Action Research

1.1 INTRODUCTION

Action research is basically an individually or collaborative study expressed in the

form of self-reflection. The main aim of action research is to ascertain the actual

situation and problem in educational and social practice and subsequently corrects the

weaknesses of such practices or certain dissatisfaction teaching and learning situations.

It represents a growing field of educational research whose chief identifying

characteristic is the recognition of the pragmatic requirements of educational

practitioners for organized reflective inquiry into classroom instruction.

The idea of action research has been described by Hopkins in the year 1993 as

an informal, qualitative, formative, subjective, interpretive, reflective and experimental

model inquiry in which all individuals involved in the study are knew and contributing

participants. Action research has the primary intent of providing framework for

qualitative investigations by teachers and researchers in complex working classroom

situations. In other words, the pupils in the class involved are the respondents and they

will be experimented to test whether the method introduced by us could be the best

solution or not.

The essential of action research design are considered by Elliott (in Hopkins,

1993) as the following characteristics cycle:

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Explarotory stage is adopted, where a

process of understanding the

problem is developed and

plans are made for some form of

intervention strategy

Then, the intervention is

carried out

During the time of intervention,

pertinent observations are

collected in various forms(monitoring the

implementation by observation)

The new interventional strategies are

carried out, and cyclic process

repeats, continuing until a sufficient

understanding of the problem is achieved

Action Research

Diagram 1: The Cycle of Action Research

In the context of teaching professionalism development, one important aspect is

to improve the teaching technique in the classroom. As such, teachers ought to strive to

bring changes and make adaptation, from time to time, in the teaching and learning

technique, with the aim to improve their performance and provide excellent quality

service in their profession. In general, this type of continuous effort can be implemented

by mastering some basic approaches, such as using various methods to carry out

effective research on their teaching and learning activity, use appropriate reflection

technique and master self-evaluation and reflective skills to improve their teaching and

learning process in the classroom.

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Action Research

1.2 PRINCIPLE OF ACTION RESEARCH

What gives action research its unique flavor is the set of principles that guide the research. Winter (1989) provides a comprehensive overview of six key principles.

i. Reflexive Critique In sociology, reflexivity is an act of self-reference where examination or action

'bends back on', refers to, and affects the entity instigating the action or

examination.

ii. Dialectical Critique

Critique of Dialectical Reason attempted to show how what we call class is a

special instance of a human grouping, or rather several levels of human

groupings.

iii. Collaborative Resource

The implications of including it in classroom teaching for instructors who may

consider including a collaborative pedagogy in their classroom.

iv. Risk

A variety of risks makes it difficult to develop and implement new processes.

v. Plural Structure

Data is a curious word which is actually a plural noun. This realization

requires attention and careful consideration.

(a)

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Action Research

1.3 BACKGROUND STUDY

I do my practical in one of the top schools in Butterworth. It takes about 35

minutes from the town. I have to teach class of year four for mathematics subjects. In

this school comprise of pupils from various backgrounds. The pupils are placed based

on their achievement in final examination during year 3. However this school

categorized as SKM which is Sekolah Kurang Murid that consist of 139 pupils. Thus,

just have one class for one year. Since the first class that I entered, I test the pupils

with answering basic multiplication to them and I found that my pupils face a lot of

difficulties in multiplying the number by using the standard method correctly.

From my observation, I found that this is due to they still cannot remember the

multiplication table. This was according to the interview that had been done during the

research. Furthermore, this problem makes them hard to solve the question involving

multiplication and they take longer time to solve it. It was so pity to see them. There

were several pupils still unable to recall rapidly the multiplication table. Hence, there is

one of factor need to improve pupils’ mathematical understanding.

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Action Research

1.4 PROBLEM STATEMENT

Year 4 in this school is facing a major problem which is to memorize the basic

multiplication and skill were taught and learnt effectively as intended. There were

several pupils still unable to recall rapidly the multiplication facts. There is a strong need

to improve pupils’ mathematical understanding. The goal of this action research is to

improve the multiplication skill for Year 4 pupils and enhance their learning especially in

remembering timetables.

1.5 RATIONALE STATEMENT

Multiplication is one of basic of Mathematics. All primary schools' pupils should be

master in this basic skill in year one. It is unfortunate for Year 4 pupils do not master this basic

skill because they will sit for the final examination for coming soon. They need to answer more

challenging and difficult questions. Even though they will sit for the examination for the next two

year, failure to master this skill will cause the school's result of UPSR in Mathematics to

deteriorate.

