Enhancing Conceptual Understanding of Fractions through Activity-Based Instruction

Understanding fractions is fundamental to mathematical learning, yet it remains one of the most challenging topics for middle school students, especially in vernacular-medium contexts. The present action research examines the learning difficulties related to fractions among Class VII Urdu-medium students of a secondary school in Jalgaon, Maharashtra. The study identifies conceptual misunderstandings, language-related barriers, and overdependence on rote procedures as major factors affecting student performance. A structured remedial programme based on bilingual explanations and activity-based learning strategies was implemented over a period of ten instructional days. A pre-test and post-test experimental design was employed with a sample of 60 students. Quantitative data were analyzed using mean, standard deviation, and paired t-test. The results reveal a statistically significant improvement in students’ conceptual understanding and application of fractions. The findings suggest that learner-centered, bilingual instructional strategies are effective in improving mathematical achievement among Urdu-medium learners.