Development and Effectiveness of I-Algebra Module Towards Malaysian Year Five Pupils’ Achievement and Motivation

Authors

  • S. W. Sathiyan Mooruthy Subramaniam Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
  • Norazman Arbin Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
  • Mazlini Adnan Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia

DOI:

https://doi.org/10.37134/jsml.vol11.1.2.2023

Keywords:

I-Algebra, Normative Algebra Strategy, pre-test, post-test, intrinsic motivation

Abstract

This study aims to develop and evaluate the effectiveness of the I-Algebra module, which employed the Normative Algebra Strategy (NAS). The development of the module was based on the adaptation of the Sidek model. The study also analyses the effect of the module on year five pupils' achievement and motivation. Quantitative approaches with the quasi-experimental design used for this study. Module was developed based the two phases stated in Sidek model, first phase is the draft phase of the module and the second phase is the phase that tries and evaluates the module. The module was evaluated by a panel of three experts to determine the content validity of the module. To determine the reliability and effectiveness of I-Algebra module, a pilot study was conducted which involved 30 year five pupils. The respondents were chosen using cluster sampling methods where they were divided equally into the treatment and the control groups. Data were analysed using SPSS software version 25 for inferential analysis, which involved the independent sample t-test and paired sample t-test. The findings showed I-Algebra teaching module had the values of Cohen's Kappa 0.86 and Cronbach Alpha 0.95. The comparison of mean scores for the control group and treatment group showed a significant improvement in post-test but the mean scores for the treatment group were higher. All the treatment group pupils had a high level of intrinsic motivation after the post-experiment. In a conclusion, the validity content and reliability of the I-Algebra teaching module are satisfactory and high respectively, and this module can have a positive impact in terms of achievement and motivation. The use of the I-Algebra teaching module implies the improvement of pupils' learning on the selected topics. As an implication, this study provides new ideas, guidance and information to teachers, especially Mathematics teachers. I-Algebra teaching module can help the pupils to master the selected topics more effectively.

Downloads

Download data is not yet available.

References

Abd Razak S, Hamzah R, Abu R, Kasa Z. (2010). Educational Research Journal, Volume 11, EPRD, MOE.

Abdul Ghafar, Mohd Najib. (2003). Reka Bentuk Tinjauan Soal Selidik Pendidikan. Penerbit UTM, Johor Bahru.

Blanton ML, Stephens A, Knuth E, Gardiner AM, Isler I, Kim JS. (2015). The development of children's algebraic thinking: the impact of a comprehensive early algebra intervention in third grade. Journal for Research in Mathematics Education, 46, 39-87.

Brizuela B. (2016). Variables in Elementary Mathematics Education. Elementary School Journal. Publisher: The University of Chicago Press.

Cai J, Ng SF, Moyer JC. (2011). Developing students’ algebraic thinking in earlier grades: Lessons from China and Singapore. Berlin: Springer Berlin Heidelberg.

Chua YP. (2006). Asas Statistik Penyelidikan. Kuala Lumpur: Mc Graw Hill.

Chua YP. (2014). Kaedah dan statistik penyelidikan buku 5: Ujian regresi, analisis faktor dan analisis SEM. McGraw-Hill Education.

Chua YP. (2020). Mastering Research Method, 2nd and 3rd Edition. Publisher: McGraw-Hill.

Cohen J. (1968). Weighted Kappa: Nominal scale agreement with provision for scaled disagreement or partial credit. Psychological Bulletin, 70, 213-220.

Cohen J. (1988). Set Correlation and Contingency Tables. Applied Psychological Measurement, SAGE Publication.

Cohen L, Manion L, Morrison K. (2007). Research Methods in Education. London & New York: Routledge.

Deci EL, Ryan RM. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.

Edwards TG. (2000). Some “big ideas” of in the algebra middle grades. Mathematics Teaching in the Middle School, 6(1), 1-5.

Ehrman ME, Oxford RL. (1991). Affective survey. Arlington, VA: Foreign Service Institute.

Foo JY. (2017) Pembinaan modul i-THINK ungkapan Algebra Tingkatan Dua (IR). UPSI.

Gan WL. (2008). A research into year five pupils’ pre-algebraic thinking in solving pre-algebraic problems. PhD Thesis, USM.

