PROBLEMS IN BASIC OPERATIONAL CONCEPT OF NUMBERS AMONGST LOW ACHIEVERS IN KPM AND IKM

GROUP MEMBERS:

RIRIN AGUSTINA BT ASJHAD ZAENIEAYUNI MARNI BT ABDUL MANAP

NURUL AIDHA BT MOHD TARIMIZIWAN NUR QALBI BT WAN ABDUL RAZAK

MUNIRA BT MOHAMED

Background of study• Involved students in KPM and IKM from

various backgrounds and ages.• Have low academic performance with minimal

requirement for enrolment.• This action research will explore and expose

these students’ performance and to offer an alternative to assist this issue if the intervention succeeded.

Problem Statement Problem

Statement

Target Group

Low Achiever in KPMSI

Low Achiever in IKMSP

Problem

Low Comprehension

on Basic Operational Concept of Numbers

- Handy man- Consider

Mathematics as enemies

Factors of Problem

Analisis Kesilapan Ungkapan

Algebra Pelajar Ting. 4 (Fahmi

and Marlina,2007)

Pedagogical Aspect

Cognitive Aspect

Research Objectives Students will be able to:

a) distinguish the positive and negative numbersb) compute addition and subtraction of numbersc) solve the application of mathematics problems

related to basic operational concept of numbers

Research Questions

What is the initial evaluation of students’ achievement before the “SHOP MANIA “ activity being intervenes?

RQ1

Is there any differences between the initial evaluation and the second evaluation of the students’ achievement after the “SHOP MANIA” activity being intervenes?

RQ2

Literature Review

Review

Method of Data Collection

PRE-TEST

“SHOP MANIA” POST-TE

ST

Action Plan• Data Collection Procedures and time frame

– total of 150 students will be chosen.– one week to perform the evaluation of the pre-

test. – preparing instruments for intervention project 2

weeks after the pre-test.– allocation of time frame for this intervention is

two weeks.– Post - test needs to be carried out as soon as

possible as to check the effectiveness of the intervention.

Analysis Plan

• For this action research, the analysis involves the pre-test and the post-test only.

• Researchers will use Microsoft Excel to perform the analysis of the students result for both tests.

• Percentages of every grade obtained and also bar charts as to give a clearer picture of the findings.

Findings• Outcomes graphically of results for both pre-

test and the post-test.

MARKSPRE-TEST

(# of students)%

POST-TEST(# of students)

%

<5 88 45.4 2 1.0

6-7 49 25.3 8 4.1

8-9 39 20.1 41 21.1

10 (Full) 18 9.3 143 73.7

Total: 194 194

outcomes graphically of results for both pre-test and the post-test for further discussions.

Bar Chart

020406080

100120140160

<5 6-7 marks 8-9 marks full (10)

# OF RESPONDENTS

MARKS

RESULTS OF PRE & POST TEST

PRE

POST

StatisticsSTATISTICS PRE-TEST (10 marks) POST-TEST (10 marks)

MIN 2 5

MAX 10 10

MEAN 6.1 8.7

MEDIAN 6 9.5

MODE 5 10

• Based on our findings, we find out that completing the intervention, percentages of student manage to understand basic operational of numbers increased rapidly from 9.3 % to 73.7%.

Conclusion• ‘SHOPMANIA’ is one of the effective ways in

helping the students to enhance their level of comprehension and build a strong basis in mathematics.

• Highly recommended to be continued for the two centres’ which are KPMSI and IKMSP.

• Suitable to apply for primary and secondary school level.

References• Cottrill J. ( 2003 ). An Overview of Theories of Learning in Mathematics Education Research.• Azrul Fahmi bin Ismail & Marlina binti Ali. (2007). Analisis kesilapan dalam tajuk Ungkapan

Algebra di kalangan pelajar tingkatan empat.• Azizi Hj. Yahaya & Elanggovan A/L M. Savarimuthu. Kepentingan kefahaman konsep dalam

matematik.• Hanson R. (2006). Collaborative Learning & Peer Reviews in Special Education Action

Research.• Dillenbourg P. (1999) What do yuo mean by collaborative leraning?. In P. Dillenbourg (Ed).

Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier • Dubinsky, E. (1991). Reflective abstraction in advanced mathematical thinking. In D. Tall (Ed.),

Advanced mathematical thinking (pp. 231–250). Dordrecht, The Netherlands:Kluwer.• Thompson, P. W. (1994a). Images of rate and operational understanding of the fundamental

theorem of calculus. Educational Studies in Mathematics, 26, 229–274.• Khamsan Omar (1999). Kesukaran Pelajar Tingkatan Dua Menguasai Tajuk Nombor • Negatif. Universiti Teknologi Malaysia. Tesis Sarjana Muda. • Saripah Latipah Syed Jaapar (2000). Satu Tinjauan Tentang Kefahaman Konsep • Ungkapan Algebra Pelajar Tingkatan Dua dan Pola Kesilapan Yang Dilakukan. • Universiti Teknologi Malaysia. Sarjana Muda.