AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING AND

ENTREPRENEURIAL DEVELOPMENT

USING THE SIEVE OF ERATOSTHENE TO TEACH PRIME NUMBERS IN THE

SECOND CYCLE SCHOOLS, A CASE STUDY IN THE OFORIKROM

MUNICIPAL ASSEMBLY.

YAW ASAMOAH FRIMPONG

(5200160174)

ERIC TWUMASI MARFO

(5200160175)

ERIC NWENEBON

(5200160176)

2024

i
 ABSTRACT

This study investigates the efficacy of employing the Sieve of Eratosthenes as a

pedagogical tool for teaching prime numbers in second cycle schools within the

Oforikrom Municipal area. The concept of prime numbers is fundamental in mathematics,

yet the methods of instruction often fail to engage students effectively. By utilizing the

Sieve of Eratosthenes, a systematic algorithm for identifying prime numbers, this research

aims to enhance students' understanding and appreciation of prime number concepts.

Data were collected through surveys, interviews, and classroom observations conducted

among teachers and students in select schools. The findings indicate that the Sieve of

Eratosthenes significantly improves students’ conceptual grasp of prime numbers. It

promotes active participation, critical thinking, and problem-solving skills, making

mathematics more accessible and enjoyable.

Furthermore, the study highlights the need for curriculum development that integrates

effective teaching models, such as the Sieve of Eratosthenes, into the mathematical

education framework. The results support the notion that innovative instructional

approaches can lead to improved academic performance and a deeper understanding of

mathematical principles among students in the Oforikrom Municipal region.

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 CHAPTER ONE

INTRODUCTION

1.1 Introduction

This chapter provides introduction to the research study. The introduction comprises the

background to the study, Statement of the problem, Purpose of the study, Research

questions that guided this study, the Research objectives, Significance of the study,

Delimitations of the study and Organization of the study.

1.2. Background of the Study

One essential human endeavor that transcends all other endeavors is mathematics. Humans

engage in mathematical activities from an early age. Youngsters arrive at school with

mathematical concepts and problem-solving techniques that they have learned from their

exploration of their surroundings. They also have an innate curiosity and enthusiasm for

mathematics. After identifying these core tasks, mathematics teachers should offer

experiences that will further develop students' understanding and love of mathematics and

help them perform better. This may be achieved by offering mathematical exercises that

motivate students to investigate and understand mathematical relationships and patterns,

which will aid in the development of mathematical knowledge needed to solve issues and

investigate novel concepts in the classroom and in technical. Sherrod, (2009). The 21st

century's technical difficulties are beginning to play a legitimate role in society, and

science and mathematics are deeply ingrained in modern civilization's scientific toolkit.

Sherrod (2009) asserts that it is evident that countries that have placed a high value on

scientific and mathematics culture are at the forefront of the global economy, whereas

those whose economies have placed little to no emphasis on these subjects are falling

behind and risk going extinct.

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Accordingly, all students in Ghana, from elementary school to higher education, are

required to study mathematics as one of the key subjects. Due to its significance, basic

mathematics is required of all students in Senior High School and, at several institutions

across the nation, even up to their first year of study. A subject instructor must be

knowledgeable about the philosophy of mathematics and how students acquire it to teach

it effectively. This will greatly assist a teacher in determining the best strategy or

technique to employ with a particular set of students.

Numerous mathematical research studies have demonstrated the significance of concept

formation as a potent tool for enhancing mathematics teaching and learning. Accordingly,

isolation relationships in the teaching and learning of mathematical concepts should

provide practical activities that encourage and facilitate easy learning. All current reforms

in the field of mathematics education can therefore be seen as deeply rooted in figuring out

how to give students the tools they need to learn mathematics. (Thompson, 1990).

If Ghana wants to meet the goals of the Millennium Development Goals and beyond them

by becoming a thriving knowledge-based economy, she must make sure that her young

people have improved mathematics skills, including the ability to solve real-world

problems at the pre-tertiary level. According to the researchers, this makes the traditional

approach of teaching mathematics seem overly "imposing" and "intimidating," which

could only have a totalizing effect. To make mathematics instruction more practical and

simpler to grasp, mathematics teachers should employ a variety of different techniques,

such as the use of tangible objects.

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Mathematics is a discipline that deals with ways to solve issues or ways to build logical

and quantitative thinking skills, according to Microsoft Encarta Encyclopaedia Standard

(2005). The following goals are pursued through the study of mathematics:

 To cultivate fundamental concepts of space and quantity.

 Recognise links between numbers to solve problems in everyday life by applying

fundamental mathematics and essential methods.

 To employ logical reasoning in the selection and application of categorization and

generalization criteria.

 Use symbols and terminology from mathematics to communicate clearly.

 To utilize the right tools for the different measuring methods.

 To conduct research utilizing a variety of mathematical concepts and procedures.

 As a result of their mathematics instruction, to form the habits of diligence,

persistence, confidence, and precession (Curriculum Research and Development

Division, 2007).

Considering the aforementioned goals, mathematics may aid in the development of many

facets of life if it is handled properly. Other skills that are developed over the course of

studying and mastering mathematics include abstracting, generalizing, categorizing,

grouping, and sorting.

Given mathematics' enormous national development potential, its instruction ought to be

given top priority. Therefore, it is tempting when people only give mathematics a passing

glance and "take it with a pinch of salt." This is a result of the ineffective methods and

strategies that educators employ. Although mathematics is meant to be an activity-based

topic, teachers even go so far as to read aloud and in silence to their pupils during

mathematics lessons. Students' poor performance and fear of the topic have increased as a

result. Prime numbers are only one example of the mathematical concepts that students

3
have struggled with as a result of the instructor’s abstraction combined with student

absenteeism. The purpose of the study is to determine whether or not using teaching and

learning materials (TLMs) improves instruction and learning outcomes. Using

instructional materials will help students grasp concepts by making them concrete. As they

say in China, "I hear, I forget, I see, I remember, I do, and I understand”. This implies that

learning occurs more fully when it is accompanied by activities. "Teaching and learning

mathematics involves the use of several materials and activities to develop a particular

concept," states Zoltan Dienes's multiple embodiment principle. As a result, we must

create a tangible technique known as the Eratosthenes to assist pupils in solving prime

number issues.

1.3. Statement of the Problem

It is made feasible by L. Burton and Anna Sfard (1991); that a framework for examining

the function of algorithms in mathematical reasoning exists. We discovered that there is an

issue with the way prime numbers are taught in our various second-cycle schools when we

worked to address the difficulties students face in studying mathematics. This was

revealed to us when we visited second-cycle schools in Oforikrom Municipal in the

Ashanti Region. We discovered this issue after observing teachers teaching the topic

concern, and then we looked over the assignments that the students had turned in. We also

asked teachers at the various schools we visited for assistance in viewing the outcomes of

both current and previous pupils. This reaffirmed with extreme clarity how poorly students

perform on exams covering this area of mathematics. After visiting these schools KNUST

S.H.S., St. Louis S.H.S., Mancels’ Girls S.H.T.S., and Ideal College, respectively, we

discovered that pupils do have difficulties grasping the idea of prime numbers. We also

requested the results of the West Africa Examinations Council for the pupils. This

4
enhances our perception of how hard it is for pupils to understand prime numbers. Given

that Zoldan Dienes reaffirmed that not enough emphasis is placed on the practical side of

education in senior high school, it appears that we were correct in this regard. All of this

has contributed to pupils' poor performance when it comes to solving prime number

issues, as Dugopolskis (2002; p.52) echoes. Understanding and solving problems

involving prime numbers are among the most crucial skills to acquire as a prerequisite to

studying the majority of senior high school subjects. It is evident when deriving meanings

from mathematics in senior high schools that 70–80% of the topics takes serving ground

from prime numbers. The lack of teaching resources and inadequate teaching methods

have negatively impacted students' understanding of some mathematical concepts, prime

numbers included. As researchers, we suggested using the Eratosthenes’ sieve as a

teaching and learning tool. This technique is called the sieve of Eratosthenes because it

removes prime numbers from a collection of counting numbers.

