Asian Journal of Education and Social Studies

Fractions are a fundamental component of primary mathematics, yet many learners experience difficulty understanding fraction magnitude, equivalence, comparison, and the relationship between symbolic notation and visual representations. Visual models can help make these abstract concepts more accessible by enabling students to connect fraction symbols with concrete, pictorial, and spatial representations. This study therefore examined the use of visual models to support Class 5 students’ understanding and engagement in learning fractions at Lamgong Higher Secondary School. This classroom action research examined the use of visual models to support Class 5 students’ understanding of fractions at Lamgong Higher Secondary School. The study involved 31 students and used an 18-item, five-point Likert-scale questionnaire before and after the intervention to examine students’ perceptions of fraction understanding, use of visual representations, confidence, engagement, and collaborative learning. The intervention incorporated fraction circles, fraction strips, area models, number lines, drawings, and group-based activities to connect concrete, pictorial, verbal, and symbolic representations. Questionnaire responses were analysed descriptively using response frequencies, weighted item means, and positive-response percentages, while students’ written feedback provided contextual evidence about their learning experiences. The findings showed a positive shift across all 18 questionnaire items. The overall mean increased from 2.93 before the intervention to 4.46 after the intervention, a gain of 1.53 points on the five-point scale. Post-intervention responses were predominantly positive across the three thematic categories, and no negative responses were recorded in the aggregated category totals. Students’ written comments also indicated that different visual models supported comparison, representation, and explanation of fractions in different ways. The findings suggest that the coordinated use of visual models was associated with more favourable student perceptions of fraction understanding and engagement. Because the data are primarily descriptive and perception-based, the results should be interpreted within the context of this single Class 5 classroom.