil
1. Introduction
The general guiding principle on the delivery of the curriculum in the mathematics’ syllabus and teacher’s
handbook in Ghana, encourage the use of investigational methods by the teachers to promote discovery learning.
An analysis however, done by experts in the field of mathematics indicates that only few learning/teaching
activities that would encourage the use of discovery methods were included in the syllabus (Mereku, 2003).
According to Akanmu and Fajemidagba (2013), “…mathematics is not only a language and a subject in itself,
but it is also critical in fostering logical and rigorous thinking; as such its influence is immense.”(p82). They also
quote Aminu (1990) who maintain that mathematics goes beyond the language of sciences, it is a crucial nutrient
for thought, logical reasoning and progress and it as well opens up the mind and gives individuals an assessment
of the intellectual abilities.
Akanmu and Fajemidagba further point out that “mathematics is regarded as pillar of almost all the streams in
academics given its importance in tertiary education and most careers” (p82), yet there are problems with its
teaching as they noted in Fajemidagba’s study (1986) who had earlier identified problems of mathematics
learning and the adoption of poor teaching methods by teachers in schools.
On a similar count, pupil attainment in mathematics in Ghana is generally low (Mereku, 2003). Results from the
Trends in International Mathematics and Science Study (TIMSS), conducted by the International Association for
the Evaluation of Educational Achievement (IEA) of the USA in 2003 and 2007 indicate that grade 8 children
show poor mathematics achievement in Ghana. In the international study, Ghana’s eighth graders were ranked
43rd among 44 and 46th among 47 countries that participated in the study in the respective years (Agyei, 2010).
Again, it was noted that teachers of mathematics adopt the expository method of teaching that induces rote
learning (“chew and pour”). This way students do not necessarily grasp the concepts of mathematics to help
them in their everyday lives but learn to pass their exams and forget what they have learnt soon afterwards
(Agyei, 2010; Fajemidagba, 1986). They fail to recall the ancient Chinese proverb that “Tell me and I forget.
Show me and I remember. Let me do and I understand” (as cited in Adu-Agyem, Enti and Peligah, 2009)
Eisner (2004) points out that the arts teach students to act and to judge in the absence of rule, to rely on feel, to
pay attention to nuance, to act and appraise the consequences of one’s choices and to revise and then to make
other choices. Furthermore, arts integration supports the development of students’ motivations, interests, and
pre-service relationships (Mello, 2004). In support of these, Andrea, Nancy & Welch (1995) found that 920
elementary school students in 52 classrooms in Boston, Cambridge and Los Angeles who were given visual and
performing arts lessons for three years outscored non-program students, earning significantly higher report card
grades in the core subject areas including mathematics.
Hanson (2002) identified at least three primary reasons for the lack of incorporating drawing activities in
mathematics teaching. These include the lack of academic value placed on visual art instruction; pressure to

