Comparing Op-Board and Color-Coded Media for Third-Grade Pupils’ Conceptual Understanding of Mixed Arithmetic Operations
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Abstract
Conceptual understanding of mixed arithmetic operations requires elementary pupils to connect problem information, operation symbols, calculation order, and mathematical explanations, yet comparative evidence on the instructional value of differently structured visual media remains limited. This study aims to compare third-grade pupils’ conceptual understanding following instruction with Op-Board, a structured representational scaffold, and color-coded option media. The study employed a quasi-experimental pretest–posttest nonequivalent-group design involving 54 pupils in two intact classes (27 per class) at an Islamic elementary school in Indonesia. Over four instructional meetings, pupils completed a nine-item essay assessment covering concept restatement, information classification, and mathematical representation (reported Cronbach’s α = .788). Data were summarized descriptively, and posttest scores were compared using an independent-samples t-test and standardized effect size. The findings showed that mean scores increased from 56.30 to 90.52 in the Op-Board class and from 58.41 to 73.63 in the comparison class. The posttest difference favored Op-Board by 16.889 points, t(52) = 8.730, p < .001, 95% CI [13.007, 20.771], Cohen’s d = 2.38. However, one intact class per condition and the absence of baseline adjustment preclude attributing this difference solely to the media. These findings contribute preliminary comparative evidence about representational organization, with implications for elementary mathematics instructional design and more rigorous classroom-level evaluations.
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