TY - JOUR AU - Ling, Tan Phei AU - Sam, Lim Chap AU - Kee, Kor Liew PY - 2017/12/31 Y2 - 2024/03/29 TI - DIAGNOSING PRIMARY PUPILS’ LEARNING OF THE CONCEPT OF AFTER IN THE TOPIC TIME THROUGH KNOWLEDGE STATES BY USING COGNITIVE DIAGNOSTIC ASSESSMENT JF - Malaysian Journal of Learning and Instruction JA - MJLI VL - 14 IS - 2 SE - Articles DO - 10.32890/mjli2017.14.2.6 UR - https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.2.6 SP - 145-175 AB - <div><strong>Purpose –</strong>&nbsp;Knowledge state specifies pupils’ mastery level and&nbsp;informs about their strength and weaknesses in the tested domain.&nbsp;This study attempted to diagnose primary pupils’ learning the&nbsp;concept of after through their knowledge states by using Cognitive&nbsp;Diagnostic Assessment (CDA).</div><div>&nbsp;</div><div><div><strong>Methodology –</strong>&nbsp;This study employed a survey research design to&nbsp;gauge pupils’ knowledge states for the concept of finding the date&nbsp;after a specific number of days from a given date [abbreviated as&nbsp;the concept of after]. Quantitative data from the pupils’ pattern of&nbsp;response to the items in Cognitive Diagnostic Assessment (CDA)&nbsp;were collected and analyzed. Items in the CDA were designed by&nbsp;three experienced Mathematics Education researchers and content&nbsp;validated by a panel of seven expert primary mathematics teachers.&nbsp;It was then administered to 238 Grade Six pupils from 11 primary&nbsp;schools in Penang, Malaysia. The pupils’ item responses were&nbsp;interpreted into knowledge states and mastery levels.</div></div><div>&nbsp;<div><strong>Findings –</strong>&nbsp;The overall analysis showed that there were 18 knowledge&nbsp;states diagnosed in the concept of after. This large number of&nbsp;knowledge states indicated the specificity of pupils’ mastery level&nbsp;and thus provided detailed information about their strengths and&nbsp;weaknesses in the concept of after. The findings of this study imply&nbsp;that primary pupils face different levels of difficulty when they are&nbsp;learning the topic of Time.</div></div><div>&nbsp;</div><div><strong>Significance –</strong>&nbsp;This method of diagnosing pupils knowledge in&nbsp;terms of mastery level of each attribute tested is different from a&nbsp;conventional diagnostic test which provides only the final score for&nbsp;each pupil.&nbsp;By knowing the pupils knowledge states, teachers can&nbsp;make use of this fine-grained information to enable them to carry&nbsp;out differentiated instructional planning and other remedial work more effectively. Pupils can also use this information to monitor&nbsp;their own learning by maintaining their strengths and overcoming&nbsp;their weaknesses to cope with their own studies.</div> ER -