1.6 RESEARCH OBJECTIVES

The objectives of running this action research are to:

1. Identify the root cause for the pupils' weaknesses in mastering to

memorize basic multiplication table.

2. Identify the form of action that can help teachers find the appropriate

approach to help the poor pupils.

3. Reevaluate the effectiveness of the implemented actions.

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Action Research

1.7 RESEARCH SIGNIFICANT

It is hoped that after this action research, pupils are able and easy to remember

the basic multiplication table by using Magic Multiplication Table and other skills that

involve multiplication. Thus it will improve the performance of Mathematics in any

examination especially in UPSR.

1.8 RESEARCH QUESTIONS

In general, this researcher is trying to find answers to the following questions:

1. What are the weaknesses of Year 5 pupils in remembering the basic of multiplication

tables?

2. What are the actions that can be taken collaboratively to improve pupil’s ability in

memorizing?

3. How effective is the action taken for overcoming the pupils' weaknesses in

memorizing basis multiplication tables?

1.9 RESPONDENT

This action research project involved eight pupils as a sample from class of Year

4 pupils of a secondary school located in Butterworth.

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Action Research

2.0 RESEARCH METHODOLOGY

Research design

2.1Observation

1. Problems faced by pupils in Mathematics

a. Pupils cannot master the multiplication concept and skill were taught and

learnt effectively as intended.

b. There were several pupils still unable to recall rapidly the multiplication

table.

2. No teaching and learning materials that were used to assist and attract

pupils in having positive attitude in learning the multiplication table.

2.2 Planning the strategy

1. By using the magic multiplication table.

2. Make the magic multiplication table for each pupil.

3. Set the limit time to complete the magic multiplication table.

4. Set the valid time to answer the multiplication question.

5. Have meeting with the respondents during the recess that I called the ‘Sifir

Rehat’.

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Action Research

2.3 Implementation of strategy

The pre-test has one multiplication table that has been asked. The test is reliable

as it gives a measure of the attainment of pupils in acquiring the concepts and skills in

multiplication. Based on the areas of weakness through the use of pre-test, there were a

series of the classes that I guide them to use the ‘Magic Multiplication Table’. A post-

test is the similar like same test questions with pre-test. It was given by the end of the

remedial classes to evaluate the effectiveness of the use of magic multiplication table to

improve the skills of the pupils to master the multiplication table.

(1) Pre test is conducted by asking the pupils to read the multiplication table cor-

rectly. The multiplication table is chose by the pupils with draw that they carry out

themselves.

Nama Murid : _____________________________________________

Tarikh: ___________________

Sifir : __________________

2 times

1 are 2 2…..4

3…..6 4..…8

5…..10 6……12 7….14

8….16 9.…18 10…20 11…22

12…24

3 times

1 are 3 2…..6

3…..9 4..…12

5…..15 6……18 7….21

8….24 9.…27 10…30 11…33

12…36

4 times

1 are 4 2…..8

3…..12 4..…16

5…..20 6……24 7….28

8….32 9.…36 10…40 11…44

12…48

5 times

1 are 5 2…..10

3…..15 4..…20

5…..25 6……30 7….35

8….40 9.…45 10…50 11…55

12…60

6 times

1 are 6 2…..12

3…..18 4..…24

5…..30 6……36 7….42

8….48 9.…54 10…60 11…66

12…72

7 times

1 are 7 2…..14

3…..21 4..…28

5…..35 6……42 7….49

8….56 9.…63 10…70 11…77

12…84

8 times

1 are 8 2…..16

3…..24 4..…32

5…..40 6……48 7….56

8….64 9.…72 10…80 11…88

12…96

9 times

1 are 9 2…..18

3…..27 4..…36

5…..45 6……54 7….63

8….72 9.…81 10…90 11…99 12…108

10 times

1 are 10 2…..20

3…..30 4..…40

5…..50 6……60 7….70

8….80 9.…90 10…100 11…110 12…

120

11 times

1 are 11 2…..22

3…..33 4..…44

5…..55 6……66 7….77

8….88 9.…99 10…110 11…121 12…

132

12 times

1 are 12 2…..24

3…..36 4..…48

5…..60 6……72 7….84

8….96 9.…108

10…120 11…132 12…144

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Action Research

(2) The use of Magic Multiplication Table (during the remedial class)

