Results: Level of Procedural and Co

Results: Level of Procedural and Conceptual Understanding:
Seventy-seven (58.3%) students achieved a score of 7.5 to 10 and were categorized as having a high levelof procedural understanding. Meanwhile, 29 (22%) were considered average, with scores ranging from 5.3 to7.4, and 25 (18.9%) scored 2.6 to 5.2 and were considered low achievers. One (0.8%) was considered verylow, with scores from 1.1 to 2.5 out of a full score of 10 (Table 1). Only three (2.2%) students achieved ascore of 6.0 to 8.0 and were categorized as having a high level of conceptual understanding. Meanwhile, seven(5.3%) were considered average with scores ranging from 4.3 to 5.9, and 72 (54.5%) scored 2.0 to 4.2 andwere considered low achievers. Fifty (37.9%) were considered very low with scores from 1.0 to 1.9, out of a full score of 8.0.
Table 1:
Students' Level of Procedural and Conceptual Understanding.Score Level of Procedural Number in Score Level of Conceptual Number in SampleUnderstanding Sample Understanding Number7.5-10 High 77(58.3%) 6.0-8.0 High 3(2.2%)5.3-7.4 Average 29(22.0%) 4.3-5.9 Average 7(5.3%)2.6-5.2 Low 25(18.9%) 2.0-4.2 Low 72(54.5%)1.1-2.5 Very Low 1(0.8%) 1.0-1.9 Very Low 50(37.9%)
Descriptive statistics were also calculated over procedural and conceptual gains. The mean gains forprocedural items were higher than the mean gains for conceptual items. The mean difference was 0.47. Thestandard deviation for both mean gains was low, with less than +1.0 standard deviation. Thus, students gainhigher marks for factual questions rather than conceptual questions.
Table 2:
Students Procedural and Conceptual Gains.Types of Question Mean Standard DeviationProcedural Questions 0.75 0.21Conceptual Questions 0.28 0.19
Procedural and Conceptual Understanding of Students:
The second objective of this study is to investigate the students' procedural and conceptual understanding.Questions 1, 4, 6 7a), 7b), 9, 10, and 12 were analyzed to determine their procedural knowledge. Table 3shows the responses to multi-choice questions 1, 4, and 6.
Aust. J. Basic & Appl. Sci., 5(7): 684-691, 2011
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Table 3:
Responses to Multi-choice Questions.Responds Question 1 Question 4 Question 6A 14.4% 1.5% 11.4%B 3.8% 6.8% 25.0%C 2.3% 22.7% 52.3%D 79.5% 68.9% 11.4%
Question 1:
What is the value of
~
in the equation 43 =
~
- 28?For this question, the majority of students, about 79.5% (105 students) answered D) 71, which is the correctanswer, and gained a full score of 1.0. The mean score was 0.8 and its standard deviation was 0.405. The mostpopular wrong answer was A), which was chosen by 19 out of 132 students.
Question 4:
What is the rule used in the table to get the numbers in column B from the numbers in column A?The mean score was 0.69 out of a full score of 1.0 and its standard deviation was 0.465. About 68.9% (91students) gave the correct answer, which is D) Divide the number in column A by 4. The most popular wronganswer was C) Multiply the number in column A by 4, which was chosen by 30 out of 132 students.
Question 6:
Table shows values for Y = 2X + 5. Which sentence describes the change in the y values compared tothe change in the x values?About 52.3% (69 students) gave the answer C) The y values increase by 2 as the x values increase by1. The mean score was 0.52 out of a full score of 1.0. The most popular wrong answer was B), which waschosen by 33 out of 132 students.