KNOWS strategy in action: Solving word problems involving ratios

Abstract

This study concerns an intervention incorporating the KNOWS strategy (K—Know, N—Need to know, O—Organize, W—Work, and S—Solution), a mnemonic problem-solving tool to improve students’ performance in ratio word problems. Quantitative data through pre- and post-tests were collected from 42 Year 9 students in one of the secondary schools in Brunei Darussalam. Results from a paired-sampled t-test show that the students scored higher in the post-test compared to the pre-test, confirming the effectiveness of the KNOWS intervention in improving students’ performance in ratio word problems. Despite the improvement in students’ performance, this study highlights some misconceptions and common mistakes of students when solving ratio word problems before and after the KNOWS intervention. It also suggests alternative ways of using the KNOWS strategy as an instructional option to improve students’ performance in ratio word problems.

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

“…These practices involve providing feedback to modify and improve teaching and learning (assessment for learning), students' self and peer assessment (assessment as learning), and judging students' mastery at the end of the instructional period (assessment of learning) (Glazer, 2014;Yan and Brown, 2021;Baidoo-Anu et al, 2023a). Key assessment practices include effective questioning, sharing learning intentions and success criteria with students, and using summative assessment for formative purposes (Moss and Brookhart, 2009;Sadler, 2013;Lam, 2016;Othman et al, 2022;Emran et al, 2023). While teachers tend to favor assessment of learning, limited studies have reported formativeoriented beliefs and practices (Price et al, 2011;Coombs et al, 2020;DeLuca et al, 2021).…”