X 1 2 3 4 5 6 7 8 9 10 11 12123456789101112

How to use this ‘magic multiplication table’?

i. Teacher distributes the magic multiplication table to the pupils.

ii. Teacher show the example of how to complete the table.

iii. Example : 2 x 2 = _____

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X 1 2 3 4 5 6 7 8 9 10 11 1212 43456789101112

Action Research

iv. Teacher gives the tip in order to complete the table in the time given and

its relationship to the 12 multiplication table.

I. Order does not matter.

This means that the pupils don’t have to worry about the order

of the multiplication table that they will complete because it

always the same.

X 1 2 3 4 5 6 7 8 9 10 11 121 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 243 3 6 9 12 15 18 21 24 27 30 33 36

4 4 8 12 16 20 24 28 32 36 40 44 485 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 727 7 14 21 28 35 42 49 56 63 70 77 848 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 10810 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 13212 12 24 36 48 60 72 84 96 108 120 132 144

Picture 1: Example of the complete magic multiplication table by the teacher.

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Action Research

v. Teacher gives the specific time to the pupils in order to complete the table.

Remedial lesson Time given ( minutes)

First 7

Second 5

vi. Teacher encourage the pupils to use the table everywhere to helps them

remember the multiplication facts.

(3) Teacher test the pupils during the recess once a week. This session called ‘Sifir

Rehat’. This session is to see the improvement of pupils in mastering the multipli-

cation facts. They will carry out the draw that I have prepared to pick the multipli -

cation facts that they have to read and checked by me. Then, I will tick () for

each of the multiplication facts that they read correctly.

The rationality of doing this is to make the pupils always prepared for each

multiplication facts because they do not know which of the multiplication table

that they will be going to read that day. Teacher’s mathematics for Year 3 writes

the comment based on their achievement and asked them to bring home to get

the signature from their permanent mathematics teacher. This will make them

more interested to have another session of the remedial class with me. I asked

them to return it on the next day.

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Action Research

Number Week

First Same as first remedial lesson

Second Same as second remedial lesson

Table : Schedule of ‘Sifir Rehat’

This is the form of ‘sifir rehat’ that I have been prepared.

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Action Research

Program: Sifir Rehat

Oleh : Mohamad Faiz Bin Mohamad Ali (Guru pelatih IPG Kampus Pulau Pinang)Nama Murid : ____________________________________________________________Tarikh: ___________________Sifir : __________________

2 times

1 are 2 2…..4

3…..6 4..…8

5…..10 6……12 7….14

8….16 9.…18 10…20 11…22

12…24

3 times

1 are 3 2…..6

3…..9 4..…12

5…..15 6……18 7….21

8….24 9.…27 10…30 11…33

12…36

4 times

1 are 4 2…..8

3…..12 4..…16

5…..20 6……24 7….28

8….32 9.…36 10…40 11…44

12…48

5 times

1 are 5 2…..10

3…..15 4..…20

5…..25 6……30 7….35

8….40 9.…45 10…50 11…55

12…60

6 times

1 are 6 2…..12

3…..18 4..…24

5…..30 6……36 7….42

8….48 9.…54 10…60 11…66

12…72

7 times

1 are 7 2…..14

3…..21 4..…28

5…..35 6……42 7….49

8….56 9.…63 10…70 11…77

12…84

8 times

1 are 8 2…..16

3…..24 4..…32

5…..40 6……48 7….56

8….64 9.…72 10…80 11…88

12…96

9 times

1 are 9 2…..18

3…..27 4..…36

5…..45 6……54 7….63

8….72 9.…81 10…90 11…99 12…108

10 times

1 are 10 2…..20

3…..30 4..…40

5…..50 6……60 7….70

8….80 9.…90 10…100 11…110 12…

120

11 times

1 are 11 2…..22

3…..33 4..…44

5…..55 6……66 7….77

8….88 9.…99 10…110 11…121 12…

132

12 times

1 are 12 2…..24

3…..36 4..…48

5…..60 6……72 7….84

8….96 9.…108

10…120 11…132 12…144

Komen Guru: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Tanda tangan Guru Matematik Tahun 3 :

________________________________

(Azizul Azrai Bin Abd. Aziz)

Tarikh:

Tanda tangan Guru Matematik Tahun 4:

________________________________

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Action Research

(Mohamad Faiz Bin Mohamad Ali)

(4) The post-test is conducted by using the same item with the pre- test. It is also the

same multiplication fact as the pre-test. The test is done after the twice remedial

session.

