[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-179798-105":59,"doc-detail-179798-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","school-based-cpa-intervention-results-and-key-challenges","School-Based CPA Intervention - Results and Key Challenges","","A school-based study compares experimental CPA group work with control instruction across four primary schools in both urban and rural settings. Using pre- and post-test means, the document reports gains in learning outcomes and documents how teachers manage engagement, anxiety, and classroom dynamics. It highlights participation increases, improved conceptual understanding, and specific implementation constraints such as large class sizes, time needed for planning, limited textbooks, and scarce commercial manipulatives, along with creative use of local materials.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-based-cpa-intervention-results-and-key-challenges/179798/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-based-cpa-intervention-results-and-key-challenges/179798.png","ImageObject",300,407,{"name":92,"@type":93},"Berry Peter","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is being compared in the study across the four schools?","Question",{"text":112,"@type":113},"The study compares an experimental CPA (concrete–pictorial–abstract) group assignment against control methods, then measures learning outcomes using pre-test and post-test results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which schools showed the largest mean gain after the intervention?",{"text":117,"@type":113},"School A and School C show the largest reported mean gains (+30.3), while School D and School B show smaller gains (+21.9 and +17.5 respectively).",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges most affected implementation of CPA in classrooms?",{"text":121,"@type":113},"The document identifies large class sizes that make monitoring difficult, increased planning and materials management time, limited textbooks and absenteeism, and a severe lack of commercial manipulatives—addressed through local material adaptation in rural contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},179798,1788338282,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46,"preview_page_count":4},1374402524268,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| School ID | Location | Group\u003Cbr>Assignment | \\# of\u003Cbr>Pupils | Pre\u003Cbr>Test\u003Cbr>Mean\u003Cbr>(SD) | Post\u003Cbr>Test\u003Cbr>Mean\u003Cbr>(SD) | Mean\u003Cbr>Gain | Key Challenges and Context\u003Cbr>(Qualitative) |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| School A\u003Cbr>Roman Catholic\u003Cbr>Primary School | Urban(Kenema\u003Cbr>City) | Experimental\u003Cbr>(CPA) | 30 | 48.2\u003Cbr>(10.1) | 78.5\u003Cbr>(8.2) | +30.3 | Challenges: Managing group work with a large class size. Context: Better access to some materials; pupils are more familiar with structured activities. |\n| School\u003Cbr>B(Islamic\u003Cbr>Primary School- | Urban (Kenema\u003Cbr>City) | Control\u003Cbr>(Abstract) | 30 | 47.5\u003Cbr>(11.3) | 65.0\u003Cbr>(9.8) | +17.5 | Challenges: Maintaining student engagement with traditional methods.\u003Cbr>Context: The teacher is welltrained but is used to a lecturebased approach. |\n| School C\u003Cbr>(Methodist\u003Cbr>Primary School) | Rural\u003Cbr>(Blama Town) | Experimental\u003Cbr>(CPA) | 30 | 36.5\u003Cbr>(9.8) | 66.8\u003Cbr>(10.1) | +30.3 | Challenges: Severe lack of\u003Cbr>commercial manipulatives.\u003Cbr>Context: Teachers used innovative local materials (stones, bottle caps, drawings in sand). Pupils showed high levels of initial engagement. |\n| School D\u003Cbr>(Saint James\u003Cbr>Primary School) | Rural\u003Cbr>(Blama Town) | Control\u003Cbr>(Abstract) | 30 | 34.2\u003Cbr>(8.5) | 56.1\u003Cbr>(11.2) | +21.9 | Challenges: High pupil\u003Cbr>absenteeism; limited textbooks. Context: The Teacher struggled to explain abstract concepts without visual aids. |\n\n\n| Theme | Description | Supportive Quote |\n| --- | --- | --- |\n| 1. Enhanced Engagement & Reduced Anxiety | Teachers from both urban and rural CPA schools reported a dramatic increase in participation and enthusiasm. They noted that previously quiet or struggling pupils were more willing to attempt problems. | \"Before, when I wrote an equation on the board, you would see fear. Now, they rush to get the materials. Maths has become a game they are not afraid to play. \" (Teacher, School C) |\n| 2. | Teachers in the rural CPA school (C) were | \"We do not have the fancy blocks, but we have |\n| Resourcefulness | particularly innovative, overcoming the lack of | plenty of stones and seeds. The children even |\n| & Local | resources by using locally available materials. | enjoyed collecting and sorting them. It became |\n| Adaptation | This was a point of pride and enhanced buy-in. | our project. \" (Teacher, School C) |\n| 3. Conceptual\u003Cbr>Understanding | CPA teachers observed pupils developing a deeper understanding of why mathematical operations work, rather than just memorizing how to do them. | \"You can see the moment it clicks. They move the stones, then they draw the picture, and then they can write the number sentence and explain what it means. This never happened before. \" (Teacher, School A) |\n| 4. Implementation Challenges | The primary challenges were large class sizes (making it hard to monitor all groups) and the time required to plan lessons and manage materials. This was noted more acutely in the urban school with larger classes. | \"It is more work for me, and with 50 pupils, it is sometimes noisy and chaotic. But the results I see in their books make the extra effort worthwhile. \" (Teacher, School A) |","cbCaikbgmDURNFds","https://ap.wps.com/l/cbCaikbgmDURNFds","pdf",344192,"English","# Study Design and School Comparison\n## Student Outcomes (Pre/Post Gains)\n## Key Challenges and Context\n# Teaching Themes from Teachers\n## Enhanced Engagement & Reduced Anxiety\n## Resourcefulness & Local Adaptation\n## Conceptual Understanding\n## Implementation Challenges","[{\"question\":\"What is being compared in the study across the four schools?\",\"answer\":\"The study compares an experimental CPA (concrete–pictorial–abstract) group assignment against control methods, then measures learning outcomes using pre-test and post-test results.\"},{\"question\":\"Which schools showed the largest mean gain after the intervention?\",\"answer\":\"School A and School C show the largest reported mean gains (+30.3), while School D and School B show smaller gains (+21.9 and +17.5 respectively).\"},{\"question\":\"What challenges most affected implementation of CPA in classrooms?\",\"answer\":\"The document identifies large class sizes that make monitoring difficult, increased planning and materials management time, limited textbooks and absenteeism, and a severe lack of commercial manipulatives—addressed through local material adaptation in rural contexts.\"}]","School-Based CPA Intervention - Results and Key Challenges | PDF"]