Development and Evaluation of Students’ Mathematics Achievement Model through Structural Equation Modelling
Zulkifley Mohamed1, Rosmah Ramli2, Abu Kassim Ali Musa3, Nor Hashimah Abu Bakar4, Faiz Zulkifli5
1Zulkifley Mohamed, Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia.
2Rosmah Ramli, Department of Mathematics, IPG Ipoh Campus, Hulu Kinta, Perak, Malaysia.
3Abu Kassim Ali Musa, Department of Educational Technology, IPG Ipoh Campus, Hulu Kinta, Perak, Malaysia.
4Nor Hashimah Abu Bakar, Department of Mathematics, IPG Ipoh Campus, Hulu Kinta, Perak, Malaysia.
5Faiz Zulkifli, Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Perak Branch, Tapah Campus, TapahRoad, Perak, Malaysia.
Manuscript received on 10 December 2019 | Revised Manuscript received on 23 December 2019 | Manuscript Published on 31 December 2019 | PP: 680-685 | Volume-8 Issue-12S2 October 2019 | Retrieval Number: L111810812S219/2019©BEIESP | DOI: 10.35940/ijitee.L1118.10812S219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The used of teaching kit among teachers plays an important role in enhancing student performance, especially for the primary students. The study aimed at developing and evaluating students’ mathematics achievement model which consists of mathematical process skills, teaching kit and mathematics achievement latent variables of Year Three Primary School Students. Cluster random sampling was used to select 98 students from 15 schools in the North Kinta District in Perak, Malaysia. Mathematics teachers from each school were trained by researchers in the workshop in utilization of teaching kit. The Partial Least Squares approach in Structural Equation Modelling (PLS-SEM) was utilized in developing and evaluating the model as the size of the sample was too small. The study indicates that there was significant relationship between mathematical process skills, teaching kit and mathematics achievement latent variables in the developed model. Apart of mathematical process skills, teaching kit also a significant contribution factor to students’ mathematics achievement in the structural model. The study also showed that the mathematical process skills was attributed by teaching kit. In conclusion, this study had successfully developed and evaluated students’ achievement model based on mathematical process skills and the utilization of teaching kit. This study implied that apart from others factor, mathematical process skills and utilization of teaching kit are also contributing a different perspective to the process of students’ learning and achievements.
Keywords: Mathematical Process Skills, PLS-SEM, Students’ Mathematics Achievement, Teaching Kit.
Scope of the Article: Applied Mathematics and Mechanics