Effects of MATAS Hopscotch technique in the learning of subtraction of fraction among year 5 pulils
MATAS Hopscotch technique was created to solve the subtraction of fractions. The study involved 56 pupils from two Year 5 classes. A quasiexperimental, nonrandomized control group, pre-test-post-test delayed posttest was conducted to test the effectiveness of the MATAS Hopscotch technique. The...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2014
|
| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/76046/1/IPM%202014%2016%20-%20IR.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | MATAS Hopscotch technique was created to solve the subtraction of
fractions. The study involved 56 pupils from two Year 5 classes. A quasiexperimental,
nonrandomized control group, pre-test-post-test delayed posttest
was conducted to test the effectiveness of the MATAS Hopscotch
technique.
The findings indicated the control group showed improvement in pupils’
scores after the implementation of the traditional method with gain scores
9.46. The findings also indicated the experimental group showed
improvement in pupils’ scores after the implementation of the MATAS
Hopscotch technique with gain scores 15.57. The Analysis of Covariance
(ANCOVA) revealed the pupils who were exposed to the use of MATAS
Hopscotch achieved significantly better scores as compared with those who
were taught using the traditional method. The Two-way ANOVA also showed
there were interactions between pupils with different ability. The study also
revealed the treatment maintained gains after 8 weeks.
The study described types of error made by the pupils in solving the
subtraction of fractions. The findings in the pre-test showed both groups
made whole number concept errors, directions errors and careless errors.
However, in the post-test, the experimental group made only careless errors
while the control group made whole number concept errors, directions errors
and careless errors. The average and low abilities pupils in the experimental
group made only careless errors. The average ability pupils in the control
group made directions errors and careless errors while the low ability pupils
in the control group made whole number concept errors, directions errors and
careless errors. Further, pupils in the experimental group showed a positive attitude towards the MATAS Hopscotch technique. Both the average ability
and low ability pupils in the experimental group also showed a positive
attitude towards the technique. Hence, we can conclude that MATAS
Hopscotch technique was effective in improving pupils’ performances. |
|---|