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Vol.4, No.19, 2013

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achieve and maintain higher standardized test scores in core curriculum areas; and the lack of identification and
use of multiple talents and skills. It is with this backdrop that this article seeks to demonstrate how infusing
drawing activities into the teaching of mathematics can improve primary pupils’ understanding of mathematics
concepts, hence improving their score.
2. Methodology
Being a mixed method research, the quasi-experimental and action research approaches were adopted to find out
how children’s mathematics’ performance could be enhanced using drawing activities. Both primary and
secondary data were used for the study. A metaanalysis was made on some studies on integrated curricula,
methods of mathematics teaching and learning, multiple intelligences, and teaching and learning theories. These
formed the basis for the secondary data. Using purposive and convenience sampling, a public primary school in
the Kumasi Metropolis was selected from whom a total of 69 respondents comprising 62 pupils and seven
teachers of the school were selected for the in-depth study. It is from this sample the primary data was obtained.
The pupils were divided into two groups, namely experimental and control. Pupil performance was obtained by
analysing the continuous assessment cards from the previous year. Pre- and post-test assessments were
administered to measure improvement in pupil performance.
2.1 Research Design
2.1.1 Observation
To gain insight into how teaching and learning of mathematics was done at the schools, we took on the role of
observer-as-participant under non-participant method of observation Before the drawing intervention, it was
observed that teachers seldom integrate practical activities to explain mathematics concepts, class participation
was low, evaluation exercises were in the form of written quizzes only, pupils worked individually during class
exercises, and teachers did not consider the different learning abilities of pupils when teaching.
2.1.2 Likert Scale
To understand the pupils’ reaction or feelings toward the intervention, we used the Pictorial Likert scale. The
Pictorial Likert scale uses pictures in place of text in communicating levels of choice, with the most common set
of pictures being the smiley face.
2.1.3 Drawing activities
Various drawing activities were used alongside various teaching methods. These drawing activities were based
on an adapted version of model of discovery learning as developed by Thomas and Switzer (2001) (Figure 1).
The teaching methods included discussing the use of problem questions, manipulation of tools and materials for
art, and identifying drawing relationships between mathematics and art. The pupils drew images and coloured
them on the drawing sheets.
INTRODUCTION
OF
MATHEMATICS
CONCEPT

IMPROVEMENT IN
MATHEMATICS
PERFORMANCE

PRESENT
SCENARIO TO
INITIATE DRAWING
ACTIVITY

UNDERSTANDING OF
MATHEMATICS
CONCEPT

Figure 1: Adapted Model for Mathematics Teaching and Learning
Source: Adapted from (Thomas & Switzer, 2001)

29

MANIPULATION OF
DRAWING TOOLS
AND MATERIALS

PUPIL DRAWS

288X
Vol.4, No.19, 2013

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Table 1. Explanation of Adapted Model for Mathematics Teaching and Learning
Element
Description
Introduction of Mathematics Concept
Teacher Introduces the mathematics concept to be
taught.
Present Scenario to Initiate Drawing Activity
Teacher poses a scenario that initiates thinking or
cognitive actions by pupils.
Manipulation of Drawing Tools and Materials
Pupils make their own choice of tools and materials to
be used for the drawing. Example is choice of color.
Pupil Draws
The pupil draws what the teacher instructs.
Understanding of Mathematics Concept
f
The pupil drawing what the teacher instructed leads to
the understanding of mathematics concept by pupil.
Improvement in Mathematics Performance
The pupil’s mathematics performance improves as a
result of engaging in the discovery le
learning process.
2.1.4 Intervention
The teachers were contacted and informed of the intervention and when it would commence. The teachers were
encouraged also to participate in the entire process. Nine weeks were used for the intervention activities for b
both
the control and experimental groups. However, activities from weeks two to eight, and the Pictorial Likert scale
activity in week nine were used with the experimental group only. Both the control group and experimental
group learnt the same mathematical concepts. Achievement test was also used to measure the performance of the
l
sampled pupils in mathematics before, during and after the intervention. In week one, pre
pre-test was taken by both
the experimental and control groups to get an idea of any prior knowledge of mathematics, how much they
knowledge
understood the concepts and their performance based on the standard test from Oforikrom sub
sub-metro. The pretest lasted 20 minutes for each of the group.

pupils Within Mark Range (%)

3. Results and Discussions
The intervention activities support the idea that when drawings are integrated into mathematics teaching and
the
learning, pupils’ interest in mathematics becomes greater (Ingram & Riedel, 2003; Andrea, Nancy & Welch,
1995). Moreover, the outcome of the drawing intervention activities confirms Goldberg’s (1997) conclusion that
Goldberg’s
the arts provide a stage for building self esteem, encourage collaboration and intergroup harmony, expand
self-esteem,
expressive outlets, and provide a range of learning styles available to children. Also, the intervention results
support the claim that arts integration supports the development of students’ motivations and interests (Melo,
rt
2004; Eisner, 2004). Additionally, the submission by Potter (2007) in Adu Agyem, Enti and Peligah (2009) that
Adu-Agyem,
the arts offer essential opportunities for creative expression, problem solving and social development is
for
confirmed by the intervention activities
3.1 Pre-Test
Figure 2 shows the results of the pre test conducted for the control and experimental groups in mathematics
pre-test
before the introduction of the drawing intervention to the experimental group.
he
32

