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Editorial Board
Dr Azian T.S. Abdullah
(Advisor)
Devadason Robert Peter
(Chief Editor)
Dr Cheah Ui Hock (Editor)
Dr Warabhorn Preechaporn
(Editor)
Dr Wahyudi (Editor)
Ng Khar Thoe (Editor)
Contents
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1
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Use of the “X” Tool to Identify Region that
Represents Given Inequalities
Theresa Lee Choon Moi
The
“X” tool consists of an X marked on a piece of tracing paper. It is a
simple tool that students can easily make and use to identify the region
that satisfies two linear inequalities.
An action research on the use of the tool has been carried out on a
mixed ability group of 43 Form 5 students and it has been found to be
effective in assisting students to determine the region that satisfies two
linear inequalities.
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2
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Introduction to the Concept of Multiplication in
Fractions
Alapa Stephen Ochefu
Experience has shown that the concept “Fraction” is abstract
and difficult to conceive, especially among pupils/students who speak
English as a second language.
Fractions and any part of a whole are perceived as equal. As a result, further arithmetic
operations on fraction are considered difficult. For instance, the result
of multiplying two or more whole numbers produces a bigger number than any
of the initial numbers used in the multiplication. This is in contrast with the results
obtained when two or more fractions are multiplied and the result becomes
smaller than any of the initial fractions. This paper attempts to use
practical activities to justify the multiplication of fraction concept and
explains a significant difference between fraction and an ordinary part of
a whole.
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3
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Alternative Assessment – Use of Self-Assessment
and Peer Assessment to Improve Students’ Interest and Learning in Science
Au Chui Kheng, Iis Ismayanti, Lai Lai
Win,Wan Mah Binti Abdul Wahab, Wahyudi
This paper reports on the process of doing classroom action
research as part of course requirement in a four weeks- course of action
research done at SEAMEO RECSAM, Penang,
Malaysia. We choose alternative
assessment as our classroom action research topics as this become essential
in teaching and learning processes yet was overlooked by teachers. We
managed to conduct two cycles of action research and have experienced such
hard processes yet meaningful learning journey. Reflections in teaching and
on teaching were elaborated as well as reflections on our learning
experiences during the conduct of classroom action research. Despite the
limitation of the study, it was noted that we have gained a valuable
experience in doing classroom action research.
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4
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Using Inquiry Based Learning in Enhancing Form
Four Biology Students’ Understanding of the Concept Osmosis
Zainal Haji Ahmad,
Huot Pealina, Sinnala Phonsanit, Tran Quoc Dung, Wahyudi
This paper reports on the process of doing classroom action
research as part of course requirement in a four weeks- course of action
research at SEAMEO RECSAM, Penang,
Malaysia.
We agreed to use Inquiry-Based Learning to enhance students’ understanding
of the osmosis concepts. We were able to conduct two cycles of action
research and have experienced such hard processes yet meaningful learning
journey. Data were collected using various mean of instruments such as
observation list, interview protocol, pre and post test, and questionnaire.
Reflections in the teaching and on the teaching were elaborated as well as
reflections on our learning experiences during the conduct of classroom
action research. Despite the limitation of the study, it was noted that we
have gained a valuable experience in doing classroom action research.
Students’ misconception on the osmosis concept was also identified and
tried to be rectified.
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5
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An Affair with Math: Making Learning
Mathematics Fun, Meaningful and Experiential
Jerome A.
Chavez, Teoh Boon Tat
[Coming Soon]
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6
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Promoting Constructivist and Self-Directed
Science Learning Incorporating Technological Tools: A Research Lesson in a
Secondary School Classroom
Ng Khar Thoe, Devadason Robert Peter, Linda Toh
[Coming Soon]
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Learning Science and Mathematics