The following is the flow of this research:

i. Give the pre-test to the pupils.

ii. Have a series of remedial class.

- Three time of the remedial class.

- Guide the pupils to use the magic multiplication table.

- Two times of ‘Sifir Rehat’ programme.

iii. Give the post-test to the pupils.

2.1.1 Data collection

1) I collected the data from the pre-test and the post-test. The scheme of the data

collection as the following:

Nama Murid : _____________________________________________Tarikh: ___________________Sifir : __________________

2 times

1 are 2 2…..4

3…..6 4..…8

5…..10 6……12 7….14

8….16 9.…18 10…20 11…22

12…24

3 times

1 are 3 2…..6

3…..9 4..…12

5…..15 6……18 7….21

8….24 9.…27 10…30 11…33

12…36

4 times

1 are 4 2…..8

3…..12 4..…16

5…..20 6……24 7….28

8….32 9.…36 10…40 11…44

12…48

5 times

1 are 5 2…..10

3…..15 4..…20

5…..25 6……30 7….35

8….40 9.…45 10…50 11…55

12…60

6 times

1 are 6 2…..12

3…..18 4..…24

5…..30 6……36 7….42

8….48 9.…54 10…60 11…66

12…72

7 times

1 are 7 2…..14

3…..21 4..…28

5…..35 6……42 7….49

8….56 9.…63 10…70 11…77

12…84

8 times

1 are 8 2…..16

3…..24 4..…32

5…..40 6……48 7….56

8….64 9.…72 10…80 11…88

12…96

9 times

1 are 9 2…..18

3…..27 4..…36

5…..45 6……54 7….63

8….72 9.…81 10…90 11…99 12…108

10 times

1 are 10 2…..20

3…..30 4..…40

5…..50 6……60 7….70

8….80 9.…90 10…100 11…110 12…

120

11 times

1 are 11 2…..22

3…..33 4..…44

5…..55 6……66 7….77

8….88 9.…99 10…110 11…121 12…

132

12 times

1 are 12 2…..24

3…..36 4..…48

5…..60 6……72 7….84

8….96 9.…108

10…120 11…132 12…144

From the form above, I will tick () the multiplication facts that the pupils read correctly.

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Action Research

Then I will give one mark for each of the correct multiplication facts.

For example: the candidate A read the 4 multiplication facts successfully so that his

marks as the following:

Nama Murid : candidate A_____________________________________

Tarikh: ________________________Sifir : __________4_____________

2 times

1 are 2 2…..4

3…..6 4..…8

5…..10 6……12 7….14

8….16 9.…18 10…20 11…22

12…24

3 times

1 are 3 2…..6

3…..9 4..…12

5…..15 6……18 7….21

8….24 9.…27 10…30 11…33

12…36

4 times

1 are 4 2…..8

3…..12 4..…16 5…..20 6……24 7….28 8….32 9.…36 10…40 11…44 12…48

5 times

1 are 5 2…..10

3…..15 4..…20

5…..25 6……30 7….35

8….40 9.…45 10…50 11…55

12…60

6 times

1 are 6 2…..12

3…..18 4..…24

5…..30 6……36 7….42

8….48 9.…54 10…60 11…66

12…72

7 times

1 are 7 2…..14

3…..21 4..…28

5…..35 6……42 7….49

8….56 9.…63 10…70 11…77

12…84

8 times

1 are 8 2…..16

3…..24 4..…32

5…..40 6……48 7….56

8….64 9.…72 10…80 11…88

12…96

9 times

1 are 9 2…..18

3…..27 4..…36

5…..45 6……54 7….63

8….72 9.…81 10…90 11…99 12…108

10 times

1 are 10 2…..20

3…..30 4..…40

5…..50 6……60 7….70

8….80 9.…90 10…100 11…110 12…

120

11 times

1 are 11 2…..22

3…..33 4..…44

5…..55 6……66 7….77

8….88 9.…99 10…110 11…121 12…

132

12 times

1 are 12 2…..24

3…..36 4..…48

5…..60 6……72 7….84

8….96 9.…108

10…120 11…132 12…144

Note : I score for 1 ()

The score is 12 since there are 12 () marks.

