Page 16 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

12 Ar monoatom X / X X X
D
13 Weakest van der Waals forces / / X / X
14 Points Orderly arranged / / X X /
Total score 9 13 4 3 7

Hint:
Students are able to write points of elaborations accurately
Students unable to write the points elaboration accurately

Source: Field Study 2019

Students' answers in the pre-test were reviewed and analysed in detail. Based on Table
5.7, generally there are four trends in this melting point graph named as A, B, C and D.
Student should be able to recognise the trends in order to explain them. The researcher
set 13 points of elaboration to explain the trend. The 14th point is ‘orderly arranged the
elaborations’ to ensure that the students can write all the points in a structured manner.
The cross (X) indicates that the student did not write the points of elaboration or used a
wrong term. The analysis shows that most students were unable to identify and detect
the points of elaboration on trend correctly. Only one student (student 2) had successfully
written 12 points of elaborations correctly. Two students were able to at least get half of
the elaborations correctly whereas two other students showed poor mastery of the points
of elaborations.

The pre-test implies that to an extent, the teaching and learning process has helped
students to achieve the learning objective. From this analysis, the researcher was able to
clearly identify the cause of the problem and has divided the causes of the problem into
two major parts which are:
i) Students were unable to recognise points of elaborations and gave the wrong
points of elaborations.
ii) Students were unable to correlate points of elaborations in a structured manner
thus indicating lack of understanding of the existing trends.

Student 2 was also found to have scored the highest mark while the other students scored
marks below than 10. This indicates that there was a big gap in scores between the students.
This was an undesirable situation in class and action must be taken to bridge the existing
gap. This situation had triggered an idea to implement action research to bridge potential
gaps among students. The level of achievements of the students can be categorized as
follows with the scale of the achievement level as shown in Table 5.2.

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