Knowledge States Of Primary Pupils On The Topic Of Time Involving Dates

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Date
2017-01
Authors
Tan, Phei Ling
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Publisher
Universiti Sains Malaysia
Abstract
Knowledge state is a state of knowledge, specifying pupils’ level of mastery and informing their strengths and weaknesses in the tested domain. This study has three objectives: (1) to identify knowledge states of primary pupils in the topic of “Time” involving dates; (2) to compare the knowledge states of primary pupils across the three types of primary schools; and (3) to identify the types of errors made by pupils diagnosed with the most common knowledge state of each cognitive model. Survey research design was used in this study to gauge the knowledge states of the pupils. The instrument used in this study was a Cognitive Diagnostic Assessment (CDA) which measured four concepts: (1) concept of ‘after’; (2) concept of ‘before’; (3) duration of two inclusive dates; and (4) leap year. The CDA was designed by a group of six experienced teachers and was administered to 544 Grade Six pupils from three types of primary schools, i.e. National School (SK), Chinese Vernacular School (SJKC) and Tamil Vernacular School (SJKT). The result showed that pupils possessed different types of knowledge states indicating the mastery level of the pupils for the attributes measured in each cognitive model. There were 18 knowledge states diagnosed in concept of ‘after’; 14 knowledge states were diagnosed in concept of ‘before’; 12 knowledge states were diagnosed in concept of duration of two inclusive dates and five knowledge states were diagnosed in concept of leap year. Concept of duration of two inclusive dates was the most difficult concept for the pupils as majority of the pupils showed non-mastery for the attributes tested in this cognitive model.
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Keywords
Knowledge states of primary pupils on the , topic of time involving dates
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