Pencapaian Awal Matematik Kanak-kanak mengikut Tempoh Berada di Prasekolah dan Jantina
Keywords:
pencapaian awal matematik, tempoh berada di prasekolah, jantina, kanak-kanak prasekolah
Abstract
Kajian ini bertujuan untuk mengenal pasti tahap pencapaian awal Matematik kanak-kanak, mengenal pasti kesan tempoh di prasekolah dan jantina terhadap pencapaian awal Matematik dalam kalangan kanak-kanak prasekolah. Instrumen kajian ini merupakan Pencapaian Awal Matematik (Ginsburg & Baroody, 2003) berdasarkan Kurikulum Standard Prasekolah Kebangsaan. Seramai 1108 orang kanak-kanak prasekolah yang berumur 4+ dan 5+ terlibat dalam kajian ini. Statistik deskriptif, ujian-t bebas dan ujian Ancova menggunakan SPSS versi-21 dengan markah ujian pra sebagai kovariat digunakan. Dapatan kajian menunjukkan pencapaian awal Matematik kanak-kanak berada pada tahap purata dan tidak terdapat perbezaan yang signifikan dalam pencapaian awal Matematik kanak-kanak mengikut jantina. Terdapat perbezaan yang signifikan dalam pencapaian awal Matematik kanak-kanak mengikut tempoh di prasekolah. Kajian lanjutan tentang tempoh berada di prasekolah terhadap pencapaian awal Matematik diperlukan untuk menjelaskan dapatan ini.
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References
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Ompok, C. S. @ C. C., & Bacotang, J. (2019). Kesan kaedah mengajar terhadap pencapaian awal matematik dalam kalangan kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 8-16. https://doi.org/10.37134/jpak.vol8.2.2019
Ling MT., Pang V., Ompok C.C. (2018). Measuring Change in Early Mathematics Ability of Children Who Learn Using Games: Stacked Analysis in Rasch Measurement. In: Zhang Q. (eds) Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-10-8138-5_17
Ompok, C. S. @ C. C., Mei Teng, L., & Sapirai, J. (2021). Effect of games towards children’s mathematics performance. Southeast Asia Early Childhood Journal, 10(1), 1-17. https://doi.org/10.37134/saecj.vol10.1.1.2021
Ompok, C., Teng, L., Pang, V., Mun, H., Abdullah, A., & Sapirai, J. (2018). Early mathematics learning in reading and writing numerals: Learning through “What are the numbers?” A picture book made up of Flora and Fauna in Borneo. Southeast Asia Early Childhood Journal, 7, 52-59. https://doi.org/10.37134/saecj.vol7.6.2018
Ompok, C.C., Doig, B. & Tambagas, M. (2019). Patterns of Young Children’s Number Sense Development as Assessed by How Many Hidden Game. Journal of Cognitive Sciences and Human Development, 4(2). DOI: 10.33736/jcshd.1117.2018
Palejwala, M.H., & Fine, J.G. (2015). Gender differences in latent cognitive abilities in children aged 2 to 7. Intelligence, 48, 96-108.
Pound, L. (2008). Thinking and learning about Mathematics in the early years. Abingdon: Routledge.
Reynolds, A.J. (1995). One year of preschool intervention or two: Does it matter? Early Childhood Research Quarterly, 10(1), 1-31.
Robinson, S.L. (1986). School entrance age and the three R’s research, reality and recommendations. Kappa Delta Pi Record, 3, 3-7.
Rohaty Mohd. Majzub. (2012). Preschool children's early Mathematics achievement based on gender and ethnicity. Asian Social Science, 8(16), 24-29.
Rosazizi Abd. Rahim. (2004). Keberkesanan penggunaan perisian rangsangan komputer ke atas kebolehan matematik kanak-kanak prasekolah. Tesis Sarjana. Universiti Putra Malaysia.
Vandecandelaere, M., Schmitt, E., Vanlaar, G., Fraine, B.D., & Damme, J.V. (2014). Effects of kindergarten retention for at-risk children’s Mathematics development. Research Papers in Education.
Warder, K. (1999). “Born in December, ready for school?” in http:www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED439815. Retrived 20 October 2012.
Arteaga, I., Humpage, S., Reynolds, A.J., & Temple, J.A. (2014). One year of preschool or two: Is it important for adult outcome? Economic of Education Review, 40, 221-237.
Barnett, W.S., & Lamy, C.E. (2006). Estimated impacts of number of years of preschool attendance on vocabulary, literacy and Math skills at kindergarten entry. New Brunswick: National Institute for Early Educator Research.
Bickel, D.D., Zigmond, N., & Strayhorn, J. (1991). Chronological age at entrance to first grade, effect on elementary school success. Early Childhood Research Quarterly, 6, 105-117.
Burkam, D.T., LoGerfo, L., Ready, D., & Lee, V.E. (2007). The differential effects of repeating kindergarten. Journal of Education for Students Placed at Risk, 12(2), 103-136.
Dong, Y.Y. (2010). Kept back to get ahead? Kindergarten retention and academic performance. European Economic Review, 54(2), 219-236.
Ginsburg, H.P., & Baroody, A.J. (2003). Test of early Mathematics ability (3rd edition) Austin: PRO-ED SAGE Publications.
Gullo, D.F., & Burton, C.B. (1992). Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Early Childhood Research Quarterly, 7, 175-186.
Heckman, J.J., Moon, S.H., Pinto, R., Savelyev, P., & Yavitz, A. (2010). The rate of return to the High Scope Perry Preschool Program. Journal of Public Economics, 94, 114-128.
