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A metacognitive-heuristic approach to help low attainers in ratio word problems
Author
Yap, Joanne Qian Hui
Supervisor
Kaur, Berinderjeet
Abstract
The main purpose of the study was to understand the difficulties faced by an intact class of low attainers in ratio word problems and to help them solve ratio word problems correctly with confidence. A metacognitive-heuristic approach was used to achieve this.
The two research questions that guided the study were:
RQ1. What are the difficulties faced by low attainers in their solving of ratio word problems?
RQ2. Did a metacognitive-heuristic approach enable low attainers to understand and solve ratio word problems correctly with confidence?
The study design included a Pre-Intervention Test, Pre-Intervention Interview, Intervention, Post-Intervention Test, Post-Intervention Interview and Delayed Post-Intervention Test. Both quantitative (test results) and qualitative (interview findings) data were collected in the process to address the two research questions.
The participants first sat for a Pre-Intervention Test before a one-to-one Pre-Intervention Interview was carried out to find out the difficulties these participants faced in the Pre-Intervention Test. The findings will inform the researcher-practitioner so that the Intervention can be tailored to meet participants’ needs.
The Intervention included four one-hour classroom lessons on five different types of ratio word problems with the use of a metacognitive-heuristic approach developed by the researcher-practitioner. The metacognitive-heuristic approach was used to solve all ratio types of ratio word problems during the Intervention.
After the Intervention, a Post-Intervention Test which was parallel to the Pre-Intervention Test was conducted to see the effectiveness of the metacognitive-heuristic approach in helping the participants solve ratio word problems correctly. Following that, a one-to-one Post-Intervention Interview was carried out to find out participants’ perception and affect towards ratio word problems before and after the introduction of the metacognitive-heuristic approach. A Delayed Post-Intervention Test which was parallel to both previous tests was also conducted to find out if participants have retained their learning.
The analysis of the data (test scores and interview findings) have shown that the metacognitive-heuristic approach was effective in helping participants solve ratio word problems correctly and with confidence.
Some of the limitations include implementation constraints, small sample size and selective marking. As the study was conducted as part of an after-examination programme, it was difficult to conduct it in a well-spaced manner. The sample size of the study was eleven and results might not be conclusive for the larger population. However, the intent was to help this specific group of participants and the class has to be kept intact. Also, participants were not penalised for inaccuracy as long as they showed conceptual understanding.
The two research questions that guided the study were:
RQ1. What are the difficulties faced by low attainers in their solving of ratio word problems?
RQ2. Did a metacognitive-heuristic approach enable low attainers to understand and solve ratio word problems correctly with confidence?
The study design included a Pre-Intervention Test, Pre-Intervention Interview, Intervention, Post-Intervention Test, Post-Intervention Interview and Delayed Post-Intervention Test. Both quantitative (test results) and qualitative (interview findings) data were collected in the process to address the two research questions.
The participants first sat for a Pre-Intervention Test before a one-to-one Pre-Intervention Interview was carried out to find out the difficulties these participants faced in the Pre-Intervention Test. The findings will inform the researcher-practitioner so that the Intervention can be tailored to meet participants’ needs.
The Intervention included four one-hour classroom lessons on five different types of ratio word problems with the use of a metacognitive-heuristic approach developed by the researcher-practitioner. The metacognitive-heuristic approach was used to solve all ratio types of ratio word problems during the Intervention.
After the Intervention, a Post-Intervention Test which was parallel to the Pre-Intervention Test was conducted to see the effectiveness of the metacognitive-heuristic approach in helping the participants solve ratio word problems correctly. Following that, a one-to-one Post-Intervention Interview was carried out to find out participants’ perception and affect towards ratio word problems before and after the introduction of the metacognitive-heuristic approach. A Delayed Post-Intervention Test which was parallel to both previous tests was also conducted to find out if participants have retained their learning.
The analysis of the data (test scores and interview findings) have shown that the metacognitive-heuristic approach was effective in helping participants solve ratio word problems correctly and with confidence.
Some of the limitations include implementation constraints, small sample size and selective marking. As the study was conducted as part of an after-examination programme, it was difficult to conduct it in a well-spaced manner. The sample size of the study was eleven and results might not be conclusive for the larger population. However, the intent was to help this specific group of participants and the class has to be kept intact. Also, participants were not penalised for inaccuracy as long as they showed conceptual understanding.
Date Issued
2016
Call Number
QA63 Yap
Date Submitted
2016