Mathematics’ Procedural Knowledge of Form Four Daily School Students in District of Petaling Utama, Selangor

Abstract

This study aimed to examine the level of students' procedural knowledge on mathematics. In addition, the difference between conceptual knowledge based on gender and program. Measurement of knowledge is based on the Procedural Knowledge Test (PKT). A total of 350 respondents were selected from four daily secondary schools in Petaling Utama, Selangor as a sample of the study. The data were analyzed using descriptive analysis to find out the level of variables measured. In order to identify the main effects and interactions between gender and program variables, inference analysis is a two-way ANOVA test performed for procedural knowledge dimension. ANOVA test showed no interaction effects between gender for procedural knowledge of mathematics (p <0.05), but it showed a significant effect on the program (p> 0.05). In conclusion, mathematical knowledge is very important at the upper secondary level as a high level of mathematical thinking is required to ensure excellent in mathematical achievement. This is effectively as a long time learning system and methods as well as the imitation approach and dependent on the examinations orientation has long been a measure of student achievement. The implication of this study is that basic procedural knowledge of students' mathematics needs to be enhanced to realize Malaysia's aspiration to be in the top third place in international assessments such as TIMSS and PISA.