Development and effectiveness of I-Algebra module towards Malaysian year five pupils achievement and motivation

S.W. Sathiyan Mooruthy S/O Subramaniam

Development and effectiveness of I-Algebra module towards Malaysian year five pupils achievement and motivation

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General Information

Title

Development and effectiveness of I-Algebra module towards Malaysian year five pupils achievement and motivation

Type

Article

Main Author

S.W. Sathiyan Mooruthy S/O Subramaniam

Additional Authors

Norazman Arbin
Mazlini Adnan

Subject

QA Mathematics
LB1501 Primary Education

Language Code

eng

Bibliographic Details

Place of Production

Tanjong Malim

Publisher

Fakulti Sains dan Matematik

Year of publication

2023

Degree Type

Not related

Corporate Name

Universiti Pendidikan Sultan Idris

Abstract

This study aims to develop and evaluate the effectiveness of the I-Algebra module, which employed the Normative Algebra Strategy (NAS). The development of the module was based on the adaptation of the Sidek model. The study also analyses the effect of the module on year five pupils' achievement and motivation. Quantitative approaches with the quasi-experimental design used for this study. Module was developed based the two phases stated in Sidek model, first phase is the draft phase of the module and the second phase is the phase that tries and evaluates the module. The module was evaluated by a panel of three experts to determine the content validity of the module. To determine the reliability and effectiveness of I-Algebra module, a pilot study was conducted which involved 30 year five pupils. The respondents were chosen using cluster sampling methods where they were divided equally into the treatment and the control groups. Data were analysed using SPSS software version 25 for inferential analysis, which involved the independent sample t-test and paired sample t-test. The findings showed I-Algebra teaching module had the values of Cohen's Kappa 0.86 and Cronbach Alpha 0.95. The comparison of mean scores for the control group and treatment group showed a significant improvement in post-test but the mean scores for the treatment group were higher. All the treatment group pupils had a high level of intrinsic motivation after the post-experiment. In a conclusion, the validity content and reliability of the I-Algebra teaching module are satisfactory and high respectively, and this module can have a positive impact in terms of achievement and motivation. The use of the I-Algebra teaching module implies the improvement of pupils' learning on the selected topics. As an implication, this study provides new ideas, guidance and information to teachers, especially Mathematics teachers. I-Algebra teaching module can help the pupils to master the selected topics more effectively. Keywords: I-Algebra, Normative Algebra Strategy, pre-test, post-test, intrinsic motivation.

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