The Effect of Algebra Tiles Among Form Four Students on The Achievement of Conceptual Knowledge, Procedural Knowledge and Mental Effort for The Topic of Quadratic Equations
DOI:
https://doi.org/10.37134/ejsmt.vol12.sp.14.2025Keywords:
Algebra Tiles, conceptual knowledge, mental effort, procedural knowledge, Quadratic EquationsAbstract
The main aim of this study was to investigate the effect Algebra Tiles as manipulative tool on Form Four students’ overall achievement, conceptual knowledge, procedural knowledge and mental effort in learning the topic of Quadratic Equations. A quasi-experimental pre-post control design of a pre–post control group was conducted with Form Four students from a national secondary school in Shah Alam, Malaysia. Four classes were randomly assigned to either two classes the treatment group (n=60) and two classes the control group (n=60). The treatment group used the Algebra Tiles as teaching tool (PJA), while the control group underwent conventional teaching method (PK) for the topic of Quadratic Equations. There are two instruments used in this study: the Quadratic Equation Achievement Test (UPPK) and the Mental Effort Rating Scale (SPUM). Data was analyzed using descriptive analysis (mean and standard deviation) and inferential statistics through MANOVA. The findings of the study showed that there were significant differences between the conventional teaching method (PK) group and the treatment group used the Algebra Tiles as teaching tool (PJA) in students' overall achievement, conceptual knowledge achievement, procedural knowledge achievement and mental effort [F(4,115) = 3576.75, p < 0.05]. The mean for the overall achievement (76.87), achievement of conceptual knowledge (20.75) and achievement of procedural knowledge (17.67) for the PJA group was higher than the mean for the PK group. Meanwhile, the mean for mental effort for the PJA group (4.92) was lower than the PK group. The findings indicated significant difference between the PK and PJA groups in terms of overall achievement, conceptual knowledge, procedural knowledge and mental effort. The PJA group outperformed the PK group in terms of overall achievement, conceptual knowledge and procedural knowledge, while the mean for mental effort for the PJA group was lower than the PK group. As conclusion, the use of Algebra Tiles can enhance students’ conceptual and procedural knowledge significantly in learning Quadratic Equations while reducing students’ cognitive load. The students exhibited a favorable perception of algebra tiles as tangible tools for mastering algebraic concepts especially in solving Quadratic Equations. Therefore, the findings of this study recommend that Algebra Tiles can be an effective tool in promoting deeper understanding of abstract mathematical concepts, new strategies in teaching education Mathematic and improving students’ achievement in mathematics especially algebra while minimizing mental effort.
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