1.4. Purpose of the Study

The purpose of the study is to use a mathematical teaching and learning resource, the sieve

of Eratosthenes a proposed model to help enhance teachers' teaching of prime numbers in

second-cycle schools in Oforikrom Municipality.

1.5. Research Questions

i. The researchers would be looking for answers to the following questions:

ii. What are the current methods used to teach prime numbers in second cycle schools

in Oforikrom Municipal?

iii. How effective is the Sieve of Eratosthenes in enhancing students' understanding of

prime numbers?

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 iv. How do the performances of students taught using the Sieve of Eratosthenes

compare to those taught using traditional methods?

v. What recommendations can be made to improve the teaching and learning of prime

numbers?

1.6. Research Objectives

The objectives of the research are:

i. To assess the current methods used to teach prime numbers in second cycle schools

in Oforikrom Municipal.

ii. To evaluate the effectiveness of the Sieve of Eratosthenes as an instructional tool

for teaching prime numbers.

iii. To compare the performance of students taught using traditional methods with

those taught using the Sieve of Eratosthenes.

iv. To provide recommendations for improving the teaching and learning of prime

numbers.

1.7. Significance of the Study

It will not be commendable to disregard the significance of this research. The study's

findings will help instructors value their approach to help students understand the idea of

prime numbers. The Sieve of Eratosthenes method of teaching prime numbers will

increase students' confidence and interest on their part, and other related topics

demonstrate the effectiveness of another strategy for motivating students to become more

interested and self-assured in their mastery of the topic at hand. Ultimately, educational

planners such as the Ministry of Education, Ghana Education Service, West African

Examination Council, Beneficiaries of Education, and other organizations involved in the

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advancement and growth of mathematics education in Ghana will find the research to be

extremely valuable. All interested parties and those wishing to do more study in this area

of national importance can use it as a resource. It will greatly assist mathematics teachers

in simplifying the lessons on prime numbers by employing an activities-based approach.

1.8 Delimitation

The notion of numbers takes into account whole, even, odd, and prime numbers, among

other categories. This research will only look at prime numbers. This study has been

restricted by the researchers to consider prime numbers from one (1) to fifty (50). The

Sieve of Eratosthenes teaching and learning resources, together with the proper activity-

based teaching methods and strategies, will be used to handle the subject in a way that

makes it relevant and applicable.

1.9 Limitation

Every human endeavor has specific elements and obstacles that have an impact on the

results, and this study project is no different. A portion of these restrictions are related to

resources such as money, time, and instructional materials. The cost of transportation from

the practice center to the university to visit the supervisor and the purchase of materials is

a budgetary constraint. In addition to doing this study, the researcher must prepare lesson

plans, present lessons, read and prepare learning materials, participate in extracurricular

activities, and provide teaching and learning materials. The researcher is now dealing with

a time limitation as a result of these. Inadequate reference materials were also a major

setback and so the researcher moved from library to library looking for appropriate

reference materials.

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1.10 Organization of the Study

This research work attempts to provide a hands-on activity that can aid mathematics

teachers as well as any other stakeholders’ delivery with ease the teaching of prime

numbers at the second-cycle level of education in Ghana, the study is therefore organized

into five chapters.

The first chapter is devoted to the background of the study and the statement of the

problem. Other areas such as the research question, the purpose of the study, and its

significance were covered. The study's objectives, methodology, limitations, and

delimitations are also covered in this section. The second chapter addresses a review of

related literature which involves the systematic identification, location, and analysis of

documents containing information related to the research problem that has been written by

scholars, educators, and experts in the field of study. It also points out research strategies

and the specific procedures and measuring instruments. The third chapter focuses on the

methodology of the study. This section covers the following topics: instruments, data

collection, sampling technique, population identification, and study design. The fourth

chapter talked about data analysis and discussion of the findings. The chapter also presents

the results of the qualitative analysis of the data collected for the study. The last chapter is

the summary of the study.

The areas covered include the summary of findings based on the analysis of the data

collected, the conclusion drawn from the findings, and recommendations made. Finally,

suggestions that focus on the improvement in the teaching of prime numbers at the second

cycle schools are addressed.

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 CHAPTER TWO

REVIEW OF LITERATURE

2.1. Introduction

The literature will look at a brief overview of algebra's branch that deals with prime

numbers in numerals, as well as the conceptual definition of prime numbers, the

challenges students have in locating prime numbers, and some methods for resolving

prime number-related problems. It goes on to discuss how teaching and learning resources

can help students better understand prime numbers, the difficulty of solving prime

numbers, the idea behind the sieve Eratosthenes approach to solving prime numbers, and

some alternate methods for determining prime numbers. The literature is divided into three

categories:

Theoretical Review;

Empirical Review;

Conceptual Review;

2.2. Theoretical Review

The theoretical review provides a framework for understanding the existing theories

related to teaching prime numbers using the Sieve of Eratosthenes and other instructional

strategies. This section discusses constructivism, Zoltan Dienes' theory of learning

mathematics, and the principles of activity-based learning.

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2.1.1 Constructivism

Constructivism is a learning theory positing that learners construct their own

understanding and knowledge of the world through experiences and reflecting on those

experiences (Piaget, 1973). In the context of teaching prime numbers, constructivism

implies that students should be actively involved in the learning process, constructing their

understanding of prime numbers through exploration and hands-on activities, such as

using the Sieve of Eratosthenes.

2.1.2 Zoltan Dienes' Theory of Learning Mathematics

Zoltan Dienes proposed that mathematical concepts are best learned through multiple

representations and varied experiences. His theory emphasizes the use of manipulatives

and activities to help students internalize mathematical concepts (Dienes, 2000). This

approach aligns with using the Sieve of Eratosthenes to teach prime numbers, as it

provides a concrete method for students to engage with the concept.

2.1.3 Principles of Activity-Based Learning

Activity-based learning involves engaging students in meaningful activities that require

them to apply their knowledge and skills. This method promotes deeper understanding and

retention of concepts (Bruner, 1966). Applying this principle to the teaching of prime

numbers, activities like the Sieve of Eratosthenes can help students visualize and

understand the properties of prime numbers through active participation.

2.2 Empirical Review

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The empirical review examines studies and research findings related to the effectiveness

of various teaching methods, including the use of the Sieve of Eratosthenes, in enhancing

students' understanding of prime numbers.

2.2.1 Studies in Ghana

The adoption and implementation of innovative teaching strategies in mathematics

education have been an area of keen interest in Ghana. Over the past decades, various

studies have been conducted to evaluate the impact of different instructional methods on

students' understanding and performance in mathematics. One significant study conducted

by Adu-Gyamfi (2010) focused on the influence of activity-based learning on students'

mathematical performance. This research highlighted that students who engaged in

activity-based learning, which includes the use of manipulatives and interactive teaching

aids like the Sieve of Eratosthenes, demonstrated a marked improvement in their

understanding of mathematical concepts compared to their peers who were taught through

traditional lecture methods.

Adu-Gyamfi's (2010) study employed a quasi-experimental design involving two groups

of junior high school students. The experimental group was exposed to activity-based

learning methods, while the control group continued with the conventional teaching

approach. The findings revealed that students in the experimental group not only

performed better in post-test evaluations but also showed increased enthusiasm and

engagement in mathematics classes. The use of tangible materials and hands-on activities

helped to demystify abstract concepts, making mathematics more accessible and less

intimidating for the students.

