Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 2 (2024)

Impact of Intervention on Students’ Mastery Level and Analysis of Misconceptions in Operations on Integers

Nurul Ain J Harun | Kyrille Grace A Cuevas | Lorence James D.S Sagdi | Ailinda A Sapilin | Nurmina Y Nasilon | Misra Kadil | Jayson V. Alviar | Leo Jay V. Solon

 

Abstract:

One of the fundamental mathematics concepts expected of a high school student to master is integers. However, many students exhibit misconceptions in operating integers which affect their performance as they advanced to the higher level of mathematics. The purpose of this study is to determine the impact of the intervention on students’ mastery level and analyze the misconceptions in operations on integers. In this study, a quasi-experimental one-group pretest-post-test design was employed. A total of fifty-six (56) grade 7 students were conveniently chosen of which twenty-six (26) were males and thirty (30) were females. Among these, twenty-nine (29) students belonged to Grade 7A, and twenty-seven (27) students belonged to Grade 7B. The data collected were analyzed using JAMOVI, an open statistical software. The Mean Percentage Score (MPS) was calculated to determine the mastery level exhibited by the students. Results revealed significant increase in the mastery level of grade 7 students after the intervention. In addition, there were no significant differences in the mastery level of the students in terms of the gender and section. Although the mastery level of the students improved, there were recurring misconceptions observed after the intervention. The researchers suggest further study evaluating the benefits of intervention in addressing the students' misconceptions in the four fundamental operations on integers.



References:

  1. Ajai, J. T., & Imoko, B. I. (2015). Gender differences in mathematics achievement and retention scores: a case problem-based learning method. International Journal of Research in Education and Science, 1(1), 45-50.
  2. Ali Mohamed Khair, T., Khairani, A., & Elrofai, T. (2012). Level of students' achievement in mathematics at the end of elementary education in Yemen. US-China Education Review, 588-593.
  3. Aqazade, M., Bofferding, L., & Farmer, S. (2017). Learning integer addition: Is later better? International Group for the Psychology of Mathematics Education, 219-226.
  4. Bernido, R. B. (2023). Use of Strategic Intervention Material (SIM) in adding integers: An action research. 1-10. Retrieved from https://ssrn.com/abstract=4426854
  5. Bofferding, L. (2012). Transitioning from whole numbers to integers. International Group for the Psychology of Mathematics Education, 935-942.
  6. Bofferding, L., & Richardson, S. (2013). Investigating integer addition and subtraction: a task analysis. International Group for the Psychology of Mathematics Education, 111-118.
  7. Bolyard, J., & Moyer-Packenham, P. S. (2012). Making sense of integer arithmetic: The effect of using virtual manipulatives on students' representational fluency. 31(2), 93-113.
  8. Choueiry, G. (2019). One-Group Pretest-Posttest Design: An Introduction. Retrieved from Quantifying Health: https://quantifyinghealth.com/one-group-pretest-posttest-design/
  9. Cresswell, J. W., & Cresswell, J. D. (2018). Research designs: Qualitative, quantitative, and mixed methods approaches (Fifth ed.). SAGE Publications Inc.
  10. Fadillah, S., & Susiaty, U. (2019). Developing refutation text to resolve students' misconceptions in addition and subtraction of integers. Beta: Jurnal Tadris Matematika, 12(1), 14-25. doi:10.20414/betajtm.v12il.160
  11. Fuadiah, N., Suryadi, D., & Turmudi. (2019). Teaching and learning activities in classroom and their impact on student misunderstanding: a case study on negative integers. International Journal of Instruction, 12(1), 407-424. Retrieved from https://doi.org/10.29333/iji.2019.12127a
  12. Haji Ismail, N., Shahrill, M., & Asamoah, D. (2023). Learning through virtual manipulatives: Investigating the impact of Gizmos-based lessons on students' performance in integers. Contemporary Mathematics and Science Education, 4(1), 1-12. Retrieved from https://doi.org/10.30935/conmaths/12875
  13. Jitendra, K., & Griffin, P. (2013). A comparison of two instructional approaches for reducing misconceptions in integer subtraction. Journal of Educational Psychology Research, 32(2), 227-244.
  14. Khalid, M., & Embong, Z. (2019). Sources and possible causes of errors and misconceptions in operations of integers. International Electronic Journal of Mathematics Education, 15(2). Retrieved from https://doi.org/10.29333/iejme/6265
  15. Kyavoa, M. S. (2017). Gender differences in mathematics performance at secondary school level in Kandara Sub-County, Muran'ga County, Kenya. 1-136.
  16. Layug, G. D., Velario, J. V., & Capones, J. G. (2021). Teachers' interventions in improving numeracy skills of Grade 7 students in Baguio City National High School. 4th International Conference on Advanced Research in Teaching and Education, 14-22. Retrieved from https://www.icate.org
  17. Lee, J., & Hong, Y. (2022). The impact of manipulatives on grade 7 students' understanding of integer operations. Journal of Mathematics Education, 15(2), 107-125.
  18. Lin Sen, G., Tengah, K. A., Shahrill, M., & Leong, E. (2017). Teaching and learning of integers using hands-on virtual manipulatives. Proceeding of the 3rd International Conference on Education, 1-12. doi:10.17501
  19. Makonye, J., & Fakude, J. (2016). A study of errors and misconceptions in the learning of addition and subtraction of directed numbers in grade 8. 1-10. doi:10.1177/215824401667137
  20.  Jr., R. F., Ruga, J. J., & Monserrat, N. B. (2019). Improved procedural fluency of the grade 7 students in operation on integers thru mathematics camp learning stations s.y. 2018-2019. 1-12.
  21. Press, O. U. (2023). One-Group Pretest-Posttest Design.
  22. Price, P. C., Jhangiani, R., Chiang, I.-C. A., Leighton, D. C., & Carrie, &. C. (2017). Research Methods in Psychology. Retrieved December 20, 2023, from Research Methods in Psychology: https://opentext.wsu.edu/carriecuttler/chapter/8-1-one-group-designs/
  23. , J., & Bintoro, H. (2019). Miskonsepsi Matematika Materi Bilangan Pada Mahasiswa Calon Guru Sekolah Dasar. Prosiding Seminar Nasional MIPA Kolaborasi, 1(1), 173-180.
  24. Rabab'h, B., Veloo, A., & Perumal, S. (2015). The role of difficulty and gender in numbers, algebra, geometry, and mathematics achievement. International Conference on Mathematics, Engineering and Industrial Applications, 1-8. doi:10.1063/1.4915709
  25. Rodriguez, L. (2019). Enhancing the skills in mathematical operations on integers of grade 7 students using strategic intervention materials. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2).
  26. Rubin, R., Marcelino, J., Mortel, R., & Lapinid, M. C. (2014). Activity-based teaching of integer concepts and its operations. 1-16.
  27. Sato, T., & Tanaka, H. (2023). Analysis of students' mastery level and misconceptions in integer operations in mathematics. Journal of Educational Psychology Research, 20(2), 123-137.
  28. Setyawati, R. D., & Indiati, I. (2018). Analysis of misconceptions of integers in microteaching activities. Journal of Physics: Conference Series, 1-7. doi: 10.1088/1742-6596/1013/1/012146

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic