Abstract
<p>Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students’ perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.<strong></strong></p>
Highlights
Mathematics is important academically but it is one of the criteria that will be considered in application of the career (Stewart & Kluwin, 2001) and our daily activities (Norasmah & Shuki, 2009)
This study aims to examine the effects of the Magic Fingers Teaching Method (MFTM) on teaching and learning multiplication facts among deaf students and their perception towards MFTM
In context of this study, Conventional Teaching Methods (CTM) was an usual teaching method which applied by using chalk and talk, memorization and written notes in teaching multiplication fact, whereas MFTM is created by the researcher (Liong, 2009)
Summary
Mathematics is important academically but it is one of the criteria that will be considered in application of the career (Stewart & Kluwin, 2001) and our daily activities (Norasmah & Shuki, 2009). Past research has shown that a lack skill of multiplication facts was the source of low achievement in mathematics (Jennie & Mohd Johan, 2010; Stanley & Julaini, 2006; Sharifah et al, 2006; Aida, 2006). This is because most of the questions in the exam requires the application of mathematical multiplication facts skill when answering exam questions. The method of teaching is one of the important factors that will affects mathematics achievement (Copley, 2000; Hutkemri, 2009)
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