Gan WL, Munirah G. (2014). A study of Malaysian year 5 pupils’ pre-algebraic thinking. Asia Pacific Journal of Educators and Education, 29, 105-124.

Ghazali D, Sufean H. (2016). Metodologi Penyelidikan Dalam Pendidikan. University of Malaya Publication.

Hair J, Black W, Babin B, Anderson R. (2009). Multivariate data analysis. Upper Saddle River: Prentice-Hall.

Hair JF, Babin Money AH, Samouel P. (2003). Essential of Business Research Methods. John Wiley & Sons: USA.

Herscovics N, Linchevski L. (1994). A cognitive gap between arithmetic and algebra. Educational Studies in Mathematics, 27(1), 59-78.

Johari K. (2003). Penyelidikan Dalam Pendidikan: Konsep Dan Prosedur. Prentice Hall, Petaling Jaya.

Kaput JJ, Blanton ML, Moreno L. (2008). Algebra from a symbolization point of view. Taylor and Franchis Group.

Kieran C. (1996). The changing face of school algebra. In C. Alsina, J. Alvarez, B. Hodgson, C. Laborde, & A. Pérez, 8th International congress on mathematical education: selected lectures, p. 271-290.

Kieran C. (2007). Learning and teaching algebra at the middle school through college levels. In F. K. Lester Jr, Second Handbook of Research on Mathematics Teaching and Learning, p. 291-300.

Kieran C. (2018). Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds. The Global Evolution of an Emerging Field of Research and Practice e-book, Springer.

Konting MM. (2004). Kaedah penyelidikan pendidikan. Serdang, Selangor: IDEAL, Universiti Putra Malaysia.

Laporan TIMSS. (2015). Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Cetakan Pertama 2016. Kementerian Pendidikan Malaysia, Putrajaya, Malaysia.

Li HCW, Chung OKJ, Ho KY, Chiu SY, Lopez, V. (2013). Effectiveness of an integrated adventure- based training and health education program in promoting regular physical activity among childhood cancer survivors. Psycho-Oncology, 22(11), 2601-2610.

McAuley E, Duncan T, Tammen, VV. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.

Ministry of Education. (2014). Kurikulum standard sekolah rendah: Dokumen standard kurikulum dan pentaksiran. Kementerian Pendidikan Malaysia, Putrajaya, Malaysia.

Mishra P, Pandey CM, Singh U, Gupta A, Sahu C, Keshri A. (2019). Descriptive Statistics and Normality Tests for Statistical Data. Annals of Cardiac Anaesthesia, 22(1), 67-72.

Mohd Noah S. (2000). Rekabentuk Penyelidikan. Serdang, Selangor: Institut Pendidikan dan Pembelajaran Jarak Jauh (IDEAL), Universiti Putra Malaysia.

Noah SM, Ahmad J. (2005). Pembinaan modul-Bagaimana membina modul latihan dan modul akademik. Serdang: Universiti Putra Malaysia.

Piriya S. (2018). A Cognitive Model of Year 5 Pupils’ Algebraic Thinking. PhD Thesis, University of Malaya.

Polit DE, Beck CT. (2006). Essentials of Nursing Research. Lippincott Williams & Wilkins, Philadelphia.

Spang KE. (2009). Teaching algebra ideas to elementary school children: Robert B. Davis’ Introduction to Early Algebra. PhD Thesis, Rutgers University.

Susac A, Bubic A, Vrbanc A, Planinic M. (2014). Development of abstract mathematical reasoning: The case of algebra. Frontiers in Human Neuroscience, 8, 679-689.

Swangrojn P. (2003). Solving algebra word problems: Solution strategies Thai students used and potential connections with teachers’ instructional strategies. PhD Thesis, Oregon State University.

Toland MD, De Ayala RJ. (2005). A Multilevel Factor Analysis of Students’ Evaluations of Teaching, SAGE Publication.

Van Amerom B.A. (2002). Reinvention of early algebra. PhD Thesis, Utrecht University.

Downloads

Published

2023-02-28

How to Cite

Subramaniam, S. W. S. M., Arbin, N., & Adnan, M. (2023). Development and Effectiveness of I-Algebra Module Towards Malaysian Year Five Pupils’ Achievement and Motivation. Journal of Science and Mathematics Letters, 11(1), 10–19. https://doi.org/10.37134/jsml.vol11.1.2.2023

Issue

Section

Articles