Hong, G., & Raudenbush, S.W. (2005). Effects of kindergarten retention policy on children’s cognitive growth in reading and Mathematics. Educational Evaluation and Policy Analysis, 27(3), 205–224.
Hong, G., & Raudenbush, S.W. (2006). Evaluating kindergarten retention policy: A case study of causal inference for multilevel observational data. Journal of the American Statistical Association,101(475), 901-910.
Hong, G., & Yu, B. (2007). Early-grade retention and children’s reading and Math learning in elementary years. Educational Evaluation and Policy Analysis, 29(4), 239-261.
Karoly, L., Kilburn, M.R., & Cannon, J.S. (2005). Early childhood interventions: Proven results, future promise. Santa Monica: RAND Corporation.
Khalid, R., Rana, S., Muhammad, Z.I., & Nousheen, K. (2013). Preschool attendees and non-preschool attendees. Academic achievement and social skills. Interdisciplinary Journal of Contemporary Research in Business, 4(9), 1146-1157.
Lachance, J.A., & Mazzocco, M.M.M. (2006). A longitudinal analysis of sex differences in Math and spatial skills in primary school age children. Learning and Individual Differences, 16, 195-216.
Lee, J., Fox, J., & Brown, A.L. (2010). Content analysis of children’s Mathematics proficiency. Education and Urban Society Published, 43, 627-641.
Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R.W. (2007). How much is too much? The influence of preschool centers on children’s social and cognitive development. Economics of Education Review, 26(1), 52-66.
Lonnemann, J., Linkersdörfer, J., Hasselhorn, M., & Lindberg, S. (2013). Gender differences in both tails of the distribution of numerical competencies in preschool children. Educ Stud Math, 84, 201-208.
Maccoby, E.E., & Jacklin, C.N. (1974). The psychology of sex differences. Stanford: Stanford University Press.
Mohd. Farid Zakaria, Muhammad Azizi Che Rusli, Mohd. Norhazril Mohd. Kamarulzaman, Sharifah Ahmad dan Rodmawati Ismail. 2010. Halatuju pendidikan awal kanak-kanak di Malaysia. Fakulti Pendidikan Teknikal dan Vokasional, Universiti Pendidikan Sultan Idris.
Ompok, C.C., Pang., Mun, H.C., & Chin, K. E.. (2016). Tempoh Berada di Prasekolah dan Pencapaian Awal Matematik. International Academic Research Journal. http://www.iarjournal.com/wp-content/uploads/IARJ-SS-20161-6-14.pdf
Ompok, C.C. (2016). Jenis Prasekolah dan pencapaian awal Matematik. International Academic Research Journal. http://www.iarjournal.com/wp-content/uploads/IARJ-SS-20162-24-30.pdf
Ompok, C. S. @ C. C., Ling, M. T., Abdullah, S. N. M. @ S., Tambagas, M., Tony, E. E., & Said, N. (2020). Mentor-mentee programme for STEM education at preschool level. Southeast Asia Early Childhood Journal, 9(1), 1-14. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3147
Ompok, C. S. @ C. C., & Bacotang, J. (2019). Kesan kaedah mengajar terhadap pencapaian awal matematik dalam kalangan kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 8-16. https://doi.org/10.37134/jpak.vol8.2.2019
Ling MT., Pang V., Ompok C.C. (2018). Measuring Change in Early Mathematics Ability of Children Who Learn Using Games: Stacked Analysis in Rasch Measurement. In: Zhang Q. (eds) Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-10-8138-5_17
Ompok, C. S. @ C. C., Mei Teng, L., & Sapirai, J. (2021). Effect of games towards children’s mathematics performance. Southeast Asia Early Childhood Journal, 10(1), 1-17. https://doi.org/10.37134/saecj.vol10.1.1.2021
Ompok, C., Teng, L., Pang, V., Mun, H., Abdullah, A., & Sapirai, J. (2018). Early mathematics learning in reading and writing numerals: Learning through “What are the numbers?” A picture book made up of Flora and Fauna in Borneo. Southeast Asia Early Childhood Journal, 7, 52-59. https://doi.org/10.37134/saecj.vol7.6.2018
Ompok, C.C., Doig, B. & Tambagas, M. (2019). Patterns of Young Children’s Number Sense Development as Assessed by How Many Hidden Game. Journal of Cognitive Sciences and Human Development, 4(2). DOI: 10.33736/jcshd.1117.2018
Palejwala, M.H., & Fine, J.G. (2015). Gender differences in latent cognitive abilities in children aged 2 to 7. Intelligence, 48, 96-108.
Pound, L. (2008). Thinking and learning about Mathematics in the early years. Abingdon: Routledge.
Reynolds, A.J. (1995). One year of preschool intervention or two: Does it matter? Early Childhood Research Quarterly, 10(1), 1-31.
Robinson, S.L. (1986). School entrance age and the three R’s research, reality and recommendations. Kappa Delta Pi Record, 3, 3-7.
Rohaty Mohd. Majzub. (2012). Preschool children's early Mathematics achievement based on gender and ethnicity. Asian Social Science, 8(16), 24-29.
Rosazizi Abd. Rahim. (2004). Keberkesanan penggunaan perisian rangsangan komputer ke atas kebolehan matematik kanak-kanak prasekolah. Tesis Sarjana. Universiti Putra Malaysia.
Vandecandelaere, M., Schmitt, E., Vanlaar, G., Fraine, B.D., & Damme, J.V. (2014). Effects of kindergarten retention for at-risk children’s Mathematics development. Research Papers in Education.
Warder, K. (1999). “Born in December, ready for school?” in http:www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED439815. Retrived 20 October 2012.
