PROBLEMS IN BASIC OPERATIONAL

CONCEPT OF NUMBERS AMONGST LOW

ACHIEVERS IN KPM AND IKM
GROUP MEMBERS:

RIRIN AGUSTINA BT ASJHAD ZAENIE
AYUNI MARNI BT ABDUL MANAP
NURUL AIDHA BT MOHD TARIMIZI
WAN NUR QALBI BT WAN ABDUL RAZAK
MUNIRA BT MOHAMED



Background of study
Involved students in KPM and IKM from
various backgrounds and ages.
Have low academic performance with minimal
requirement for enrolment.
This action research will explore and expose
these students performance and to offer an
alternative to assist this issue if the
intervention succeeded.




Problem Statement
Problem
Statement
Target Group
Low Achiever
in KPMSI
Low Achiever
in IKMSP
Problem
Low
Comprehension
on Basic
Operational
Concept of
Numbers
- Handy man
- Consider
Mathematics as
enemies
Factors of
Problem
Analisis Kesilapan
Ungkapan Algebra
Pelajar Ting. 4
(Fahmi and
Marlina,2007)
Pedagogical
Aspect
Cognitive
Aspect
Research Objectives
Students will be able to:

a) distinguish the positive and negative numbers
b) compute addition and subtraction of numbers
c) solve the application of mathematics problems
related to basic operational concept of
numbers
Research Questions
What is the initial evaluation of
students achievement before the
SHOP MANIA activity being
intervenes?
RQ1
Is there any differences between the initial
evaluation and the second evaluation of the
students achievement after the SHOP MANIA
activity being intervenes?
RQ2
Literature Review
Review
Method of Data Collection
PRE-
TEST
SHOP
MANIA
POST-
TEST
Action Plan
Data Collection Procedures and time frame
total of 150 students will be chosen.
one week to perform the evaluation of the pre-
test.
preparing instruments for intervention project 2
weeks after the pre-test.
allocation of time frame for this intervention is
two weeks.
Post - test needs to be carried out as soon as
possible as to check the effectiveness of the
intervention.


Analysis Plan
For this action research, the analysis involves
the pre-test and the post-test only.
Researchers will use Microsoft Excel to
perform the analysis of the students result for
both tests.
Percentages of every grade obtained and also
bar charts as to give a clearer picture of the
findings.

Findings

Outcomes graphically of results for both pre-
test and the post-test.


MARKS
PRE-TEST
(# of students)
%
POST-TEST
(# of students)
%
<5 88 45.4 2 1.0
6-7 49 25.3 8 4.1
8-9 39 20.1 41 21.1
10 (Full) 18 9.3 143 73.7
Total: 194 194
outcomes graphically of results for both pre-test and the post-test for further discussions.
Bar Chart
0
20
40
60
80
100
120
140
160
<5 6-7 marks 8-9 marks full (10)
# OF
RESPONDENTS
MARKS
RESULTS OF PRE & POST TEST
PRE
POST

Statistics
STATISTICS PRE-TEST (10 marks) POST-TEST (10 marks)
MIN 2 5
MAX 10 10
MEAN 6.1 8.7
MEDIAN 6 9.5
MODE 5 10
Based on our findings, we find out that completing the
intervention, percentages of student manage to understand
basic operational of numbers increased rapidly from 9.3 %
to 73.7%.

Conclusion
SHOPMANIA is one of the effective ways in
helping the students to enhance their level of
comprehension and build a strong basis in
mathematics.
Highly recommended to be continued for the
two centres which are KPMSI and IKMSP.
Suitable to apply for primary and secondary
school level.

References
Cottrill J. ( 2003 ). An Overview of Theories of Learning in Mathematics Education Research.
Azrul Fahmi bin Ismail & Marlina binti Ali. (2007). Analisis kesilapan dalam tajuk Ungkapan
Algebra di kalangan pelajar tingkatan empat.
Azizi Hj. Yahaya & Elanggovan A/L M. Savarimuthu. Kepentingan kefahaman konsep dalam
matematik.
Hanson R. (2006). Collaborative Learning & Peer Reviews in Special Education Action
Research.
Dillenbourg P. (1999) What do yuo mean by collaborative leraning?. In P. Dillenbourg (Ed).
Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier
Dubinsky, E. (1991). Reective abstraction in advanced mathematical thinking. In D. Tall (Ed.),
Advanced mathematical thinking (pp. 231250). Dordrecht, The Netherlands:Kluwer.
Thompson, P. W. (1994a). Images of rate and operational understanding of the fundamental
theorem of calculus. Educational Studies in Mathematics, 26, 229274.
Khamsan Omar (1999). Kesukaran Pelajar Tingkatan Dua Menguasai Tajuk Nombor
Negatif. Universiti Teknologi Malaysia. Tesis Sarjana Muda.
Saripah Latipah Syed Jaapar (2000). Satu Tinjauan Tentang Kefahaman Konsep
Ungkapan Algebra Pelajar Tingkatan Dua dan Pola Kesilapan Yang Dilakukan.
Universiti Teknologi Malaysia. Sarjana Muda.