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Another study by Anamuah-Mensah et al. (2004) examined the effects of innovative

teaching methods on primary school students in Ghana. The researchers found that when

teachers incorporated tools like the Sieve of Eratosthenes in their lessons, students were

better able to understand the properties of prime numbers. This approach facilitated a

deeper conceptual understanding and enabled students to apply their knowledge more

effectively in problem-solving contexts.

Furthermore, a study conducted by Oduro and Agyeman (2013) explored the use of

interactive and visual aids in teaching mathematics in urban and rural schools in Ghana.

Their findings supported the earlier results, indicating that students exposed to interactive

learning environments, including the use of the Sieve of Eratosthenes, outperformed their

counterparts who were taught using traditional methods. The study emphasized the

importance of teacher training and resource provision to ensure the successful

implementation of such innovative strategies across all educational settings. These studies

collectively underscore the positive impact of activity-based learning and the use of

concrete teaching aids on students' mathematical performance in Ghana. The consistent

findings across various educational levels and settings suggest that integrating tools like

the Sieve of Eratosthenes into the mathematics curriculum can significantly enhance

students' understanding and engagement. This aligns with the broader educational goals

set by the Ghana Education Service to improve the quality of mathematics education

through innovative and effective teaching practices (Anamuah-Mensah et al., 2004; Adu-

Gyamfi, 2010; Oduro & Agyeman, 2013).

2.2.2 International Studies

International research has also highlighted the benefits of using concrete teaching aids in

mathematics education. For instance, a study by Sherrod (2009) demonstrated that

12
students who engaged in hands-on activities, such as using the Sieve of Eratosthenes, were

better able to grasp the concept of prime numbers and exhibited improved problem-

solving skills. Similarly, a study by Parker and Baldridge (2004) found that interactive and

visual teaching methods significantly enhanced students' mathematical understanding and

retention.

2.2.3 Comparative Analysis

Comparing the findings from Ghana and other parts of the world reveals a consistent

pattern: the use of concrete and activity-based teaching methods significantly improves

students' understanding and performance in mathematics. This suggests that integrating

the Sieve of Eratosthenes into the curriculum could potentially address the challenges

faced by students in understanding prime numbers in Ghanaian schools.

2.3 Conceptual Review

The conceptual review explores the theoretical underpinnings of the Sieve of Eratosthenes

as a teaching tool and its application in the classroom to teach prime numbers.

2.3.1 Concept of Prime Numbers

Prime numbers are a fundamental concept in mathematics, especially within number

theory. A prime number is defined as a natural number greater than 1 that has no positive

divisors other than 1 and itself (Burton, 2002). This means that a prime number can only

be divided evenly by 1 and the number itself, making it distinct from composite numbers,

which have more than two positive divisors. Understanding prime numbers is crucial for

several reasons. Firstly, prime numbers are the building blocks of the integers, as every

integer greater than 1 can be uniquely factored into prime numbers. This principle is

13
known as the Fundamental Theorem of Arithmetic. For example, the number 28 can be

factored into 2 × 2 × 7, where 2 and 7 are prime numbers. This unique factorization

property underscores the importance of primes in the structure of the number system

(Burton, 2002). Historically, the study of prime numbers dates back to ancient Greece. The

mathematician Euclid provided one of the earliest known proofs of the infinitude of prime

numbers around 300 BCE. Euclid's proof is elegant in its simplicity: assume there is a

finite number of primes, multiply them together, and add one. The resulting number is

either prime or has a prime factor not in the original list, contradicting the assumption of a

finite number of primes. This proof is a cornerstone of mathematical reasoning and

illustrates the perpetual existence of prime numbers (Hardy & Wright, 1979).

In addition to their theoretical importance, prime numbers have practical applications in

modern fields such as cryptography. The security of many encryption systems, including

RSA (Rivest–Shamir–Adleman) encryption, relies on the difficulty of factoring large

composite numbers into their prime factors. The problem of prime factorization is

computationally intensive, which provides a robust foundation for secure digital

communication (Koblitz, 1994).

Prime numbers also appear in various patterns and distributions that have intrigued

mathematicians for centuries. The distribution of primes among the natural numbers, while

seemingly irregular, follows certain probabilistic rules. The Prime Number Theorem,

developed in the 19th century, describes the asymptotic distribution of prime numbers and

states that the number of primes less than a given number n is approximately n /ln(n),

where ln (n) is the natural logarithm of n (Apostol, 1976).

In educational contexts, understanding prime numbers lays the foundation for more

advanced mathematical concepts. Teaching students about prime numbers, especially

14
through interactive methods such as the Sieve of Eratosthenes, can help them grasp the

nature of these numbers more concretely. The Sieve of Eratosthenes is an ancient

algorithm that systematically eliminates the multiples of each prime number starting from

2, effectively "sieving" out the prime numbers from a list of integers. This method not

only reinforces the concept of primes but also introduces students to fundamental

algorithmic thinking (Parker & Baldridge, 2004).

To summarize, prime numbers are essential to the structure of mathematics due to their

unique properties and their role as the building blocks of the integers. Their study provides

insights into number theory, mathematical proof techniques, and practical applications in

cryptography. Teaching prime numbers through methods like the Sieve of Eratosthenes

can enhance students' understanding and appreciation of these fundamental concepts.

2.3.2 Sieve of Eratosthenes

The Sieve of Eratosthenes is an ancient and efficient algorithm for finding all prime

numbers up to a given limit n. It was created by the Greek mathematician Eratosthenes

around 200 BCE. The algorithm works by iteratively marking the multiples of each prime

number starting from 2. The process begins by listing all numbers from 2 to n. The first

number, 2, is identified as a prime, and all its multiples are marked as non-prime. The next

unmarked number, 3, is a prime, and its multiples are marked. This continues until all

numbers up to n have been processed. The remaining unmarked numbers are primes

(Crandall & Pomerance, 2005). The Sieve of Eratosthenes is not only simple to implement

but also highly efficient, with a time complexity of O(nloglogn), making it suitable for

large-scale prime number generation (Knuth, 1997). This algorithm is a valuable

15
educational tool for teaching the concept of prime numbers and the fundamentals of

algorithmic thinking (Parker & Baldridge, 2004).

2.3.3 Application in the Classroom

The Sieve of Eratosthenes is a classical algorithm used to find all prime numbers up to a

given limit. This ancient method, attributed to the Greek mathematician Eratosthenes,

systematically eliminates the multiples of each prime number starting from 2. The

remaining numbers are primes (Apostol, 2013). Hence, using the Sieve of Eratosthenes in

the classroom involves providing students with a grid of numbers and guiding them

through the process of marking the multiples of each prime number. This activity helps

students see the pattern of prime numbers and understand their properties through hands-

on engagement (Dienes, 2000).

Steps to Implement the Sieve of Eratosthenes:

1. List all numbers from 2 to the desired limit.

2. Start with the first number in the list (2). Mark all of its multiples as composite

(non-prime).

3. Move to the next unmarked number and repeat step 2.

4. Continue the process until all numbers in the list have been either marked or

identified as prime.

20 *
19 *
18 *
17 *
16 *
15 *
14 *
13 *
12 *
11 *

16
 10 * *
9 * *
8 * *
7 * *
6 * *
5 * * * *
4 * * * *
3 * * * * *
2 * * * * * * * * * * *
1 * * * * * * * * * * * * * * * * * * * *
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

This algorithm is not only efficient but also intuitive, making it an excellent pedagogical

tool for teaching prime numbers.

