A CASE STUDY TO IDENTIFY LEVEL OF

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A CASE STUDY TO IDENTIFY LEVEL OF NUMERACY COMPETENCE AMONG HIGH ACHIEVERS Zuriati Sabidin1*, Zaleha Ismail2, Zaidatun Tasir3 and Mohd Nihra Haruzuan Mohamad Said4 1, 2, 3, 4

Department of Educational Science, Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia, MALAYSIA.

E-mail:[email protected], [email protected], [email protected], [email protected] Abstract This research intended to study on the level of numeracy competency among high achievers in lower secondary school. Stratified sampling technique was used in order to get 209 respondents participated in this study involving 4 secondary schools from 3 districts in Pahang. The research was done using the quantitative method in the form of a crosssectional survey. Numeracy test was employed to determined students’ ability to apply mathematical knowledge and skills in solving problems in the field of Numeracy through four topics which were Number, Measurement, Geometry and Statistics. The students were categorized into five numeracy levels based on their achievement for the test. Data in the forms of frequency, mean, and percentage were presented using graphs and tables. Research findings showed that most students were in moderate level 3 to level 1 of numeracy competence. At this level, they had basic knowledge on processes, materials and terminologies. They had some direct skills to complete simple tasks by using few nonroutine elements. Keywords: Numeracy competence, mathematics, lower secondary school, numeracy categories. Introduction The basic core of Mathematics’ aimed is to build the understanding and competence of students on a number of basic skills and concepts in math, easy to understand mathematical ideas and mathematical skills and be able to apply knowledge of mathematics effectively and responsibly in everyday life situation (Ministry of Education, 2011a). Numeracy is not only related to the efficiency of the basic number skills, but it involves understanding the relationship between the numerical and graphical information, draw conclusions, find solutions, make deduction and induction. (Curriculum Development Centre, 2010). This is consistent with the skills of students who scored well in all subjects, think critically and declared the issue was more prominently. Factors contributing to the decline of student attainment in numeracy is the inability to accept subject being taught, especially in numeracy. In 2009, nearly 32,000 primary’s students did not understand numeracy (Ministry of Education, 2009). Next, the initial screening of Year One pupils numeracy implemented by the Ministry of Education found that only 46% of students passed the numeracy test (Rahaimah et al., 2013). The results showed that students did not dominate the headlines appearing in numeracy. With this basic understanding of

numeracy should be emphasized starting from the early stages of education, so that students who are weak in numeracy can be reduced. Possession understanding of numeracy in the early stages of education is needed (Westwood, 2008) by each student for understanding numeracy proficiency starting early can help students understand the learning at a higher level.

Meaning by numeracy National Council of Teachers of Mathematics (NCTM, 2012) asserted that numeracy in the early stages of learning need to be attention, especially on the understanding of numeracy. It is because of numeracy is involves calculating basic understanding of the number system, the ability to resolve the problem quantitatively, and understanding the data collected and can applied in the form of tables, graphs, and diagrams(Johnston, M., Thomas, G., Ward, 2009). Whilst, In the Australian Curriculum, students become numerate as they develop the knowledge and skills to use mathematics confidently across other learning areas at school and in their lives more broadly(Sullivan, 2011). Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. Numeracy become popular when the government introduced the LINUS program (Literacy and Numeracy Screening) in 2010. Nowadays mathematics education in Malaysia also focus on the results that can be used in a real situation. objectives of mathematics curriculum Secondary School aims to develop individuals with the skills of mathematical thinking and the ability to use their mathematical knowledge effectively and responsibly in solving problems and making decisions, and to handle challenges of daily life in line with developments in science and technology (Ministry of Education, 2013). Numeracy is not taught but caught, something not common in Malaysian schools (Parmjit, Nor Azizah, Teoh and Rosaizan, 2011). There have been various researches conducted in Malaysia which assessed students' level of number sense, and the findings showed that, they were weak in this aspect (Parmjit et al., 2011; Charngeet, 2000). Although, a vast number of skills can be attributed to the mastery of number sense, the skills that are considered vital in this research are estimation and mental computation, as both can be deemed as tenable elements of the foundation in Mathematics education. All the meaning of numeracy show the importance tmathematics in real life. The Ministry of Education Malaysia had defined numeracy as the capability to do basic mathematical operations and understand simple mathematical ideas as well as applying mathematical knowledge and skills in daily life (Kementerian Pelajaran Malaysia, 2010). Background study Numeracy required students to use their knowledge and skills to solve quantitative problems in real-life situations in mathematics (Asiahwati et al., 2012). Sadly, Malaysian students Numeracy achievement in Trends in Mathematics and Science Study (TIMSS) test which are focusing on issues related to real-life math problems is unsatisfactory. This refers to the TIMSS report by Mullis, Martin, Foy, and Arora (2012), which states that mean score for Malaysian Form 2 students’ achievement in Numeracy had significantly decreased from 494 in 2007 to 451 in 2011 with the difference 43. Malaysian students’ achievement in Numeracy showed a decline compared with students in Korea, Singapore, China, Hong Kong and Japan (Mullis et al., 2012). Malaysia students obtained 451 points far behind our

