The Effects of Kit TT 2 Innovation on Year One Pupils’ Addition and Subtraction Performance


  • Low Weng Sheng, Mohd Mokhtar Tahar, Siti Mistima Maat


Addition, KIT TT 2, Mathematics, Quasi-experimental design, Subtraction.


Home-based teaching and learning (PdPr) has been commenced by the Ministry of Education Malaysia during the Covid-19 pandemic in the world. Pupils lack of Mathematics manipulative concrete teaching aids at home. The shortage of hands-on activities limited their ability to learn abstract concepts of addition and subtraction concretely. Failure of pupils to master these skills will affect their future Mathematics study. Therefore, this quantitative study employed a quasi-experimental with non-equivalent pre-test and post-test control group design. This study aims to examine the effects of KIT TT 2 on addition and subtraction performance between two Year One classes at a school in the state of Malacca. The experimental group of pupils was exposed to project-based PdPr with KIT TT 2 to help them master addition and subtraction skills over two weeks. A no-treatment control group exposed to PdPr with online classes’ material was adopted. Data were analyzed by using descriptive and inferential statistics of one-way MANCOVA. The study showed a significant difference in combined addition and subtraction performance between the experimental and the control group. Pupils who used KIT TT 2 had higher addition and subtraction performance compared to pupils who use online classes’ material. The findings served as an implication towards stakeholders in terms of implementation of diversifying teaching methods and supporting material in teaching and learning addition and subtraction skills during PdPr.