Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms
<p>The purpose of this study is to design and develop the Basic Arithmetic Skills (BAS)</p><p>Module for pupils with dyscalculia symptoms. BAS Module was designed and</p><p>developed based on ADDIE Model. Five phases in ADDIE Mode...
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QA Mathematics Yoong, Soo May Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms |
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<p>The purpose of this study is to design and develop the Basic Arithmetic Skills (BAS)</p><p>Module for pupils with dyscalculia symptoms. BAS Module was designed and</p><p>developed based on ADDIE Model. Five phases in ADDIE Model are analysis, design,</p><p>development, implementation, and evaluation. The objectives of this study are to</p><p>identify the needs and activities in BAS Module, to measure the validity, reliability and</p><p>effectiveness of BAS Module. Quantitative approaches with quasi-experimental design</p><p>were applied. Four instruments were needs analysis instrument, content assessment</p><p>instrument for BAS Module, pre-test and post-test, and BAS Module. 384 Mathematics</p><p>teachers were selected using random cluster sampling, whereas 120 pupils with</p><p>dyscalculia symptoms were chosen using purposive sampling. The pupils were divided</p><p>into treatment group (N = 61) and control group (N = 59). The results of needs analysis</p><p>survey showed that there was a need to design and develop a module (M = 4.02, SD =</p><p>0.84). BAS Module achieved high validity (content validity coefficient = 0.88) and</p><p>reliability (p < 0.001, r = 0.602). Dependent t-test showed that there was a significant</p><p>increase in the achievement of treatment group from pre-test (M = 26.69, SD = 22.513)</p><p>to post-test (M = 42.64, SD = 26.058), t(60) = -6.194, p < 0.001. The independent t-test</p><p>showed that the achievement in post-test of treatment group (M = 42.64, SD = 26.058)</p><p>is higher than the post-test of control group (M = 28.20, SD = 22.809), t(118) = -3.225,</p><p>p = 0.002. In conclusion, a module specifically for pupils with dyscalculia symptoms</p><p>has been successfully designed and developed. BAS Module is effective in improving</p><p>the basic arithmetic skills among pupils with dyscalculia symptoms. This study</p><p>implicated that BAS Module should be applied to the pupils with dyscalculia symptoms</p><p>in Malaysia to improve their basic arithmetic skills.</p> |
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Yoong, Soo May |
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Yoong, Soo May |
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Yoong, Soo May |
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Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms |
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Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms |
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Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms |
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Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms |
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Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms |
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design and development of basic arithmetic skills (bas) module for pupils with dyscalculia symptoms |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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oai:ir.upsi.edu.my:102142024-05-21 Design and development of Basic Arithmetic Skills (BAS) module for pupils with dyscalculia symptoms 2023 Yoong, Soo May QA Mathematics <p>The purpose of this study is to design and develop the Basic Arithmetic Skills (BAS)</p><p>Module for pupils with dyscalculia symptoms. BAS Module was designed and</p><p>developed based on ADDIE Model. Five phases in ADDIE Model are analysis, design,</p><p>development, implementation, and evaluation. The objectives of this study are to</p><p>identify the needs and activities in BAS Module, to measure the validity, reliability and</p><p>effectiveness of BAS Module. Quantitative approaches with quasi-experimental design</p><p>were applied. Four instruments were needs analysis instrument, content assessment</p><p>instrument for BAS Module, pre-test and post-test, and BAS Module. 384 Mathematics</p><p>teachers were selected using random cluster sampling, whereas 120 pupils with</p><p>dyscalculia symptoms were chosen using purposive sampling. The pupils were divided</p><p>into treatment group (N = 61) and control group (N = 59). The results of needs analysis</p><p>survey showed that there was a need to design and develop a module (M = 4.02, SD =</p><p>0.84). BAS Module achieved high validity (content validity coefficient = 0.88) and</p><p>reliability (p < 0.001, r = 0.602). Dependent t-test showed that there was a significant</p><p>increase in the achievement of treatment group from pre-test (M = 26.69, SD = 22.513)</p><p>to post-test (M = 42.64, SD = 26.058), t(60) = -6.194, p < 0.001. The independent t-test</p><p>showed that the achievement in post-test of treatment group (M = 42.64, SD = 26.058)</p><p>is higher than the post-test of control group (M = 28.20, SD = 22.809), t(118) = -3.225,</p><p>p = 0.002. In conclusion, a module specifically for pupils with dyscalculia symptoms</p><p>has been successfully designed and developed. BAS Module is effective in improving</p><p>the basic arithmetic skills among pupils with dyscalculia symptoms. This study</p><p>implicated that BAS Module should be applied to the pupils with dyscalculia symptoms</p><p>in Malaysia to improve their basic arithmetic skills.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10214 https://ir.upsi.edu.my/detailsg.php?det=10214 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abdou, R. M., Hamouda, N. H., & Fawzy, A. M. (2020). Validity and reliability of the Arabic dyscalculia test in diagnosing Egyptian dyscalculic school-age children. 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