35
30

25

25

25

32
25
21

20

20
10

Control Group

12

15

Experimental Group
4 4

5
0
0-20

21-40
21
41-60
61-80
Mark Range (%)

81-100

Figure 2. Comparison of Pre test between Control Group and Experimental Group
Pre-test
Except for 0%-20% range where four pupils in both groups showed same performance, those in the experimental
20%
group were fairly distributed across the mark range but fewer pupils scored between 81%
y
81%-100%. In the control
group however, there was an exponential increase in pupil performance up to the 61% 80% range but remained
61%-80%
the same for the 61%-80% and 81%
80%
81%-100% mark ranges.
3.2 Post-Test
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During the post-test, no drawing intervention was introduced for the control group but for the experimental
test,
group there was a drawing intervention.
56

60
44

50
39
40

33
Control Group

30
17

20
10

0

Experimental Group

7

4

0

0

0
0-20

21-40
21

41-60

61-80

81-100

Mark Range (%)

pupils Within Mark Range
(%)

Figure 3. Comparison of Post test between Control Group and Experimental Group
Post-test
It is seen here that 56%, more than one half of the experimental group scored 81 100% compared to 33% from
hat
81-100%
the control group. The significance of this result is that the drawing intervention actually improved the
mathematics performance of the experimental group over the performance of the control group which had no
performance
drawing intervention during the post test. This confirms Ingram & Riedel’s (2003) conclusion that pupils’
post-test.
mathematical performance improves after the integration of arts into mathematics teaching.
3.3 Comparison of Pre-test and Post
test
Post-test for Control Group
The comparison between the pre-test and post test for the control group is presented in figure 4. During the pre
test
post-test
pretest and post-test, no drawing intervention was introduced for the control group.
test,
44

50

39

40

32

30

20

20
10

32
17

Pre-Test

12
4

Post-Test
0

0

0
0-20

21-40

41-60

61-80

81-100

Mark Range (%)
Figure 4. Pr
Pre-test and Post-test for Control Group
In figure 4, the pupils were fairly distributed across all the mark ranges during the pre test except for the 0
pre-test
0-20%
mark range which had 4% of the pupils scoring within that mark range. However, except for the 0
0-20% and 81100% mark ranges which none of the pupils attained; the pupils also were fairly distributed across the various
mark ranges during the post-test. Since no drawing intervention was introduced, the control group’s performance
test.
was not sustained or improved, rather their performance declined. This could suggest that if a drawing
ed,
intervention was introduced, their mathematical performance could have improved (Eisner &Ecker, 1990; Gunn,
1998).
3.4 Comparing Pretest and Post-test for the Experimental Group
test
There was a comparison made between the pre
ere
pre-test and post-test of mathematics for the experimental group.
test
This is shown in Figure 5. A drawing intervention was introduced during the post test phase. It was observed
post-test
that except for the 0-20% mark range where four percent of the pupils scored, the rest of the pupils were fairly
20%
distributed across the various mark ranges during the pre test. However, more than half of the pupils scored
pre-test.
within the 81-100% mark range during the post
100%
post-test. This corroborates the findings of Andrea, Nancy & Welch
dings
(1995) that students’ mathematics performance improves after being given lessons in the arts.

