T-METHOD : TO IMPROVED THE UNDERSTANDING OF STUDENT OF

FORM 3 AMANAH ON ALGEBRAIC EXPRESSIONS

Ahmad Faizal bin Muhamad Zabari
SMK Dato Bendahara CM Yusuf, Tanjung Tualang, Perak
ABSTRACT
The aim of this action research was to improve the achievement of the students in
mathematics using the T-Method or Table Method. The students were unable to identify
and differentiate the algebraic expressions involving multiplication, division, addition and
subtraction. As such, this T-Method was developed as solution to overcome this problem.
The students were able to give the correct answer when they used this T-Method.
1.0 REFLECTION OF PREVIOUS TEACHING AND LEARNING
Most of the students had the difficulty to differentiate between unknown and known
terms when it involved multiplication, division, addition and subtraction. Even though I
had told them to use basic method of operation on direct numbers to solve the problem,
the students will still kept on making the same mistakes when they had to come out with
the correct answer. So because of that, I chose to use T-Method to make it easy for them
to give the correct answer.
2.0 RESEARCH OBJECTIVES
2.1 General Objectives
2.1.1 To solve the difficulties of students when answering the algebraic
question.
2.1.2 To introduce the method used in teaching and learning which can
increase the level of understanding of students.
2.2 Specific Objectives
2.2.1 To simplify the algebraic expressions involving multiplication, division,
addition and subtraction using the T-Method.
2.2.2 To improve the students understanding through various activities.

3.0 TARGET GROUP

This group of research participants consists of 25 students from Form 3 Amanah

who are willingly participated in this research. Most of them had problems when
answering algebraic expressions.
4.0 DESCRIPTION OF ACTIVITIES
4.1 Identification of Problem
The students found it difficult to understand the algebraic expressions involving
multiplication, division, addition and subtraction.
4.2 Methodology
This action research was divided into two parts: the Pre-Test and the Post-Test. The
Pre-Test and Post-Test were divided into three questions. Question 1 was given for
multiplication, question 2 for division and question 3 for addition and subtraction.
Both the Pre-Test and Post-Test paper were allotted 24 marks per paper.
4.2.1

The Pre-Test

i. Students were given a question paper each to write the answer.

ii. There were given 45 minutes to answer the questions.
iii. After 45 minutes, the teacher collected the question papers and then marked
the papers. The marks for each students was recorded into a table.
4.2.2

The Post-Test

i. This was given 2 weeks after the T-Method was introduced to students.
ii. There given 45 minutes to answer the questions.
iii. After 45 minutes, the teacher collected the question papers and then marked
the papers. The marks of the Post-Test was then recorded into the same
table.
4.3 Introduction of the T-Method (Table Method)
Instruction to answer the questions
i.
Circle the number and operational symbol.
ii.
Write down the unknown / term
iii.
Count the numbers for each of the same unknown
iv.
Write down the coefficient number for each of the same term.

v.
vi.

Fill in the table with the above information.

Write down the answer according to the results on the table.

4.3.1 T-Method used in Multiplication

Example:
2xyz 3xz2
Solution : 1st step; Describe Unknown : x, y, z
2nd step : Complete the table
Number

Unknown
x
y
2
1

23=6

z
3

Answer = 6x2y1z3
= 6x2yz3
4.3.2 T-Method used in Division
Example:
Simplify the following

36 p 2 r
2 pr

Solution : 1st step; circle the number

36 p 2 r
2 pr

Up
Down

2nd step ; List all the unknown from up and down : p, r

3rd step : complete the table

Side

Number

Up
Down

36
2

Unknowns
p
r
2
1
1
1
0
1

Simplify to the
smallest division

Subtraction
Up Down

36 2 18
=
22
1

=21
= 1 (+ve)
=1p

Answer = Number Unknown

=

18
1p
1

= 18p
4.3.3 T-Method used in Addition and Subtraction
Example: 8pq2 3mn + 7 + 2pq2 + mn 15
Solution:
1st step ; circle the number
8pq2 3mn + 7 + 2pq2 + mn - 15
2nd step : list all the terms
Terms : pq2, mn
3rd step; complete the table
Terms
pq2
8+2
= 10

Number
mn
-3 + 1
= -2

+7-15
= -8

Answer : 10pq2 2mn - 8

5.0 PRE-TEST AND POST-TEST ANALYSIS

0
0

Up Down
=11
=0
If answer indicates
+ve written upside
-ve written downside
0 dont write the unknown

5.1 Presentattion of data from the Pre-Test and Post-Test

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S
Student T
Student U
Student V
Student W
Student X
Student Y
Total Score
Total Score Percentage

Pre-Test/ 24 marks
2
18
12
22
22
19
17
18
16
0
14
10
6
1
17
3
6
5
1
2
3
1
3
3
3
222
222 (25x24)
= 37%

Post-Test/ 24 marks
4
17
19
23
24
20
24
22
24
17
21
15
19
12
24
13
17
13
19
13
11
10
14
6
8
409
409 (25x24)
= 68.2%

5.2 Comparison between Pre-Test and Post- Test

Criteria
Total score of 25 students (marks/ 25)
Average score per student
(Total score /25 students)
Average percentage per student
6.0 EVALUATION

Pre-Test
222
8.88

Post-Test
409
16.36

(8.8824) x 100% (16.3624) x 100%

= 37%
=68.2%

It was found that after the T-Method was introduced to the students, the result of the
Post-Test increasedmby 31.2% compared to the Pre-Test. This means that with the TMethod, the students could easily understand the topic taught compared to the usual
method.
7.0 FUTURE RESEARCH
In the coming weeks, I would like to use the same method to simplify the combination of
operations on algebraic expressions involving multiplication, division, addition and
subtraction. With this, I hope all my students will be able to answer all the topics covered
on algebraic expressions with the T-Method.
BIBLIOGRAPHY
1. Longman Reference Text Series Form 2
2. Intergrated Curriculum for Secondary School, Mathematics Volume 1, Form 2