Abstract
Fraction Teaching through Integration of HOTS Module (FTI-HOTS Module) was developed to improve pupils' conceptual and procedural knowledge of fractions. FTI-HOTS Module offers an active learning environment that helps teachers to integrate HOTS (Higher Order Thinking Skills) and develop pupils' conceptual and procedural knowledge. The aim of this study was to evaluate the effectiveness of FTI-HOTS Module implementation in primary schools. A non-equivalent pretest-postest control group design investigation was carried out in order to investigate the effects of FTI-HOTS Module on pupils' conceptual and procedural knowledge in Fractions. A total of 89 Year Four pupils from two primary schools in one of the districts in Malaysia was involved in this study. Each school had one treatment group and one control group taught by the same Mathematics teacher. The data were collected using conceptual and procedural knowledge test of fractions. The result shows a significant difference between treatment and control groups (t(87) = 7.671, p < 0.05), where the treatment group possessed significantly higher conceptual knowledge. The treatment group also differed significantly from the control group in procedural knowledge (t(87) = 2.978, p < 0.05). A retrospective usability evaluation of FTI-HOTS Module implementation was also conducted with two Mathematics teachers as users. Interviews with the teachers revealed that the FTI-HOTS Module was resourceful in guiding teaching. Nevertheless, some improvements of FTI-HOTS Module were suggested to be done before it could be used in other primary schools. For further investigations, affective aspect is suggested to be considered in evaluating the effectiveness of FTI-HOTS Module and with a larger sample size.
| Language | English |
|---|---|
| Pages | 63-78 |
| Number of pages | 16 |
| Journal | Man in India |
| Volume | 97 |
| Issue number | 17 |
| State | Published - 2017 |
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Keywords
- Conceptual knowledge
- Fractions
- Higher order thinking skills
- Module
- Procedural knowledge
ASJC Scopus subject areas
- Cultural Studies
- History
Cite this
Effectiveness of the FTI-hots module on pupils' conceptual and procedural knowledge in fractions. / Kassim, Nooriza; Zakaria, Effandi; Salleh, Tuan Salwani Awang; Borhan, Noziati.
In: Man in India, Vol. 97, No. 17, 2017, p. 63-78.Research output: Contribution to journal › Review article
}
TY - JOUR
T1 - Effectiveness of the FTI-hots module on pupils' conceptual and procedural knowledge in fractions
AU - Kassim,Nooriza
AU - Zakaria,Effandi
AU - Salleh,Tuan Salwani Awang
AU - Borhan,Noziati
PY - 2017
Y1 - 2017
N2 - Fraction Teaching through Integration of HOTS Module (FTI-HOTS Module) was developed to improve pupils' conceptual and procedural knowledge of fractions. FTI-HOTS Module offers an active learning environment that helps teachers to integrate HOTS (Higher Order Thinking Skills) and develop pupils' conceptual and procedural knowledge. The aim of this study was to evaluate the effectiveness of FTI-HOTS Module implementation in primary schools. A non-equivalent pretest-postest control group design investigation was carried out in order to investigate the effects of FTI-HOTS Module on pupils' conceptual and procedural knowledge in Fractions. A total of 89 Year Four pupils from two primary schools in one of the districts in Malaysia was involved in this study. Each school had one treatment group and one control group taught by the same Mathematics teacher. The data were collected using conceptual and procedural knowledge test of fractions. The result shows a significant difference between treatment and control groups (t(87) = 7.671, p < 0.05), where the treatment group possessed significantly higher conceptual knowledge. The treatment group also differed significantly from the control group in procedural knowledge (t(87) = 2.978, p < 0.05). A retrospective usability evaluation of FTI-HOTS Module implementation was also conducted with two Mathematics teachers as users. Interviews with the teachers revealed that the FTI-HOTS Module was resourceful in guiding teaching. Nevertheless, some improvements of FTI-HOTS Module were suggested to be done before it could be used in other primary schools. For further investigations, affective aspect is suggested to be considered in evaluating the effectiveness of FTI-HOTS Module and with a larger sample size.
AB - Fraction Teaching through Integration of HOTS Module (FTI-HOTS Module) was developed to improve pupils' conceptual and procedural knowledge of fractions. FTI-HOTS Module offers an active learning environment that helps teachers to integrate HOTS (Higher Order Thinking Skills) and develop pupils' conceptual and procedural knowledge. The aim of this study was to evaluate the effectiveness of FTI-HOTS Module implementation in primary schools. A non-equivalent pretest-postest control group design investigation was carried out in order to investigate the effects of FTI-HOTS Module on pupils' conceptual and procedural knowledge in Fractions. A total of 89 Year Four pupils from two primary schools in one of the districts in Malaysia was involved in this study. Each school had one treatment group and one control group taught by the same Mathematics teacher. The data were collected using conceptual and procedural knowledge test of fractions. The result shows a significant difference between treatment and control groups (t(87) = 7.671, p < 0.05), where the treatment group possessed significantly higher conceptual knowledge. The treatment group also differed significantly from the control group in procedural knowledge (t(87) = 2.978, p < 0.05). A retrospective usability evaluation of FTI-HOTS Module implementation was also conducted with two Mathematics teachers as users. Interviews with the teachers revealed that the FTI-HOTS Module was resourceful in guiding teaching. Nevertheless, some improvements of FTI-HOTS Module were suggested to be done before it could be used in other primary schools. For further investigations, affective aspect is suggested to be considered in evaluating the effectiveness of FTI-HOTS Module and with a larger sample size.
KW - Conceptual knowledge
KW - Fractions
KW - Higher order thinking skills
KW - Module
KW - Procedural knowledge
UR - http://www.scopus.com/inward/record.url?scp=85031800555&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85031800555&partnerID=8YFLogxK
M3 - Review article
VL - 97
SP - 63
EP - 78
JO - Man in India
T2 - Man in India
JF - Man in India
SN - 0025-1569
IS - 17
ER -