Multiplication is one of the basic arithmetic skills for every pupil who learns Mathematics. Nevertheless, it had become a challenging task for pupils when they still unable to master the skills even by Year Four. The study designed a module entitled DoCtor WoRM’s Module based on game-based learning and mastery learning. This paper presented the literature review on remedial education, mastery learning, game-based learning, Mathematics as a subject, multiplication, and low achievers. The purpose of this study is to design a conceptual framework for DoCtor WoRM’s Module in order to improve multiplication skills among Year Four low achievers. Based on the conceptual framework, two phases in this study are Module Development Phase and Module Evaluation Phase. During the first phase, DoCtor WoRM’s Module is developed based on the digital game-based learning (Prensky, 2001) and mastery learning (Bruner, 1971). Five important steps in DoCtor WoRM’s Module are drawing, counting, writing, reading, and memorizing. This study is quasi-experimental design in nature. Hence, the researcher will divide the pupils into control group and experimental group. The experimental group will be undergone teaching and learning using DoCtor WoRM’s Module. After the implementation of the module, the pupils are expected to master in single-digit multiplication.
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In-Text Citation: (May & Ahmad, 2018)
To Cite this Article: May, Y. S., & Ahmad, N. A. (2018). A Conceptual Framework for DoCtor WoRM’s Module in Improving Multiplication Skills among Year Four Low Achievers. International Journal of Academic Research in Business and Social Sciences, 8(4), 924–934.
Copyright: © 2018 The Author(s)
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