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1. ENHANCING PERFORMANCE IN BASIC MATHEMATICAL OPERATIONS THROUGH SELECTED STRATEGIES AMONG RURAL UPPER PRIMARY CHILDREN Date:19.10.2015 DDE Alagappa University Karaikudi Research Scholar Research Supervisor M.Kavitha Dr.AR.Saravana Kumar External Examiner Dr.I.Muthusamy Bharathidasan University

2. RATIONALE OF THE STUDY Rural children face difficulties in doing mathematical problems. If the children are able to perform basic mathematical operations well, then they learn mathematics easily and they do the problems accurately. It helps them to build a wholesome knowledge in mathematics .

3. NEED AND SIGNIFICANCE OF THE STUDY Basic mathematical operations of Upper Primary Children are to be enhanced Innovative methods are needed To increase the understanding level of the children. To improve problem solving capacity

4. SCOPE OF THE STUDY Only problems of children in basic mathematical operations is to be considered for the research work The study is restricted to one upper primary class which will serve as the experimental group and another group will serve as the control group. The effectiveness of the selected strategies on the performance in mathematics is to be studied.

5. MAJOR OBJECTIVE OF THE STUDY To develop, validate and test the effectiveness of selected strategies in improving basic mathematical operations among rural upper primary children.

6. SPECIFIC OBJECTIVES To assess the effectiveness of the strategies on boys and girls. To assess the effectiveness of the strategies on mathematics learning. It is possible to apply appropriate strategies for enhancing the performance of children in mathematics.

7. MAJOR HYPOTHESIS OF THE STUDY Selected strategies will significantly enhance the performance in basic mathematical operations among rural upper primary children.

8. VARIABLES OF THE STUDY

9. METHODOLOGY OF THE STUDY

10. STRATEGIES

11. DIFFERENCES BETWEEN TRADITIONAL METHOD AND STRATEGIES ORIENTED TEACHING METHOD

12. RESEARCH IN PHASES Phase I : Selecting the rural upper primary children for the experiment . Phase II : Conducting the diagnostic test. Phase III : Conducting pre-test to the upper primary children for the experiment . Phase IV : Selecting and Validating the Strategies. Phase V : Applying the appropriate strategies selected.

13. Phase VI : Conducting the post test to the control and experimental group children. Phase VII : Identifying the effect of the selected strategies. Phase VIII : Applying the statistical techniques to determine the effect of the session. Phase IX : Identifying the educational implications and providing suggestions for further study. Phase X : Conclusion

14. RESEARCH DESIGN EXPERIMENTAL METHOD VARIABLES TOOLS SAMPLE STATISTICAL MEASURE INDEPENDENT VARIABLE Implementation of Selected Strategies DEPENDENT VARIABLE Achievement of the children Diagnostic and Problem Solving Test in basic mathematical operations (Pre-Test–Post–Test) 160 Rural Upper Primary Children Descriptive Analysis Mean, SD Differential Analysis ‘t’ test

15. EXPERIMENTAL THREATS Internal Validity History Testing Instrumentation External validity Artificiality of Experimental Setting Interaction effect of teaching Contamination

16. STATISTICAL TECHNIQUES

17. FINDINGS OF THE STUDY The selected strategies implemented in class VIII has significantly enhanced the performance of the children of the experimental group in basic mathematical operations. The selected strategies enhanced the performance of the boys of the experimental group in basic mathematical operations. The selected strategies enhanced the performance of the girls of the experimental group in basic mathematical operations.

18. EDUCATIONAL IMPLICATIONS Mathematics Club can be arranged in upper primary schools. Curriculum can be developed in such a way to impart wholesome development in basic mathematical operations. Refresher courses can be given to teachers. Mathematics lab can be established in all schools.

19. CONTRIBUTION The cognitive strategies are proved to be best in enhancing basic mathematical operations. The rhymes developed by me are a better tool to teach basic mathematical operations in mathematics.

20. CONCLUSION Children’s arithmetical difficulties are highly susceptible to intervention. Individualized work with children who are falling behind in arithmetic has a significant impact on their performance. Mathematics learning results in the development of a number of fruitful values for the children. The best results in mathematics can be achieved only by constant vigilance and insistence on neatness and accuracy from the early years of school life .