Knowledge States Of Primary Pupils On The Topic Of Time Involving Dates
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Date
2017-01
Authors
Tan, Phei Ling
Journal Title
Journal ISSN
Volume Title
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