The pupils have to read only one of the multiplication table that they have draw

out before that. I keep this form and doing the data analysis. I will discuss the data

analysis in the next part of this action research.

During the post-test, I used the same question as the pre-test but the different is

they cannot carry out the draw anymore to choose the multiplication table instead of I

asked them to read the same multiplication table that they read during the pre-test to

see whether there is any improvement or not.

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Action Research

2) I collected also the data to see the improvement of the pupils to complete the

multiplication table.

The scheme of the score is as the following:

X 1 2 3 4 5 6 7 8 9 10 11 12123456789101112

For each of the correct answer, I will give them 1 mark. If they can complete all

of the blank squares correctly so that they will get 144 marks since there are 144

squares in this magic multiplication table.

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Action Research

3.0 ANALYSIS AND DATA INTERPRTATION

3.1.1 Result of the pre-test and the post-test

Candidate The multiplication

table

Pre-Test score

(Marks/12)

Post- test

Score(Marks/12

)

Conclusion

Candidate A 8 3 8 Improve

Candidate B 4 6 12 Improve

Candidate C 7 4 6 Improve

Candidate D 6 5 6 Improve

Candidate E 4 7 7 Remain

Candidate F 9 5 4 Decrease

Candidate G 6 4 10 Improve

Candidate H 3 12 12 Remain

From the data above, we can see in the form of bar chart.

A B C D E F G H0

2

4

6

8

10

12

14

Pre-testPost-test

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The percentage of the pupils that showed the improvement:

t h enumber of t he candidates t hat s howed t he improvementt he totalof t h ecandidates

X 100

Thus,

58

x 100 = 62.5 %

The percentage of the pupils that didn’t showed the improvement:

t h enumber of t he candidates t hat did n' t showed t he improvementt he total of t h e candidates

x 100

Thus,

28

x 100% = 25%

The percentage of the pupils that showed that decrease in the score:

18

x 10% = 12.5%

From the bar graph above, the results are 62.5% of the candidates showed the

improvement in remembering the multiplication table between the pre-test and the post-

test. The rest 25% of the pupils did not showed any improvement. Candidate H is

already score the full marks during the pre-test and still maintain the result during the

post-test. The other 12.5% show the decrease in their score.

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3.1.2 Scores of the pupils in completing the magic

multiplication table correctly

Candidate Score of first remedial

class (score/ 144)

Score of the second

remedial class (score/ 144)

A 24 96

B 26 102

C 31 78

D 23 67

E 46 86

F 25 31

G 38 59

H 88 144

A B C D E F G H

0

20

40

60

80

100

120

140

160

first remedial session

first remedial sessionsecond remedial session

From the bar chart above, it shows all of the pupils showed the improvement in

completing the ‘magic multiplication table’ but the improvement is different between

each one of them. The causes of this will be discussing in the next part.

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Action Research

4.0 DISCUSSION

In this part, I will discuss further about the data collection from the data analysis.

Firstly, 62.5% pupils showed an improvement in the post-test. The main cause is the

way of my ‘treatment’ by using the magic multiplication table is suitable for them. They

can also doing the mental calculation rapidly in order to read the multiplication table

correctly. They already understand the concept of the multiplication that is the repeated

addition. The repeated addition is the concept of many groups as the same size each.

When the pupils master the concept of repeated addition, they will remember the

multiplication facts correctly. They were doing the task as I taught to them. During the

remedial session, I noticed that they attracted to complete the multiplication table in the

specific time that I gave to them. They also showed that they want compete each other

in mastering the multiplication table. It is all about the attitude of the pupils.

There are 25% pupils that didn’t show any improvement during the pre-test and

the post-test. One of the pupils already got the highest marks during the pre-test and he

maintains it during the pos-test. Another one pupil that didn’t show any improvement

actually has a problem in doing the calculation by repeated addition. He still use the

finger to count and unable to count by using mental calculation. The pupil took longer

time to complete the ‘magic multiplication table’ and cannot finish it in the given time.

