Sultan Hassanal Bolkiah Institute of Education (SHBIE)

This action research study measured the effectiveness of the Balance Method as an intervention in teaching and learning of manipulation of the algebraic equation. The lesson intervention involved twenty-five students from two Year 9 classes in one all-girls secondary school in Brunei. Data collection involved pre-test and post-test attempted by all students, followed by the interview of three selected students. Three lessons designed explicitly as the intervention in the learning of manipulation of algebraic equation, which transition from the use of manipulatives to written work, making use of Balance Method concept. Any improvement or beneficial outcome of the previous lesson was used to adapt the following experience as part of the Design Research process. A paired sample t-test revealed that there was a significant improvement in students’ performance on the topic after the intervention lesson using Balance Method. More answers that are correct were obtained when students used the Balance Method, compared to their previous failed attempts or incorrect attempts when using another method. Whereas interview revealed that whether students prefer Balance Method or others, they correctly attempted manipulation of the algebraic equation through Balance Method, particularly with equations that involved the combination of operations. It provides evidence that Balance Method should be introduced and taught as the correct concept of manipulating algebraic equation at students’ first encounter of the topic.

Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.