UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This study aims to develop and determine the effectiveness of the Fraction Slider in improving the
performance of Year 5 students in solving Higher Order Thinking Skills (HOTS) addition and
subtraction of fraction word problems. This study also aims to determine the effective problem
solving strategy using the Fraction Slider. This study employed the design and development
research (DDR) with a combination of quantitative and qualitative approach. In this study, DDR
is limited to two phases; (1) Design and Development and (2) Evaluation. The first phase involved
design and development of Fraction Slider using ADDIE Model. Three panel of experts were involved
to validate the Fraction Slider using the expert opinion questionnaire. The percentage of experts’
agreement obtained was 87.9%. For the aspect of reliability, the Fraction Slider was used in
teaching and learning for 27 students. Analysis of Cronbach alpha coefficient was calculated and
obtained 0.82. The second phase employed a quasi- experimental design. It consists of 23 students
for the control group and 25 students for the treatment group. The quantitative data was collected
through pre-test and post-test. The study used Mann-Whitney test to show the significant difference
between groups. The result showed that there is no differences between the control and treatment
group in pre-test scores. There is a significant difference in the post- test between the two
groups. Wilcoxon Signed Rank Test was used to compare the two related samples. This study revealed
that there is no significant differences between the pre and post-test scores in solving the
addition and subtraction of fractions in the control group. Next, there is a significant difference
before and after being taught using the Fraction Slider for the treatment group. Qualitative
descriptive research method was used to identify the problem solving strategy used by the students
in solving word problems using the Fraction Slider. Qualitative data was collected via script
analysis and task based interview. This study identified the Fraction Slider strategy to solve word
problems effectively which was built upon existing idea of Polya’s Model. In conclusion, the use of
Fraction Slider strategy in teaching and learning HOTS Fraction word problem solving can
significantly improve students’ performance. Accordingly, the Fraction Slider strategy is expected
to assist teachers in enhancing the effectiveness of teaching and learning of word problems and
help the students to acquire word problem solving skills.
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