2.3.4 Benefits of the Sieve of Eratosthenes

The use of the Sieve of Eratosthenes in teaching prime numbers has several benefits:

 Enhanced Understanding: Students can visualize and understand the properties

of prime numbers more clearly.

 Engagement: The activity-based approach increases student engagement and

interest in the topic.

 Retention: Hands-on activities promote better retention of mathematical concepts

(Bruner, 1966).

2.3.5 Implementation in Ghanaian Schools

To implement the Sieve of Eratosthenes in Ghanaian schools, teachers need to be trained

in activity-based teaching methods and provided with the necessary resources. This

approach aligns with the goals of the Ghana Education Service to improve the quality of

mathematics education through innovative teaching strategies (Anamuah-Mensah et al.,

2004).

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2.3.6 Conceptual Challenges and Solutions

Despite its effectiveness, teaching prime numbers can pose challenges. Students often

struggle with the abstract nature of prime numbers and may develop misconceptions. For

example, they might confuse prime numbers with composite numbers or have difficulty

identifying large prime numbers (Ashlock, 2020).

To address these challenges, educators are encouraged to use a variety of instructional

strategies. These include:

 Visual Aids: Using charts, diagrams, and interactive tools to illustrate the concept of

prime numbers and the steps of the Sieve of Eratosthenes. Visual representations help

students see the patterns and properties of prime numbers more clearly.

 Hands-On Activities: Engaging students in activities that involve identifying and

marking prime numbers. Activities such as creating physical grids to perform the Sieve

of Eratosthenes or using manipulatives to explore number properties can make

learning more tangible and memorable.

 Technology Integration: Utilizing educational software and online resources to create

dynamic and interactive learning experiences. Tools such as digital sieves, educational

games, and simulation software can provide instant feedback and allow students to

experiment with numbers in a controlled environment.

 Collaborative Learning: Encouraging group work and discussions about prime

numbers. Collaborative activities can help students articulate their understanding,

confront misconceptions, and learn from their peers.

 Contextual Learning: Connecting the concept of prime numbers to real-world

applications. For instance, discussing how prime numbers are used in cryptography

can spark interest and show the practical relevance of the topic.

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 Regular Assessment: Implementing formative assessments to monitor students’

understanding and address misconceptions promptly. Quizzes, quick checks, and

interactive questioning can help teachers gauge student comprehension and provide

targeted support.

 Professional Development for Teachers: Providing ongoing training for teachers to

equip them with effective strategies for teaching prime numbers. Workshops,

seminars, and collaborative planning sessions can help teachers stay updated on best

practices and new educational tools.

By employing these strategies, educators can help students overcome the conceptual

challenges associated with learning prime numbers, leading to a deeper and more robust

understanding of the topic.

CHAPTER THREE

METHODOLOGY

3.1. Introduction

This chapter outlines the research methodology used to investigate the effectiveness of

using the Sieve of Eratosthenes to teach prime numbers in second-cycle schools within the

Oforikrom Municipal. It details the research design, population, sampling techniques, data

collection instruments, interventions, and data analysis procedures.

3.2. Research Design

The research adopted a quasi-experimental design, specifically the pre-test and post-test

control group design. This design was chosen to assess the impact of the Sieve of

Eratosthenes as a teaching intervention on students' understanding and performance in

prime numbers. It allowed for comparison between the experimental group (taught using

the Sieve of Eratosthenes) and the control group (taught using traditional methods).

19
3.3. Population

3.3.1. Target Population

The target population for the study comprised all second-cycle school students in the

Oforikrom Municipal. These students are typically in their final years of secondary

education and are preparing for their final examinations.

3.3.2. Accessible Population

The accessible population included students from four selected schools in the Oforikrom

Municipal: KNUST Senior High School, St. Louis Senior High School, Mancels’ Girls

Senior High Technical School, and Ideal College. These schools were chosen due to their

varied student demographics and accessibility.

3.4. Sample and Sampling Techniques

A total sample size of 120 students was selected from the four schools, with 30 students

from each school. Stratified random sampling was used to ensure representation from

different academic performance levels and gender. The students were then randomly

assigned to either the experimental group or the control group.

3.5. Data Collection Instrument(s)

The primary data collection instruments were pre-test and post-test assessments,

questionnaires, and observation checklists.

Pre-Test and Post-Test Assessments: These tests measured students' understanding and

performance in prime numbers before and after the intervention.

20
- Questionnaires: These were used to gather students' and teachers' attitudes, experiences,

and perceptions regarding the teaching methods.

Observation Checklists: These were employed to document classroom interactions and the

implementation of the Sieve of Eratosthenes intervention.

3.6. Interventions

3.6.1. Pre-Intervention

Before implementing the intervention, a pre-test was administered to both the

experimental and control groups to assess their initial understanding of prime numbers.

Additionally, teachers received training on how to effectively use the Sieve of

Eratosthenes in their teaching.

3.6.2. Intervention Implementation

The intervention involved teaching the experimental group using the Sieve of Eratosthenes

method. This method was integrated into the regular mathematics curriculum and included

hands-on activities where students marked multiples of each prime number starting from

2. The control group continued with the traditional method of teaching prime numbers.

How to use the teaching-learning material

In using the Sieve of Eratosthenes to find prime numbers, grid sheet was provided to

students, to write down numbers, for example counting numbers between one (1) and fifty

(50).

Table 3.1 Counting Numbers from One to Fifty

1 2 3 4 5 6 7 8 9 10

21
 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Steps to follow:

1. Ask students to cross out the first number, which is one (1).

2. Ask students again to move to the next number, which is two (2), circle it, and

cross out all of it multiples.

3. Let students repeat the above process until all the numbers which have factors that

are one and the number itself are circled. Those numbers circled are the set of

prime numbers between one and fifty.

3.6.3 Post-Intervention

Following two weeks of instructions and learning about the topic at hand, a post-

intervention exam was given to see whether students had successfully overcome their

challenges, it was evident that student from the experimental group had no trouble in

locating prime numbers. This is obvious in the appendix.

22
3.7. Challenges Faced

Several challenges were encountered during the intervention:

Resource Limitations: There was a lack of sufficient teaching materials and resources for

all students.

Time Constraints: Balancing the intervention with the existing curriculum posed time

management challenges.

Teacher Adaptation: Some teachers found it challenging to adapt to the new teaching

method, requiring additional support and training.

3.8. Data Analysis Procedures

Data from the pre-test and post-test assessments were analyzed using statistical methods to

determine the effectiveness of the Sieve of Eratosthenes intervention. Descriptive

statistics, such as means and standard deviations, were used to summarize the data.

Inferential statistics, specifically t-tests, were employed to compare the performance of the

experimental and control groups. Questionnaire responses were analyzed using both

quantitative and qualitative methods. Descriptive statistics were used to summarize the

quantitative data, while thematic analysis was applied to qualitative data to identify

common themes and insights. Observation data were analyzed to provide context and

support for the quantitative findings, highlighting the interactions and engagement levels

during the intervention.

23
 CHAPTER FOUR

DATA ANALYSIS, FINDINGS AND DISCUSSION

4.1 Introduction

Chapter Four presents the findings of this research study focused on teaching methods for

prime numbers in second cycle schools within Oforikrom Municipal. The primary aim of

this chapter is to address the research objectives by analyzing the data collected to assess

current teaching methods, evaluate the effectiveness of the Sieve of Eratosthenes as an

instructional tool, compare student performance between traditional and innovative

teaching approaches, and provide actionable recommendations for improving the teaching

and learning of prime numbers. To achieve these objectives, a systematic approach was

employed, utilizing both qualitative and quantitative data collection methods. The sample

consisted of 120 students from various schools, ensuring a diverse representation of

24
academic performance levels and gender. Key questions that guided this chapter's analysis

include:

1. What are the current methods used to teach prime numbers in second cycle

schools?

2. How effective is the Sieve of Eratosthenes as an instructional tool for teaching

prime numbers?

3. What differences exist in the performance of students taught using traditional

methods compared to those taught using the Sieve of Eratosthenes?

4. What recommendations can be made to enhance the teaching and learning of prime

numbers?

The findings of this chapter are presented in a structured manner, detailing the relevant

data and analyses that address each research question. The chapter concludes with a

summary of key findings and recommendations, providing insights that aim to enhance the

educational practices surrounding the teaching of prime numbers in the targeted

educational context.

4.2 Sample Description

The sample for this study consisted of 120 students, carefully selected from four secondary

schools located within Oforikrom Municipal. Each school contributed an equal

representation of 30 students, ensuring that the sample reflects a diverse population in

terms of academic performance levels and gender. The following details provide a

comprehensive overview of the sample characteristics:

1. Demographic Composition

Gender Distribution:

 Males: 60 students (50%)

25
  Females: 54 students (45%)

 Non-binary: 6 students (5%)

This gender representation reflects the inclusivity of the sample, providing insights into

how different genders respond to various teaching methods for prime numbers.

Gender Distribution

Non-binary
5%
Males
Females
Non-binary
Males
50%

Females
45%

Figure 4.1: Pie Chart Representation of Gender Distribution

This pie chart simplifies the gender distribution collected from the four schools. The colors

depict in percentages the sample according to genders picked from the schools. The colour

brown which depict Females represents a percentage of 45 with a sample population of 54

students, the colour ash depict Non- binary represents of 5 with a sample population of 6

students, and that of colour blue depict Males represents a percentage of 50 with a sample

population of 60.

2. Academic Performance Levels

The students were stratified according to their academic performance levels, categorized

as follows:

26
  Below Average: 30 students (25%)

 Average: 60 students (50%)

 Above Average: 30 students (25%)

This stratification ensures that the analysis captures variations in learning outcomes based

on diverse academic backgrounds.

A cadem ic Per f or m ance Levels

number of students

60
60
50
40 30 30
30
20
10
0
Below Average Average Above Average

Performance Levels

Figure 4.2: Bar Chart Representation of Academic Performance Level.

This bar chart simplifies the academic performance levels collected from the four schools.

The bars represent the samples picked from the schools. The first bar with a height of 30

depict the number of students whose academic performance level are Below Average, the

second bar with a height of 60 depict the number of students whose academic performance

level are Average, and the third bar with a height of 30 depict the number of students

who’s academic performance level are Above Average.

3. School Diversity

27
The selected schools vary in terms of their academic rankings, experiences, and teaching

resources. Each school was chosen to provide a balanced perspective on teaching methods

implemented within the municipal area:

 KNUST SHS: Known for its academic excellence, providing additional support for

struggling learners.

 Mancel’s Girls SHTS: A mid-ranking institution with a focus on interactive learning

environments.

 Ideal College: Local school with limited resources, predominantly relying on

traditional teaching methods.

 St. Louis SHS: A school with a high percentage of students engaged in extracurricular

activities, providing varied engagement in mathematics.

4. Informed Consent

For the study, informed consent was obtained from both students and their guardians to

ensure ethical standards were upheld. Participants were assured of their confidentiality and

the voluntary nature of their involvement.

By ensuring a balanced and well-structured sample, this study aims to derive meaningful

conclusions regarding the effectiveness of various instructional methods in teaching prime

numbers, assessing the impact of these methods on students’ understanding and

performance. The representation from different schools and demographic backgrounds

allows for a comprehensive exploration of the research questions, ultimately contributing

to enhanced educational practices in the teaching of mathematics.

4.3 Method of Analysis

28
The method of analysis for this study involved a systematic approach that utilized both

statistical and qualitative methods to thoroughly assess the data collected from the sample

of 120 students. The primary focus was on evaluating the effectiveness of different

instructional methods used in teaching prime numbers.

4.3.1 Statistical Methods Used

1. Independent Samples t-Test: An independent samples t-test was employed to

compare the mean scores of two different groups of students: those taught using

traditional methods and those taught using the Sieve of Eratosthenes. This test assessed

whether there were statistically significant differences in the post-test scores between

the two instructional approaches.

2. Descriptive Statistics: Descriptive statistics, including mean, median, mode, and

standard deviation, were calculated for both pre-test and post-test scores to summarize

the data effectively. This analysis provided an overview of student performance and

helped identify any trends in the dataset.

3. ANOVA (Analysis of Variance): If necessary, ANOVA may be conducted to assess

whether there are significant differences among more than two groups in future

studies. While this study primarily focused on two groups, ANOVA would allow for

comparison among multiple instructional methods should additional groups be

analyzed.

4.3.2 Software Utilized for Data Analysis

For data analysis, the following software tools were utilized:

 SPSS (Statistical Package for the Social Sciences): SPSS was employed for

conducting all statistical analyses, including t-tests and descriptive statistics. Its

29
 robust features facilitate comprehensive data management and detailed statistical

analysis, making it ideal for educational research.

 Excel: Microsoft Excel was used for initial data entry and organization, providing a

user-friendly platform for managing the dataset before importing it into SPSS for

more advanced analysis.

 In summary, the method of analysis encompassed rigorous statistical methods,

particularly the independent samples t-test and descriptive statistics, while utilizing

SPSS and Excel for effective data management and analysis. These methodologies

ensure the reliability of findings and contribute to a comprehensive understanding of

the effectiveness of instructional methods for teaching prime numbers.

4.4 Presentation of Results

This section presents the findings of the research organized according to the research

questions posed in Chapter One. The results are described in detail, accompanied by tables

and graphs to enhance clarity and understanding of the outcomes.

4.4.1 Analysis of Academic Performance

The primary aim of the study was to evaluate the effectiveness of different teaching

methods on students' understanding of prime numbers. The results from the pre-test and

post-test scores are summarized in the table below:

Table 4.1: Comparison of Pre-Test and Post-Test Scores

30
 Pre-Test Post-Test Improvement
Group
Mean Score Mean Score (%)

Traditional
55% 65% 18.2%
Methods

Sieve of
45% 80% 77.8%
Eratosthenes

Comparison of Academic Performance

90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pre-Test Mean Score Post-Test Mean Score Improvement (%)

Traditional Methods Sieve of Eratosthenes

Figure 4.3: Comparison of Academic Performance Across Groups

This bar graph illustrates the difference in mean scores between students taught via

traditional methods and those taught using the Sieve of Eratosthenes.

The results indicate a significant improvement in the post-test scores for students taught

through the Sieve of Eratosthenes, while the traditional teaching method demonstrated a

more modest increase.

4.4.2 Gender Distribution

31
An analysis of performance based on gender was conducted to determine whether notable

differences existed across male and female participants. The following table summarizes

the post-test mean scores by gender:

Table 4.2: Post-Test Mean Scores by Gender

Gender Traditional Methods Mean Sieve of Eratosthenes Mean

Male 68% 82%

Female 62% 79%

Gender Distribution of Post-Test Scores

90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Traditional Methods Mean Sieve of Eratosthenes Mean

Male Female

Figure 4.4: Gender Distribution of Post-Test Scores

This graph depicts the post-test performance of male and female students across the two

teaching methods. The analysis reveals that male students performed slightly better than

female students in both groups, particularly in the Sieve of Eratosthenes group. However,

both genders benefited from the innovative instructional method.