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Vol.4, No.19, 2013

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56

60
50
40

33
25

30

25

25

21

20
10

Pre-Test
Post-Test

4 4

7
0

0
0-20

21-40

41-60

61-80

81-100

Mark Range (%)
Figure 5. Pre
Pre-test and Post-test for Experimental Group
3.5 Correlation Analysis of Pre-test and Post
test
Post-test for Experimental Group
The relationship between the use of drawings in Mathematics teaching (as measured by the Pre and Post
Post-test
marks for experimental group) and pupils’ academic performance (as measured by the Pre and Post
Post-test marks)
was investigated using Spearman’s rho c
correlation coefficient (which is a non- parametric alternative to the
Pearson product moment correlation with more relaxed assumptions).
Table 2: Comparing Pre-test and Post test for Experimental Group Using Correlation Analysis
test
Post-test
Pre and Post Pre and PostPosttest
for test marks
Experimental
xperimental
Group
Pre
and
Post-test
Post
for Correlation Coefficient
1.000
.533**
Experimental Group
Sig. (2-tailed)
.
.000
N
55
55
Pre and Post-test marks
test
Correlation Coefficient
.533**
1.000
Sig. (2-tailed)
.000
.
N
55
55
**. Correlation is significant at the 0.01 level (2
(2-tailed).
Source: Fieldwork, 2012
There was a strong, positive correlation between the two variables [ .533, n=55, p<.0000] with increasing use
[r=
<.0000]
of drawings in Mathematics teaching associated with improvement in pupils’ performance in Mathematics test
improvement
(Potter, 2007; Adu-Agyem, Enti and Peligah, 2009).
Agyem,
3.6 Relationships between the Pre
Pre-test and Post-test of the Control Group and Experimental Group Using
test
Descriptive Statistics
test
Table 3. Pre-test and Post-test of Control Group and Experimental Group Using Descriptive Statistics
Pre-test
test
Post-test
Pre-test Control Post-test Control
test
Experimental
Experimental
Group
Group
Group
Group
Mean
57.4643
82.9630
65.8400
50.8696
Std. Deviation
23.50805
18.56689
23.55080
13.45465
Minimum
15.00
20.00
15.00
30.00
Maximum
100.00
100.00
100.00
80.00
Source: Fieldwork, 2012
Table 3 presents the mean marks, standard deviations, minimum and maximum marks for the pre
pre-test and posttest for the experimental and control groups. There was an increase in the mean value of the post
groups.
post-test (82.96) for
the experimental group over the mean value of the pre test (57.46) and this shows how effective the drawing
pre-test
intervention was in improving the pupils mathematics performance (Andrea et al, 1995; Ingram & Riedel, 2003).
4. Summary of Findings
These are the major findings in this study

32

Vol.4, No.19, 2013

•
•
•
•
•

•

www.iiste.org

The drawing activities helped reduced truancy among some pupils.
They boosted pupil interest in mathematics,
They helped improved class participation,
They encouraged collaboration among pupils and built their intergroup harmony.
There was an increase in the mean value of the post-test (82.96) for the experimental group over the
mean value of the pre-test (57.46) and this shows how effective the drawing intervention was in
improving the pupils mathematics performance.
There was a strong, positive correlation between the two variables [r= .533, n=55, p<.0000] with
increasing use of drawings in Mathematics teaching associated with improvement in pupils’
performance in Mathematics test

