Teaching strategies in the learning of highest common factor and lowest common multiple

N L A Halim, H-C Li, M Shahrill, R C I Prahmana

Research output: Contribution to journalArticlepeer-review

Abstract

The main purpose of this study is to improve students‟ understanding of Highest
Common Factor (HCF) and Lowest Common Multiple (LCM). Several alternative teaching strategies were integrated in the Year 7 lessons involving 20 students from one secondary school in Brunei Darussalam. The categories identified in the teaching strategy were the application of group work, embedding real-life problems, using presentations and the traditional drilling practice method. An open-ended survey was disseminated to collate the students‟ feedback, and among the questions posed was in relation to the different types of lesson activities utilised within each of the teaching strategies. Although 55% of the students preferred the traditional drilling practice on the calculation of HCF and LCM, mainly due to the ease of the task as opposed to activities involving real-life problems, the findings also indicated that most students favour sharing their ideas in a healthy competition learning style between each other or between the groups.
Original languageEnglish
Pages (from-to)1-9
Number of pages9
JournalJournal of Physics: Conference Series
Volume943
Issue number1
Early online date5 Feb 2018
DOIs
Publication statusPublished - 5 Feb 2018

Fingerprint

Dive into the research topics of 'Teaching strategies in the learning of highest common factor and lowest common multiple'. Together they form a unique fingerprint.

Cite this