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Enhancing manipulation of algebraic equation through Balance Method
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Abstract:
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.
Description:
Date:
2018
Authors:
D N B Pg Badaruddin
K A Tengah
R C I Prahmana
Publisher:
Sultan Hassanal Bolkiah Institute of Education (SHBIE)
