Effectiveness of using scratch® in enhancing word problem solving achievement in basic arithmetic among year two pupils / Usha Thangamani
Teaching and learning of primary and secondary Mathematics in Malaysia wields problem solving as the central theme and fundamental emphasis in the curriculum content. However, problem solving which allows pupils to think critically, analytically and logically often viewed as complex mathematics area...
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| Format: | Thesis |
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2020
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| Online Access: | http://studentsrepo.um.edu.my/15236/2/Usha_Thangamani.pdf http://studentsrepo.um.edu.my/15236/1/Usha_Thangamani.pdf http://studentsrepo.um.edu.my/15236/ |
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| Summary: | Teaching and learning of primary and secondary Mathematics in Malaysia wields problem solving as the central theme and fundamental emphasis in the curriculum content. However, problem solving which allows pupils to think critically, analytically and logically often viewed as complex mathematics area since it obliges knowledge of number sense and basic arithmetic operations and language skill. The purpose of this study is to determine the effect of using Scratch in enhancing word problem solving achievement in basic arithmetic among year two pupils. A total of 60 year two mixed ability pupils from a government primary school in Bangsar district were chosen as respondent of this quasi experimental study by convenience sampling. The experimental group (N=30) was subjected to lessons designed with Scratch while the control group (N=30) was subjected to lessons using the traditional method without Scratch. To answer the research questions, this study implemented a quantitative data collection method namely pre-test and post-test. Pupils’ achievement in solving word problems in basic arithmetic is analysed inferentially. Significant difference between pre-test and post-test of the experimental group year two pupils’ achievement in solving word problems in basic arithmetic is measured using paired samples t-test while significant difference in year two pupils’ achievement in solving word problems in basic arithmetic in post-test between the experimental and control group before and after the intervention is measured using independent samples t-test. Results of the paired samples t-test (M = -30.80, SD = 9.77), t (29) = -17.27, p < .001 revealed that there is a significant increase in the achievement of experimental group in solving word problems in basic arithmetic. Moreover, results of independent sample t-test (M =27.092), t (59) = 6.32, p < .05 indicated that there is a significant difference in posttest between the experimental and control group. These findings point out that the use of Scratch enhanced the pupils’ achievement in solving word problems in basic arithmetic.
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