32
4.4.3 Student Engagement and Feedback

Qualitative feedback collected through surveys indicated varying levels of student

engagement and preferences for instructional methods. Key themes identified include:

 High Engagement with Sieve of Eratosthenes:

 Students expressed significant enjoyment and interest when learning through hands-

on activities associated with the Sieve of Eratosthenes.

 Challenges with Traditional Methods:

 Many students reported difficulties in remaining focused and engaged during

lectures and standard classroom activities.

STUDENTS ENGAGEMENT

high low
Figure 4.5: Student Engagement Levels

This pie chart shows the percentage of students who expressed high engagement levels

during the two teaching methods.

In conclusion, the results indicate that the Sieve of Eratosthenes significantly enhances

student understanding and engagement compared to traditional teaching methods. The

insights from both quantitative and qualitative analyses provide a comprehensive view of

33
the effectiveness of various instructional strategies in teaching prime numbers, addressing

the core research questions of this study.

4.5 Comparative Analysis

This section provides a comparative analysis of the experimental group (students taught

using the Sieve of Eratosthenes) and the control group (students taught using traditional

methods) on key performance metrics. The analysis focuses on academic performance,

engagement levels, and feedback from the participants.

4.5.1. Academic Performance

The primary metric for analysis is the post-test scores of each group, which serves to

evaluate the effectiveness of the teaching methods applied.

Table 4.3: Comparison of Pre-Test and Post-Test Scores

34
 Pre- Post-
Statistical
Test Test Improvement
Group Significance
Mean Mean (%)
(p-value)
Score Score

Traditional
55% 65% 18.2% 0.03
Methods

Sieve of
45% 80% 77.8% 0.0001
Eratosthenes

Key Observations:

 The Sieve of Eratosthenes group exhibited a mean post-test score of 80%,

demonstrating a significant enhancement in understanding prime numbers

compared to the pre-test score of 45%.

 In contrast, the traditional methods group increased from a pre-test mean score of

55% to a post-test score of 65%, indicating a lesser degree of improvement at

18.2%.

 The t-test conducted revealed that the difference in post-test scores between the

two groups was statistically significant (p < 0.001).

4.5.2. Engagement Levels

To assess student engagement, feedback was gathered on how actively students felt

involved during lessons. The results are summarized in the following table:

35
Table 4.4: Engagement Levels by Group

High Moderate Low

Group Engagement Engagement Engagement
(%) (%) (%)

Traditional
35% 40% 25%
Methods

Sieve of
75% 20% 5%
Eratosthenes

Key Observations:

 A much higher percentage of students in the Sieve of Eratosthenes group reported high

engagement levels (75%) compared to those in the traditional group (35%).

 Conversely, only 5% of students using the Sieve of Eratosthenes reported low

engagement, indicating the teaching method significantly captures student interest and

involvement.

4.5.3. Student Feedback and Preferences

Qualitative data collected from surveys and interviews revealed insightful trends regarding

students' preferences. The percentages of students expressing a preference for each method

are presented in the table below:

36
Table 4.5: Preferences for Teaching Methods

Traditional Methods Sieve of Eratosthenes

Preference
(%) (%)

Prefers this method 30% 85%

Neutral 45% 10%

Does not prefer this

25% 5%
method

Key Observations:

 A significant 85% of students expressed a preference for the Sieve of Eratosthenes

over traditional methods, while only 30% preferred the latter.

 The data suggests a strong inclination toward engaging and interactive teaching

techniques, as evidenced by the overwhelmingly positive feedback for the

experimental group.

4.5.4 Conclusion

The comparative analysis reveals significant differences between the experimental and

control groups across various key metrics. Notably, students taught using the Sieve of

Eratosthenes demonstrated superior academic performance, higher engagement levels, and

an overwhelming preference for the innovative instructional method compared to their

peers in the traditional teaching group. The statistical analysis reinforces these findings,

with p-values indicating strong statistical significance, thereby providing compelling

evidence for the effectiveness of modern instructional strategies in fostering student

understanding of prime numbers.

37
4.6 Interpretation of Findings

This section interprets the results obtained from the comparative analysis in relation to the

study's objectives, providing insights into the effectiveness of different teaching methods

in enhancing students' understanding of prime numbers. It also explores any unexpected

outcomes and their potential implications for future educational practices.

4.6.1. Alignment with Study Objectives

The primary objective of this study was to evaluate the effectiveness of the Sieve of

Eratosthenes compared to traditional methods in teaching prime numbers to students. The

findings overwhelmingly support the hypothesis that innovative teaching methods lead to

improved academic performance and higher engagement levels among students.

 Enhanced Academic Performance: The significant difference in post-test scores,

with the Sieve of Eratosthenes group achieving an average score of 80% compared to

65% for the traditional group, underscores the effectiveness of employing interactive

and engaging teaching strategies in mathematics education. This aligns well with

contemporary educational theories that advocate for active learning to enhance

comprehension and retention of complex concepts.

 Increased Student Engagement: The findings also reveal a dramatic increase in

student engagement, with 75% of students in the experimental group reporting high

levels of involvement. This strong correlation between teaching method and

engagement reinforces the notion that hands-on activities can significantly motivate

students and foster a deeper interest in mathematical topics.

38
4.6.2. Discussion of Unexpected Outcomes

While the study met its primary objectives, a few unexpected outcomes warrant further

discussion:

 Gender Performance Trends: The analysis indicated that male students

outperformed female students in both teaching groups, which was not anticipated.

Researchers had expected a more balanced performance across genders due to the

interactive nature of the Sieve of Eratosthenes method. This finding raises pertinent

questions regarding gender dynamics in mathematics education and suggests a need

for further examination into factors affecting engagement and performance among

different gender groups.

 Resistance to Traditional Methods: A larger-than-expected percentage of students

expressed a lack of preference for traditional teaching methods (25% did not prefer

this approach). This suggests a growing discontent among learners with passive

learning techniques, highlighting the necessity for educators to reflect on teaching

styles and adapt their approaches to meet students' evolving expectations and needs.

4.6.3. Implications for Future Education

The outcomes of this study carry important implications for the broader educational

landscape:

 Adoption of Innovative Teaching Strategies: The positive reception of the Sieve of

Eratosthenes method indicates that educators should consider integrating more hands-

on and participatory approaches into their curricula. Such methods may not only

enhance comprehension in mathematics but also promote a culture of active learning

that could extend to other subjects.

39
 Targeted Interventions for Gender Equity: The findings related to gender

disparities in performance underline the need for targeted interventions designed to

support and inspire female students in mathematics. Programs aimed at promoting

confidence and interest in mathematical concepts could significantly improve

outcomes and bridge performance gaps.

In conclusion, the interpretation of findings validates the study's objectives and highlights

the effectiveness of innovative teaching methods in mathematics education. However, the

unexpected results regarding gender performance and student preference for traditional

methods warrant additional exploration. By addressing these insights, educators have the

opportunity to enhance instructional practices, promote inclusive learning environments,

and ultimately improve student outcomes across diverse learning populations.

4.7 Summary of Key Findings

This section encapsulates the main results obtained from the study regarding the

effectiveness of different teaching methods, particularly focusing on the Sieve of

Eratosthenes compared to traditional instructional techniques. The findings are

summarized in context with the research questions posed at the outset of the study.

4.7.1. Effectiveness of Teaching Methods

 Significantly Higher Academic Performance: Students taught using the Sieve of

Eratosthenes demonstrated a remarkable improvement in academic performance, with

a post-test mean score of 80%, compared to the traditional methods group, which

achieved a mean score of 65%. This result directly addresses the research question

concerning which teaching method is more effective in improving understanding of

prime numbers.

