The average writing tests marks are sorted into ascending order from the top and compared with the average reading test marks from the same schools.
Chart 6: Comparison of Reading and writing Scores in Bahasa Indonesia Test
5. Mathematics Test Class 4
5.1. Introduction
The mathematics test has been revised substantially compared to the test used in PEQIP and the Basic Education Projects in order to give a greater emphasis on testing children's understanding and their problem solving capabilities.
5.2. The Results
982 children were tested. Table 9 shows that there was little variance in scores between boys and girls, but as in the other tests, children who had attended TK scored significantly higher than those who had not attended TK. In addition, the scores of those children from 'inti' schools were slightly better than those from 'imbas' schools, as were those from SD compared to MI.
Table 9: Average Scores in Mathematics Test
|
|
Percentage |
Average Score (max. score 24) |
Boys |
52% |
15.07 |
Girls |
48% |
15.20 |
TK |
89% |
15.34 |
Non-TK |
11% |
13.45 |
Inti |
36.5% |
15.40 |
Imbas |
63.5% |
14.98 |
SD (Conventional Schools) |
84.0% |
15.18 |
MI (Religious Schools) |
16.0% |
14.90 |
All |
100% |
15.13 |
Chart 7 shows the average scores (out of a possible 24) for each of the schools tested. These range from a very good 21.91 points to less than to a low of 9.74 points.
Chart 7: Average Score by School in Mathematics Test
Chart 8 below shows the average scores of each quartile of pupils. When the test is repeated it will be possible to assess whether the average score of each of these groups has increased.
Chart 8: Distribution of Scores by quartile in Mathematics Test
Chart 9 (next page) shows the percentage of children scoring correct in each of the 20 questions in the test.
5.3. Comments and Recommendations
A description of a number of the questions where scores were low is set out below. Questions 1 - 14 were simple mathematical problems, but some also included more complex problem solving skills. On average, children scored the lowest on the following questions: 2, 12, 13, 17, 18,19, 20
| No. |
% correct |
Description of Question |
2. |
25% |
Addition of Decimal Fractions |
12. |
16% |
Ordering decimal fractions |
13. |
19% |
Completing a number series |
As can be seen above, division seems to cause many children problems, as does recognising the value of decimal fractions. Most children thought that 0.14 is a larger number than 0.8.
| No. |
% correct |
Description of Question |
17. |
39% |
Configuring shapes |
18. |
43% |
Number series problem |
19. |
42% |
Recognising simple fractions (½. ¼ etc.) |
20. |
32% |
Money problem |
Question 19 consisted of recognising drawings of four simple fractions. This is an example of one of the major problems in mathematics teaching. Teachers appear to spend a great deal of time teaching complicated number operations with fractions (addition, subtraction, multiplication and division). However, teachers generally understate the importance of developing a functional understanding in their students of the basic concepts (what is a fraction?) on which the more complex levels of understanding and skill can then be developed.
Questions 17, 19 and 20 were problem solving activities, which required some creativity from the children. It is noticeable that in many classes, children are largely shown by the teacher how to solve mathematical problems and inevitably copy what the teacher shows them because little more is expected of students. Clearly, there needs to be far more opportunities for children to solve problems independently, through trial and error and learning from their mistakes.
Chart 9: Analysis of Scores by Question in Mathematics Test
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