Kesan sistem 4MAT terhadap pembelajaran topik set
| dc.contributor.author | Bee Thing, Goh | |
| dc.date.accessioned | 2016-05-03T06:53:26Z | |
| dc.date.available | 2016-05-03T06:53:26Z | |
| dc.date.issued | 1997 | |
| dc.description.abstract | This study was carried out to investigate the effect of the 4MAT System on the mathematical achievement of set theory in relation to differences in learning styles, gender, and mathematical ability, as compared to the conventional method of teaching mathematics within the context of the Malaysia secondary school system. A quasiexperimental approach involving 103 students spread over four classes was used. The experimental group consisted of two classes where the students were taught using the 4MA T System, while the other two classes served as the control group taught by the conventional method. In addition, data on students' attitude toward the the 4MA T System was collected through the administration of a questionnaire. The effect of the 4 MAT System on students' creativity in formulating questions was also observed. A question was also put forward to the students to determine their creative ability. Mathematical achievement was measured by the post-test results. The findings of this study are as follows: 1. Mathematical achievement of the students exposed to the 4MAT System surpased that taught by the conventional method. 2. There is no significant difference in the mathematical achievement among students with different learning styles where the 4MAT System is used. 3. No significant difference was observed in the mathematical achievement among students of different gender where the 4MAT System is used. 4. The 4MAT System is effective in raising the mathematical achievement of students of both high and low mathematical ability. 5. Students of low mathematical ability exhibited a more positive attitude towards the 4MAT System than students of high mathematical ability. 6. The 4MAT System helps low mathematical ability students improve their skills in fomulating mathematical questions. However there is no significant difference for students of high mathematical ability. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1996 | |
| dc.language.iso | other | en_US |
| dc.subject | Sistem 4MAT | en_US |
| dc.subject | Pembelajaran topik set | en_US |
| dc.title | Kesan sistem 4MAT terhadap pembelajaran topik set | en_US |
| dc.type | Thesis | en_US |
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