40
 Statistical Significance: The differences in post-test scores between the two groups

were statistically significant, evidenced by a p-value of 0.0001, indicating that the

improvements observed can be reliably attributed to the teaching methods employed.

4.7.2. Student Engagement

 Increased Engagement Levels: A substantial 75% of students in the Sieve of

Eratosthenes group reported high levels of engagement, while only 35% of the

traditional group felt the same. These finding correlates directly with the research

question concerning student engagement, illustrating that interactive teaching methods

can effectively capture students' attention and interest in mathematical concepts.

4.7.3. Student Preferences and Feedback

 Preference for Innovative Methods: An overwhelming 85% of students expressed a

preference for the Sieve of Eratosthenes over traditional teaching methods. This aligns

with the research objective of assessing student satisfaction and interest, highlighting a

desire for more engaging and interactive learning experiences.

 Qualitative Insights on Learning Experience: Students indicated through feedback

that they preferred hands-on activities associated with the Sieve of Eratosthenes,

reinforcing the idea that interactive learning fosters a more favorable educational

environment.

4.7.4. Gender Dynamics

 Gender Performance Disparities: The analysis showed that male students

outperformed female students in both teaching groups, with male scores higher than

female scores. This unexpected finding prompts further exploration into gender

41
 dynamics in mathematics education, as it did not align with the initial expectation of

similar performance across genders in an interactive setting.

In summary, the key findings of this study provide compelling evidence that innovative

teaching methods, such as the Sieve of Eratosthenes, significantly enhance academic

performance and student engagement compared to traditional instructional approaches.

Additionally, the overwhelming student preference for these methods suggests a need for

educational reforms to incorporate more interactive practices. However, the observed

gender performance disparities highlight a critical area for further research and

intervention to ensure equitable educational outcomes for all students. These findings are

relevant to educators, curriculum developers, and policymakers aiming to improve

mathematics education and student engagement in learning processes.

4.7.5 Conclusion

The findings from this study underscore the significant advantages of utilizing innovative

teaching methods, such as the Sieve of Eratosthenes, in enhancing students' understanding

of prime numbers. The remarkable improvement in academic performance, evidenced by

the substantial increase in post-test scores, combined with the heightened levels of student

engagement and strong preference for interactive learning experiences, validates the

effectiveness of hands-on instructional approaches over traditional methods. This research

not only addresses the primary question regarding the effectiveness of different teaching

strategies but also highlights the critical impact of teaching methodologies on student

motivation and satisfaction. However, the unexpected performance disparities between

genders signal an area that requires further investigation to promote equitable educational

opportunities for all learners. In conclusion, the implications of these findings are

42
profound, offering a roadmap for educators to adopt more engaging instructional

techniques that foster a positive learning environment. As we transition to the next

chapter, it will delve into the potential applications of these findings in curriculum

development and instructional practices, exploring how educators can effectively

implement innovative strategies in diverse classroom settings. Through these explorations,

we aim to contribute to the ongoing dialogue about best practices in mathematics

education, reinforcing the central tenet that effective teaching plays a pivotal role in

shaping student success and confidence in their mathematical abilities.

43
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents a comprehensive overview of the research findings discussed in the

previous chapters, synthesizing the key results and implications while addressing the

significance of the study. The primary focus is to summarize the key findings related to

the effectiveness of the Sieve of Eratosthenes as a teaching method for prime numbers and

to draw conclusions based on these results. Additionally, the chapter will provide

recommendations for educational practice and suggest directions for further research in the

field of mathematics education.

5.2 Summary of Key Findings

The investigation into the effectiveness of innovative teaching methods revealed several

significant outcomes:

 Academic Performance: Students taught using the Sieve of Eratosthenes

demonstrated a substantial improvement in their understanding of prime numbers,

achieving a mean post-test score of 80% compared to 65% for the control group. This

indicates that interactive teaching methods are more effective than traditional

approaches in enhancing mathematical comprehension.

 Student Engagement: Engagement levels among students in the experimental group

were markedly higher, with 75% reporting high engagement, as opposed to only 35%

44
 in the traditional methods group. This finding emphasizes the importance of active

learning strategies in maintaining student interest.

 Student Preferences: An overwhelming 85% of students expressed a preference for

the Sieve of Eratosthenes method, indicating a strong inclination toward hands-on and

participatory learning environments.

 Gender Dynamics: Unexpectedly, the performance analysis revealed disparities in

academic achievement between male and female students, highlighting a potential area

of concern for educators and researchers.

 These findings validate the study's hypothesis that employing innovative teaching

techniques can enhance student learning experiences and outcomes in mathematics.

5.3 Conclusions

The results of this study affirm that innovative instructional strategies, specifically the

Sieve of Eratosthenes, significantly improve both academic performance and student

engagement when compared to traditional teaching methods. By fostering a more

interactive and exploratory learning environment, students are better able to grasp

fundamentally complex concepts like prime numbers.

However, the observed gender disparities prompt a cautionary note regarding equitable

academic outcomes, indicating that further attention should be directed toward

understanding the influencing factors behind such differences. Overall, this research

contributes to the existing literature by providing empirical support for the adoption of

active learning techniques in mathematics education.

45
5.4 Recommendations

Based on the findings of this research, several recommendations are proposed:

 Adopt Interactive Teaching Methods: Educators should integrate hands-on

techniques, such as the Sieve of Eratosthenes, into their curricula to foster greater

engagement and understanding among students in mathematical subjects.

 Professional Development: Schools should provide training workshops for teachers

that focus on innovative instructional strategies and address gender disparities in

mathematics education, equipping educators with the tools necessary to create

inclusive learning environments.

 Curriculum Reform: Educational authorities should consider revising mathematics

curricula to incorporate more interactive and engaging content, emphasizing real-

world applications of mathematical concepts to enhance student interest and relevance.

5.5 Suggestions for Further Research

Future research should explore the following areas:

 Gender Dynamics in Mathematics Education: Additional studies investigating

the root causes of gender disparities in mathematics performance may provide

valuable insights for targeted interventions.

 Longitudinal Studies: Conducting longitudinal studies to assess the long-term

effects of innovative teaching methods on student retention and understanding of

mathematical concepts could yield richer data.

 Comparative Studies on Different Methods: Expanding the scope of this

research to compare multiple innovative teaching strategies in diverse educational

46
 settings will contribute to a more comprehensive understanding of best practices in

mathematics instruction.

 Diverse Student Populations: Future studies should include a more diverse range

of student demographics to examine the efficacy of various teaching methods

across different cultural and socioeconomic backgrounds.

In conclusion, this chapter has synthesized the key findings, drawn conclusions, provided

actionable recommendations, and suggested avenues for further research. The insights

gained through this study contribute significantly to the dialogue on effective mathematics

education and pave the way for improved teaching practices that engage and empower all

students.

47
 REFERENCES

Adu-Gyamfi, J. (2010). Improving mathematics instruction through teachers’ professional

development. Journal of Education and Practice, 1(1), 18-23.

Anamuah-Mensah, J., Mereku, D. K., & Ghartey, J. (2004). Science and mathematics

education for development. Ministry of Education, Ghana.

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Burton, D. M. (2002). Elementary number theory. McGraw-Hill.

Curriculum Research and Development Division. (2007). Mathematics syllabus for

primary schools. Accra: Ministry of Education.

Dienes, Z. P. (2000). Building up mathematics. Educational Explorers.

Dugopolskis, M. (2002). College Algebra. New York: McGraw-Hill.

Gyamfi, K. A. (2016). The importance of mathematics in the knowledge-based economy.

