EFFECTIVENESS OF THE CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH AS A METHOD OF INSTRUCTION IN TEACHING NUMBER SEQUENCES

This study investigated the effectiveness of the Concrete–Pictorial–Abstract (CPA) approach in improving Grade 10 students’ understanding and performance in number sequences within the Philippine context. Anchored on Bruner’s Theory of Cognitive Representation, the research addressed the limitations of traditional abstract-procedural instruction. A quasi-experimental non-equivalent control group pretest–posttest design was employed involving 90 Grade 10 students from Caloocan High School, divided equally into experimental (CPA instruction) and control (traditional instruction) groups. A validated 30-item achievement test aligned with the Most Essential Learning Competencies (MELCs) measured learning gains, while 20 Master Teachers and Department Heads from the POBCARAN District evaluated the CPA-aligned instructional materials using a 5-point Likert scale. Data were analyzed using descriptive statistics, independent-samples t-test, Welch's t-test, gain scores, and Cohen’s d at a 0.05 level of significance. Results revealed that experts rated the CPA materials as highly effective across all indicators, with no significant difference between Master Teacher and Department Head evaluations. While both student groups showed progress, the experimental group achieved significantly higher posttest performance and mean gain scores than the control group, yielding a meaningful practical effect size. The study concludes that the CPA approach effectively enhances conceptual mastery, engagement, and academic performance in teaching number sequences, providing empirical evidence for integrating CPA strategies into secondary mathematics instruction.