Enhancing student performance in mathematics through concrete-representational-abstract (CRA) approach

This study examines the effectiveness of the Concrete-Representational-Abstract (CRA) approach, grounded in Jerome Bruner’s cognitive development theory, in enhancing students’ performance among Grade 7 students at St. Christine National High School, Lianga, Surigao del Sur, Philippines. Using a quasi-experimental design, two groups—experimental (CRA) and control (conventional approach)—were assessed via pre- and post-tests on operations of integers, simplifying numerical expressions, and identifying the absolute value of an integer and its meaning. The CRA group progressed through three stages: hands-on manipulatives (concrete), visual representations (representational), and symbolic problem-solving (abstract), while the control group received traditional/conventional approach. Initial pre-test scores were comparable (Control: M = 15.22, SD = 3.97; Experimental: M = 15.75, SD = 5.02), but post-tests revealed a marked divergence: the experimental group achieved a mean score of 24.22 (SD = 6.62), reflecting an 8.47-point improvement, whereas the control group scored 21.28 (SD = 8.73), with a 6.06-point gain. This 39.8% greater improvement in the CRA group underscores its efficacy in fostering deeper conceptual mastery and reducing performance variability, attributed to structured scaffolding that bridges tangible experiences to abstract reasoning. The results demonstrate the effectiveness of the CRA approach in improving Grade 7 learners' mathematics performance, underscoring its value in enhancing mathematics education and addressing educational challenges faced by Filipino learners.