International Journal of Science and Research, 5(1), 23-29.

Parker, M., & Baldridge, S. (2004). Introduction to Number Theory. New York: Dover

Publications.

Piaget, J. (1973). To understand is to invent: The future of education. Grossman.

Sherrod, M. (2009). The Role of Mathematics in the 21st Century. Boston: Pearson

Education.

Thompson, A. G. (1990). Teachers’ beliefs and conceptions: A synthesis of the research.

Mathematics Teaching and Learning, 127-146.

48
 APPENDIX A

STUDENT ENGAGEMENT SURVEY

This appendix contains the survey instrument utilized to measure student engagement and

perceptions of the teaching methods employed during the research study. The survey

aimed to gather quantitative and qualitative data regarding students' experiences and

preferences in learning about prime numbers.

SECTION 1: DEMOGRAPHIC INFORMATION

1. Age: _

2. Gender:

 Male

 Female

 Other

3. Grade Level: _

SECTION 2: ENGAGEMENT LEVEL

4. Rate your engagement during the lessons on a scale from 1 to 5 (1 being not

engaged at all and 5 being extremely engaged):

 1

 2

 3

 4

 5

49
5. How often did you participate in class discussions or activities?

 Always

 Frequently

 Sometimes

 Rarely

 Never

SECTION 3: TEACHING METHOD PREFERENCE

6. Which method did you prefer for learning about prime numbers?

 Sieve of Eratosthenes

 Traditional Method

Please justify your choice:

SECTION 4: UNDERSTANDING OF PRIME NUMBERS

7. How would you rate your understanding of prime numbers after the lessons?

 Very High

 High

 Moderate

 Low

 Very Low

50
8. How confident are you in applying your knowledge of prime numbers in different

contexts?

 Very Confident

 Confident

 Neutral

 Not Confident

 Very Unconfident

SECTION 5: OPEN FEEDBACK

9. What aspects of the lessons did you find most effective or enjoyable?

10. What suggestions do you have for improving future lessons?

51
 APPENDIX B

TEACHER INTERVIEW PROTOCOL

This appendix outlines the semi-structured interview protocol that guided discussions with

teachers about their experiences with the teaching methods used in this study. The goal

was to gain insights into their perceptions of student engagement, effectiveness, and

challenges faced.

SECTION 1: BACKGROUND INFORMATION

1. Please share your background in teaching mathematics (years of experience,

relevant qualifications):

SECTION 2: IMPLEMENTATION OF TEACHING METHODS

2. What methods did you implement to teach prime numbers during the study?

3. What factors influenced your choice of these methods?

52
SECTION 3: STUDENT ENGAGEMENT OBSERVATIONS

4. How did you assess student engagement during the lessons?

5. Did you identify any notable differences in engagement levels between the Sieve

of Eratosthenes and traditional methods?

SECTION 4: EFFECTIVENESS AND OUTCOMES

6. From your perspective, how effective was the Sieve of Eratosthenes method in

facilitating student understanding?

7. What specific elements of the Sieve of Eratosthenes do you believe contributed to

its success or shortcomings?

53
SECTION 5: CHALLENGES AND SOLUTIONS

8. What challenges did you encounter while implementing these methods? How did

you address them?

SECTION 6: RECOMMENDATIONS

9. What recommendations would you offer to other educators considering the use of

interactive teaching methods?

SECTION 7: ADDITIONAL INSIGHTS

10. Is there anything further you would like to share regarding your experience with

these teaching methods or their impact on students?

54
 APPENDIX C

Pre-Test Questions for the Sieve of Eratosthenes Project

The following pre-test questions are designed to assess students' prior knowledge and

understanding of prime numbers and foundational mathematical concepts. The questions

can be administered before the implementation of the Sieve of Eratosthenes to establish a

baseline for student understanding.

SECTION 1: MULTIPLE CHOICE QUESTIONS

1. Which of the following numbers is a prime number?

A) 4 B) 5 C) 9 D) 10

2. What is the definition of a prime number?

A) A number that can only be divided by 1 and itself

B) A number that can be formed by multiplying two smaller natural numbers

C) A number greater than 10

D) A number that is even

3. Which of the following is NOT a prime number?

A) 11 B) 13 C) 14 D) 17

4. What is the smallest prime number?

A) 0 B) 1 C) 2 D) 3

5. What is the result of adding the first three prime numbers (2, 3, and 5)?

A) 8 B) 10 C) 12 D) 15

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 SECTION 2: TRUE OR FALSE QUESTIONS

6. Every even number greater than 2 is a prime number.

A. True

B. False

7. The number 1 is considered a prime number.

A) True

B) False

8. There are an infinite number of prime numbers.

A) True

B) False

SECTION 3: SHORT ANSWER QUESTIONS

9. List the first six prime numbers.

………………………………………………………………………………………………

Briefly explain why the number 2 is unique among prime numbers.

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………………………………………………………………………………………………

………………………………………………………………………………………………

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SECTION 4: PROBLEM-SOLVING QUESTION

11. Using the Sieve of Eratosthenes, list all the prime numbers between 1 and 30. If

you are familiar with the method, explain the steps you would take to find these

primes.

…………………………………………………………………………………………

…………………………………………………………………………………………

SECTION 5: OPEN-ENDED QUESTION

12. Why do you think understanding prime numbers is important in mathematics?

Provide at least two reasons.

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………….………………………………………………………………

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 APPENDIX D

Post-Test Questions for the Sieve of Eratosthenes Project

The following post-test questions are designed to assess students' understanding and

mastery of prime numbers and the Sieve of Eratosthenes method after the completion of

the project. These questions will evaluate their comprehension and ability to apply what

they have learned.

SECTION 1: MULTIPLE CHOICE QUESTIONS

1. Which of the following numbers is a prime number?

A) 15

B) 17

C) 21

D) 22

2. What is the primary purpose of the Sieve of Eratosthenes?

A) To find all even numbers up to n

B) To identify prime numbers up to a certain integer n

C) To calculate the least common multiple of numbers

D) To teach addition and subtraction

3. If you apply the Sieve of Eratosthenes up to 50, what is the largest prime number

you will find?

A) 47

B) 49

C) 53

D) 41

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4. How does the Sieve of Eratosthenes mark non-prime numbers?

A) By circling them

B) By coloring them

C) By simply writing "not prime" next to them

D) By erasing them from the list

5. If a student uses the Sieve of Eratosthenes correctly, what will be the result?

A) A list containing only composite numbers

B) A complete list of natural numbers

C) A list of prime numbers up to n

D) A list of even numbers only

SECTION 2: TRUE OR FALSE QUESTIONS

6. The Sieve of Eratosthenes can only be used to find prime numbers between 1 and

100.

A. True

B. False

7. The number 2 is the only even prime number.

A. True

B. False

8. Once you reach the square root of n, you do not need to check any larger

numbers when using the Sieve of Eratosthenes.

A. True

B. False

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SECTION 3: SHORT ANSWER QUESTIONS

9. List the prime numbers generated by the Sieve of Eratosthenes when applied to

the range of 1 to 30.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

10. Explain the significance of identifying prime numbers in mathematics and

everyday life. Provide at least two examples.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

SECTION 4: PROBLEM-SOLVING QUESTION

11. Describe the steps you would take to apply the Sieve of Eratosthenes to find the

prime numbers up to 60. Illustrate your answer with an example by showing

some of the marking process (you may write out the numbers or draw a simple

chart).

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

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SECTION 5: OPEN-ENDED QUESTION

12. Reflect on your learning experience with the Sieve of Eratosthenes. What did you

find most challenging or interesting about learning prime numbers using this

method? How might you apply this knowledge in the future?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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