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Chapter 4

Results and Discussions

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This chapter is divided into two parts: (1)

Descriptive Data Analysis, and (2) Inferential Data

Analysis.

Part One, Descriptive Data Analysis, presents the

descriptive data and their respective analysis and

interpretations.

Part Two, Inferential Data Analysis, presents the

inferential data and their respective analysis and

interpretations.
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italicized, center
Descriptive Data Analysis

Level of Mathematical Misconceptions side heading is cut at the

of Students middle, italicized

The data in Table 1 reveal that the level of

mathematical misconceptions of students is generally

“moderate” (M = 7.89, SD = 4.46). More particularly, their

level of mathematical misconceptions in the pretest is

“moderate” (M = 9.68, SD = 4.21), however, their level of

mathematical misconceptions in the posttest is “low” (M =

6.11, SD = 3.999). first paragraph is the

interpretation of the
results
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A “moderate” level of misconception in the pretest

denotes that the students bring with them mathematical

misconceptions they already acquired from previous learning

experiences which persist up to this point in their

this is the discussion
academic life.

However, a “low” level of mathematical misconceptions

in the posttest revealed that the unlearning process which

the students underwent caused the mathematical

misconceptions of the students to decline, an indication of

this is the implication
the effectiveness of the unlearning process.

The mathematical interests and knowledge the students

bring to class may indeed differ, but the causes are more

likely to be their varying experiences, rather than their

biological endowment (Clements & Sarama, 2007 in Lee &

Ginsburg, 2008).
this is a tie-up of the
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Table 1.
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Level of Mathematical Misconceptions

Test Mean N SD Description

the title is italicized and
Pretest 9.68 37 4.210 Moderate
must not be more than 2
Posttest 6.11 37 3.999 Low lines

Overall 7.89 74 4.455 Moderate

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Mean Score Description

17.11 – 22.00 Very High (VH)
12.21 – 17.10 High (H) reference table has a
7.31 – 12.20 Moderate (M)
font size of 10
2.41 – 7.30 Low (L)
0.00 – 2.40 Very Low (VL)

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Inferential Data Analysis

Differences between the Levels of

Mathematical Misconceptions interpretation

Data in Table 3 reveal that the level of mathematical

misconceptions of students in the pretest and posttest is

discussion and
significantly different [t (71.81) = 3.74, p<0.05].
implication
The result implies that the unlearning process which

is aimed at eliminating the misconceptions of the students

is effective because it cause the misconceptions of the

students to decline significantly from the pretest to the

tie ups of the
posttest.
results and
review
The result of this study works alongside the study of

Mestre (2004) which contends that students deconstruct

their „naive theories‟ and reconstruct appropriate

scientific theories. He pointed out to look for

misconceptions and help students overcome them. To start

remediation for these misconceptions, students must be

confronted with conflicting situations which clearly show

them that their strategies do not work in all cases

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(Cockburn and Littler, 2008). Thus, to neutralize the

interference of misconceptions, instruction should confront

students with the disparity between their misconceptions

and the correct concepts. When the disparity becomes

explicit, students will appreciate the advantages of the

expert concepts and give up their misconceptions (Smith et

al., 1994). decision (rejection

or not of the
hypothesis)
Consequently, the null hypothesis which states that

there is no significant difference in the level of

mathematical misconceptions of students in the pretest and

in the posttest, is hereby rejected.

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Table 3 2 spaces

t-test of Mathematical Misconception Between Pretest and

Posttest

Test N Mean SD t df Sig the title is italicized and

must not be more than 2
Pretest 37 9.676 4.210 3.74 71.81 0.000*
lines
Posttest 37 6.108 3.999
*p<0.05 (significant @ 5%)
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