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Title
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USING CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH TO ENHANCE GRADE 1 PUPILS’ FOCUS AND LEARNING
RETENTION IN MATHEMATICS
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Author(s)
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JEF LORENCE C. CARODAN
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Affiliation
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MISAMIS UNIVERSITY
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Degree Program
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Bachelor of Elementary Education (BEED) - General
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Contributor
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MAREQUITA, LYNETH B. - Adviser
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BALUYOS, GENELYN R. - Instructor
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Year
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2026
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Abstract
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This study aimed to determine the effectiveness of the Concrete–Pictorial–Abstract
(CPA) Approach in strengthening Grade 1 pupils’ focus and learning retention in
Mathematics at a selected elementary school in Ozamiz City during the school year 2025–
2026. A classroom-based action research design using a single-group pretest–posttest
approach was employed. The respondents consisted of thirty-eight (38) Grade 1 pupils
selected through purposive sampling. Data were collected using a researcher-made
Mathematics Achievement Test to measure pupils’ performance and a researcher-designed
Observation Checklist to assess pupils’ focus and learning retention before and after the
implementation of the CPA approach. The research instruments were validated by
education experts and pilot tested with a selected group of participants to establish their
validity and reliability. Data were analyzed using mean, standard deviation, and paired ttest through Jamovi. Findings revealed that pupils’ mathematics performance improved
from fairly satisfactory before the implementation to outstanding after the intervention.
Similarly, pupils’ learning retention increased from very low before implementation to very
high after the CPA approach was applied. Statistical analysis further showed a very highly
significant difference in both pupils’ mathematics performance and learning retention
before and after the implementation of the CPA approach. The study concluded that the
CPA approach is an effective instructional strategy in improving Grade 1 pupils’
mathematics performance, focus, and learning retention.
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Keywords
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Mathematics Education, concrete-pictorial-abstract approach, learning retention, focus, Grade 1 pupils, mathematics performance
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Collaborating Institution
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Department of Education
