Development and the effectiveness of using fraction slider in solving higher order thinking skills word problems
<p>This study aims to develop and determine the effectiveness of the Fraction Slider in improving the</p><p>performance of Year 5 students in solving Higher Order Thinking Skills (HOTS) addition and</p><p>subtraction of fraction w...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=7642 |
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| Summary: | <p>This study aims to develop and determine the effectiveness of the Fraction Slider in improving the</p><p>performance of Year 5 students in solving Higher Order Thinking Skills (HOTS) addition and</p><p>subtraction of fraction word problems. This study also aims to determine the effective problem</p><p>solving strategy using the Fraction Slider. This study employed the design and development</p><p>research (DDR) with a combination of quantitative and qualitative approach. In this study, DDR</p><p>is limited to two phases; (1) Design and Development and (2) Evaluation. The first phase involved</p><p>design and development of Fraction Slider using ADDIE Model. Three panel of experts were involved</p><p>to validate the Fraction Slider using the expert opinion questionnaire. The percentage of experts</p><p>agreement obtained was 87.9%. For the aspect of reliability, the Fraction Slider was used in</p><p>teaching and learning for 27 students. Analysis of Cronbach alpha coefficient was calculated and</p><p>obtained 0.82. The second phase employed a quasi- experimental design. It consists of 23 students</p><p>for the control group and 25 students for the treatment group. The quantitative data was collected</p><p>through pre-test and post-test. The study used Mann-Whitney test to show the significant difference</p><p>between groups. The result showed that there is no differences between the control and treatment</p><p>group in pre-test scores. There is a significant difference in the post- test between the two</p><p>groups. Wilcoxon Signed Rank Test was used to compare the two related samples. This study revealed</p><p>that there is no significant differences between the pre and post-test scores in solving the</p><p>addition and subtraction of fractions in the control group. Next, there is a significant difference</p><p>before and after being taught using the Fraction Slider for the treatment group. Qualitative</p><p>descriptive research method was used to identify the problem solving strategy used by the students</p><p>in solving word problems using the Fraction Slider. Qualitative data was collected via script</p><p>analysis and task based interview. This study identified the Fraction Slider strategy to solve word</p><p>problems effectively which was built upon existing idea of Polyas Model. In conclusion, the use of</p><p>Fraction Slider strategy in teaching and learning HOTS Fraction word problem solving can</p><p>significantly improve students performance. Accordingly, the Fraction Slider strategy is expected</p><p>to assist teachers in enhancing the effectiveness of teaching and learning of word problems and</p><p>help the students to acquire word problem solving skills.</p><p></p> |
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