There are 12.5% showed the decrease in the score. This is all about the attitude.

I noticed that this candidate didn’t give full of cooperation during my remedial classes.

From the data about the score of the candidate in completing the magic

multiplication table, it shows that all of the pupils show in improvement but there are

different scales between them.

The limitation of this action research is the test of multiplication table is cannot be

done in the all of the multiplication facts. It is due to the limitation of time. I am teaching

to use this method in the one hour lesson and besides I must cover the syllabus. Hence,

the pupils didn’t have enough time to master this tools that I suggested. This must be

practice always and we can see better improvement.

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Action Research

Besides, the other limitation is the pupils supposed to understand the concept of

multiplication first before they use this method to help them to improve their memory of

multiplication table. This can be done in order to test whether the cause of pupils that

didn’t improve is due to this multiplication table is not suit to them or they themselves

still cannot understand the concept of multiplication.

I noticed that the pupils were interested to read the multiplication facts in front of

me and they gave full of cooperation when I meet them during the recess to do ‘sifir

rehat’. When they come to see me, they said that there were very excited to get the

highest score and they want to share it with their parents.

I choose this topic because multiplication concepts are one of our curriculum

mandated goals. I took several strategies to help me teach this concept. It is hands-on

approaches that got me excited about teaching multiplication. I also was excited about

the chance to watch my pupils take responsibility for their own learning, and this allows

the pupil to take charge, and puts the teacher in more of a facilitator role once the basic

skills are taught.

Those strategies planned are great way to help pupils to learn multiplication. I

definitely plan to use these strategies in future years during my works. This table can

also be the teaching aids as during my lesson and it will helps the pupils to feel more

enjoyable in the class.

There are many importance of memorising the multiplication facts. Just like

learning to walk before you can run, learning multiplication and memorizing the times

tables are building blocks for other math topics taught in school - higher learning such

as division, long multiplication, fractions and algebra. Pupils who have not memorized

the times tables will find these levels of math much more difficult than they need to be.

The other importance is by remembering the multiplication facts, the pupils will take the

shorter time to answer the question involving the multiplication facts that covered in

many topics especially for year five such as time, whole number, mass, length and

volume.

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I also find that there not easy to make the pupils understand about the magic

multiplication facts during the early time. I need to be more sensitive about their

understanding in order to prevent them become more confuse. It is because all of the

multiplication facts are in one paper.

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5.0 REFLECTION

The action research process had started by over viewing issues and problems.

From the interview sessions and Pre-Test, there were many pupils did not master on

technique to memorize the basic of multiplication. Lastly, researchers realized that

teaching action processes are needed to be implemented as the targeted pupils would

be master on remembering the basic of multiplication.

6.0 CONCLUSION AND RECOMMENDATION

From this action research, I can conclude that the ‘magic multiplication table’

helps the pupils to remember the multiplication table correctly. There are some

improvement suggested are the next researcher can do the research on the

effectiveness of use the ‘magic multiplication table’ that they prepared themselves. It

can be done in the large size and will be laminated so that the pupils can use the

multiplication table each time during the lesion including various topics. It is also long

lasting.

The remedial session suppose to done in longer time so that the result that we

will achieve is more accurate. The pre-test and post test can also be done by using the

quantitative method such as the pupils answer the question subjective question about

the multiplication table in the specific of time so that we can measure the effectiveness

of the multiplication table in helping the pupils to remember the multiplication table in the

short time and they become so expert with it.

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REFERENCE

Altrichter, H. Posch, P & Somekh, B. (1993): Teacher investigate their work: An

introduction to the methods of action research. London:Routladge.

Bell, A. W, J. Costello & D. Kuchemann (1984): A Review Of Research in Mathematical

Education: Part of Research On Learning and Teaching. NFER, Nelson,England.

Lambdin,Lindquist, Reys, Smith (2004) : Helping Children Learn Mathematics, John

Wiley & sons, Inc.

Mok Soon Sang (2004): A Primary Education Course in MATHEMATICS for Post

Graduate Diploma (KPLI), Kumpulan Budiman Sdn. Bhd., Subang Jaya.

Mok Soon Sang (1996): Pengajian Matematik Untuk Diploma Perguruan. Kuala

Lumpur, Kumpulan Budiman Sdn. Bhd.

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APPENDIX

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