Development and Validation of ConProRet-A Module for the Retention of Algebraic Conceptual and Procedural Knowledge for Form 1 Student
DOI:
https://doi.org/10.37134/ejsmt.vol10.2.7.2023Keywords:
module development, content validity, algebraic conceptual knowledge, algebraic procedural knowledge, retentionAbstract
Prior knowledge is crucial in acquiring new mathematical concepts, yet students frequently forget what they have learnt, which hampers their acquisition of new mathematical concepts. It has been observed that poor mastery of algebraic conceptual and procedural knowledge leads to poor knowledge retention, which in turn impairs learning in other areas of mathematics. Rote learning was assumed to be the definite way to grasp algebraic conceptual and procedural knowledge, but it has now been demonstrated that such knowledge rots when not used. This paper describes the development and validation of the ConProRet-A module for use in mastery and retention of algebraic conceptual and procedural knowledge for Form 1 students. Hence, the ASSURE model, APOS theory, Scaffolding theory, and Atkinson and Shriffin information processing theory were involved in the development of the mentioned module. To obtain the face validity percentage and content validity percentage for the module, five experts were appointed to evaluate the module using a questionnaire. Statistical analysis using the Percentage Calculation Method (PCM) was used to determine the face validity percentage and content validity percentage of the module. The findings showed that the face validity percentage and content validity percentage of the ConProRet-A module were high at 94% and 90.33%. This showed that the ConProRet-A module developed can be used in teaching and learning sessions in schools.
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