neighbour Singapore with the average scale score 611 (Ministry of Education Malaysia, 2012). Based on the information and evidence mentioned earlier, there are indications that the learning difficulties experienced by Malaysian students in learning Numeracy is associated with low level of Numeracy competence. The question is, whether learning difficulties in numeracy also occurs among high achievers in Malaysia? For that reason, this study aimed to determine numeracy competence for high achiever students. High achiever students were well-known in a certain content area by their rankings such as the achievement in test scores, or have a tendency to use effective study strategies frequently (Kim & Goetz, 1993; Kitsantas, 2002; Pintrich & Schunk, 2002; Sundre & Kitsantas, 2004; VanZile-Tamsen & Livingston, 1999). Using strategies such as referring and comparing class notes to their textbook, always done self-quizzing, and tend to read for understanding (Holschuh, 2000). Besides that,they focus to be well-organized, good in time-management, tend to do the work that is required and do it well in time. Purpose of Study This study assessed if the learning difficulties in mathematics especially in numeracy which was related to student competencies in basic mathematical among high achievers. This case study intended to answer the following research question: What is the level of numeracy competence among lower secondary school high achiever students? Research Methodology A total of 209 lower secondary school high achiever students comprising of 117 boys and 92 girls in three districts in Pahang was involved in this case study. The instrument employed in this study was developed by the researchers, consists of 4 domains numeracy competencies. The instruments were based on standard criteria for numeracy competence from mathematics curriculum and were based on Taxonomy Bloom. The instrument that have been used emphasizes students must being numerate and some important topics like Number (concept and operation), Measurement, Geometry and Statistics have to be comprehended (National Numeracy, 2013). A subjective and short answer consisting of 32 items was designed for the study. Questions were developed and selected to reflect the statistical thinking considered appropriate at the school and necessary for development in a wide range of disciplines. For the purposes of enabling simple questions were asked, the students were inquired not to use calculators during the test. In addition, numeracy test was applied to measure the level of student’s numeracy competence. Students’ scores for each test were based on the number of correct answer. However, the scores were transformed into percentages to facilitate data analysis. After that, the level of numeracy competence was referred to define the level of students’ based on the percentages adapted by Asiahwati (2015). The items consist of five levels of difficulty from level 1 (easy) up to level 5 (difficult), as depicted in the Table 1. Descriptive analysis was done by using the software Statistical Package for Social Sciences (SPSS) version 22.0. Table 1. The Score Distribution by Level and Categorization of Numeracy Competence Numeracy Level

Numeracy Categorize

Score (%)

1

Basic

0 – 45

2

Low

46 – 55

3

Moderate

56 - 65

4

Good

66 – 75

5

High

76 – 100

Source : Asiahwati (2015)

Research Findings The findings showed that the minimum percentage of score in the numeracy test was 17%, while the maximum is 75%. This makes the range of the percentage of score is 58%. Overall, the findings of the data analysis using descriptive statistics for the percentage of numeracy test scores between shows the mean, median and mode are 44.05, 45.00 and 45.00 respectively with a standard deviation of 12.80. Table 2 shows the results of descriptive statistical data analysis in the field of numeracy competence Table 2. Analysis in Numeracy Competence Descriptive Statistical Result Mean

44.05

Median

45.00

Mode

45.00

Standard Deviation

12.80

Variance

163.82

n=209

Here in after, the percentage score of the Numeracy test were categorized into five levels of numeracy by referring to Asiahwati (2015). Table 3 shows the numeracy levels of secondary school in the field of numeracy competence. Table 3 : The Numeracy Levels of Secondary School in the Field of Numeracy Competence Numeracy Level 1 2 3 4 5 Total

Frequency 116 54 31 6 2 209

The results showed that 116 high achiever students were in numeracy level 1. Meanwhile, 54 of the high achiever students were in numeracy level 2, whilst 31 were located in numeracy level 3. Follow by, six of the high achiever students were in numeracy level 4 and finally, two were in numeracy level 5. In other word, can be concluded that majority of the high achiever students were in numeracy level 1, whilst only one-hundred of them were located in numeracy level 5. The distribution of Numeracy level can be clearly seen in Figure 1. As a

result, this findings revealed that high achiever students also have difficulties in numeracy competence. 60 40 20 0

Level 1

Percentage

Level 2

Level 1 55.5

Level 3

Level 2 25.8

Level 4

Level 3 14.8

Level 5

Level 4 2.87

Level 5 0.96

Figure 1. Distribution of Numeracy Level Among High Achiever Students Discussion and Conclusions Numeracy competence should be highlighted in secondary school especially among high achiever students. The finding, revealed that the level of numeracy competence was at a level of concern, as majority of the students at level 1 and only 0.96% are in high level which is level 5. For that reason, the present approach of teaching and learning should be improved. Hence in order to overcome the problem of learning and teaching numeracy, the researcher believes that it is necessary to empower Lesson Study approach among teachers to find the best strategy pedagogies in the class. In the future, we are expected to live in an environment which will be flooded by numbers which requires numeracy in order to survive the ever-increasing daily activities (Cohen, 2001). In fact at present, numeracy is being given attention by developed countries as special organizations are being set up to handle matters concerning numeracy. Through Mathematics Curriculum of Malaysia, Malaysian Education should carry out numeracy in mathematics education at the level of higher education, particularly at secondary level. Full attention towards the need and importance of numeracy in the reallife situations for every individual should be one of the main objectives in Mathematics Curriculum.

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and knowledge. New Zealand Numeracy Development Projects, 49–57. Ministry Education Malaysia. (2010). Malaysia: Author.

Manual Am Numerasi (p. 3). Kuala Lumpur,

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