Impact of Intervention on Students’ Mastery Level and Analysis of Misconceptions in Operations on Integers
DOI:
https://doi.org/10.11594/ijmaber.05.02.04Keywords:
Intervention, Mastery level, Misconceptions, Operations on integersAbstract
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.
Downloads
Author Biographies
-
Nurul Ain J. Harun, Senior High School Department Tairan National High School, MBHTE-Basilan, BARMM
Nurul Ain J. Harun, the lead proponent, is a Senior High School student at Tairan National High School, Ministry of Basic, Higher, and Technical Education-Basilan Schools Division, BARMM.
-
Kyrille Grace A. Cuevas, Senior High School Department Tairan National High School, MBHTE-Basilan, BARMM
Kyrille Grace A. Cuevas is a Senior High School student at Tairan National High School, MBHTE-Basilan, BARMM.
-
Lorence James D.S. Sagdi, Senior High School Department Tairan National High School, MBHTE-Basilan, BARMM
Lorence James D.S. Sagdi is a senior high school student at Tairan National High School, MBHTE-Basilan, BARMM.
-
Ailinda A. Sapilin, Senior High School Department Tairan National High School, MBHTE-Basilan, BARMM
Ailinda A. Sapilin is a senior high school student at Tairan National High School, MBHTE-Basilan, BARMM.
-
Nurmina Y. Nasilon, Senior High School Department Tairan National High School, MBHTE-Basilan, BARMM
Nurmina Y. Nasilon is a senior high school student at Tairan National High School, MBHTE-Basilan, BARMM.
-
Misra Kadil, Senior High School Department Tairan National High School, MBHTE-Basilan, BARMM
Misra Kadil is a senior high school student at Tairan National High School, MBHTE-Basilan, BARMM.
-
Jayson V. Alviar, Ministry of Basic, Higher, and Technical Education-Basilan Schools Division-Tairan National High School
Jayson Virtucio Alviar is currently a PhD student at the University of the Philippines Open University under the Mathematics Education Program. He earned his Bachelor of Secondary Education and his Master of Arts in Education major in Mathematics at Western Mindanao State University in 2016 and 2022, respectively. At present, he is a Senior High School and Research Coordinator at Tairan National High School, Ministry of Basic, Higher, and Technical Education (MBHTE) – Basilan Schools Division. His research interests include technology-enhanced mathematics teaching, flipped classroom, classroom response system, philosophy, theory, and history of mathematics education.
-
Leo Jay V. Solon, Ministry of Basic, Higher, and Technical Education-Basilan Schools Division-Tairan National High School
Leo Jay V. Solon is a math faculty member at Tairan National High School, MBHTE-Basilan, BARMM. His research interests include flipped classroom and ICT-related research in mathematics education.
References
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.
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.
Aqazade, M., Bofferding, L., & Farmer, S. (2017). Learning integer addition: Is later better? International Group for the Psychology of Mathematics Education, 219-226.
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
Bofferding, L. (2012). Transitioning from whole numbers to integers. International Group for the Psychology of Mathematics Education, 935-942.
Bofferding, L., & Richardson, S. (2013). Investigating integer addition and subtraction: a task analysis. International Group for the Psychology of Mathematics Education, 111-118.
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.
Choueiry, G. (2019). One-Group Pretest-Posttest Design: An Introduction. Retrieved from Quantifying Health: https://quantifyinghealth.com/one-group-pretest-posttest-design/
Cresswell, J. W., & Cresswell, J. D. (2018). Research designs: Qualitative, quantitative, and mixed methods approaches (Fifth ed.). SAGE Publications Inc.
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
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
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
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.
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
Kyavoa, M. S. (2017). Gender differences in mathematics performance at secondary school level in Kandara Sub-County, Muran'ga County, Kenya. 1-136.
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
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.
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
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
Palisoc 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.
Press, O. U. (2023). One-Group Pretest-Posttest Design.
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/
Purwaningrum, J., & Bintoro, H. (2019). Miskonsepsi Matematika Materi Bilangan Pada Mahasiswa Calon Guru Sekolah Dasar. Prosiding Seminar Nasional MIPA Kolaborasi, 1(1), 173-180.
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
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).
Rubin, R., Marcelino, J., Mortel, R., & Lapinid, M. C. (2014). Activity-based teaching of integer concepts and its operations. 1-16.
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.
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
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