5. Conclusion
Drawing activities engage both teacher and learner, making them recognize the connections between
mathematics and the arts, hence the use of drawing activities to explain mathematical concepts can improve the
mathematical performance of pupils as well as make the studying of mathematics fun and interesting. (Mello,
2004). It can also be said that given extra time and considerations to multiple intelligences, the below average
and average pupils can better their performance in mathematics.
6. Recommendations
To better integrate drawings into mathematics teaching and learning, mathematics teachers should acquaint
themselves with the model of mathematics teaching which involves the introduction of mathematics concepts;
presentation of scenario to initiate basic drawing activities (including use of matchstick drawings); manipulation
of drawing tools and materials; and ensuring that the pupils draw; would enable them help their pupils to
understand mathematics concepts and improve in mathematics performance. Although school supplies may not
include art materials, they can use chalk, the chalkboard, pebbles, sticks and other objects to initiate such
activities.
Also, teachers of arts should collaborate with mathematics teachers to align mathematics concepts to art in order
to explain basic and complex concepts to the understanding of primary school pupils as well as to make
mathematics learning enjoyable and stress free.
Again, Art Teachers Associations, Policy makers, Non-Governmental Organizations and stakeholders should
organize seminars in art education for teachers in order to create awareness about what art education promises.
References
Adu-Agyem, J., Enti, M. & Peligah, Y. (2009), Enhancing Children’s Learning: the Art Perspective.
International Journal of Education through Art, 5(2,3), 143-155. doi:10.1386/eta.5.2 ,3.143/1
Agyei, D. (2010). Information Communication Technology use in Mathematics. [Online] Available:
http//www.slideshare.net/ddagyei/ict-use-in-the-teaching-of mathematics (September 6, 2011)
Akanmu, M. Alex and 1Fajemidagba, M. Olubusuyi (2013), Guided-discovery Learning Strategy and Senior
School Students Performance in Mathematics in Ejigbo, Nigeria, Journal of Education and Practice , 4(12), 8289
Aminu, J. (1990). Address by the Honourable Minister of Education. Abacus 20 (1), 22-29.
Andrea, G., Nancy, C. & Welch, I. (1995), Schools, Communities and the Arts: A Research Compendium.
Morrison Institute for Public Education.
Eisner, E. W. (2004), ‘What can Education Learn from the Arts about the practice of Education? International
Journal of Education & the Arts, 5(4).[Online] Available http://ijea.asu.edu/v5n4 (September 7, 2011).
Eisner, E. W., & Eckner, D. W. (1970), “Some Historical Developments in Art Education”. In G. Pappas ] (Ed.),
Concepts in Art education, Ontario: Macmillan ( pp. 12–25).
Fajemidagba, M. O. (1986). Theoretical basis for curriculum structuring. Its significance and implication for
secondary school mathematics curriculum in Nigeria. Journal of Research in Curriculum (JORIC).
4 (2),
12-20.
Goldberg, M. (1997), Arts and Learning: An Integrated Approach to Teaching and Learning in ] Multicultural
and Multilingual Settings. White Plains, New York: Longman.
Gunn, A. C. (1998), Visual Art Education in Early Childhood Centers: Teachers’ Beliefs and Practices. ]
Canterbury: University of New Zealand.
Hanson, J. (2002), Improving Student Learning in Mathematics and Science through the Integration of Visual
Art. Saint Xavier University.
Ingram, D. & Riedel, E. (2003), Integrating Mathematics and the Visual arts. Center for Applied Research and
Educational Improvement College of Education and Human Development, University of Minnesota.
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MacMillan, A., Preston, D., Wolfe J. & Yu, S. (2007), Basic Statistics: Mean, Median, Standard Deviation, ZScores, and P-Value. [Online] Available http://www.fourmilab.ch/rpkp/experiments/analysis/z Calc.html.
(November 21, 2012).
Mello, R. (2004). When Pedagogy Meets Practice: Combining Arts Integration and Teacher Education in the
College Classroom. In J. Russell & R. Murphy, (Eds.) Arts and Learning Research, 20(1),135-161.
Mereku, K. (2003). Methods in Ghanaian Primary Mathematics Textbooks and Teachers’ Classroom Practice.
Learning, 23(June), 61-66.
Potter, J. (2007), Draw me a story, dance me a poem: Integrating expressive arts fosters emergent literacy
[Online] Availale http://www.wiu.edu/thecenter/articles/draw2.html. (November 21, 2012.)
Thomas, K., & Switzer, S. (2001).'Discovery Based Learning Model - Where Art Meets Science.

34

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