Case Study Report

1.0 Introduction
In Malaysia’s education system, the pupils start learning the topic of time in
elementary school, which start from year 1 to year 6. However, primary pupils
have difficulty with this topic. (Earnest, Gonzales & Plant, 2018; Earnest, 2017;
Kamii & Russell, 2012; Williams, 2011; Harris, 2008; McGuire, 2007 Ness &
Bouch, 2007)

1.2 Definition Of Time

Time is an ongoing sequence of events taking place in the present, past

or future (Pierce, 2018; Cambridge Dictionary, 2019). Next, Rouse
(2014) states that “…Time is an observed phenomenon, by means of
which human beings’ sense and record changes in the environment and
in the universe…”.

1.2.1 Units of Measuring of Time

Time is normally measured with clocks, either is an analogue

clock or digital clock. The fundamental units of measuring time in
the International System of Units (SI) is second, minutes, hours,
day and years (The Canadian Style, 2015). Besides, time are
normally recorded with tools such as calendar, watch, analog
clock, digital clock, and time line (Parimalarani
Sivasubramaniam, Hilezan Zainal & Siti Khadzimah Sallip,
2014).

1.2.3 System of Showing the Time

There are two systems in showing the time, which is 12-hours

system and 24-hours system. However, 24-hours system has
become a worldwide standard especially in the development of
transportation of land, sea and air because 24- hour system is
used in airline and navigational cruise schedules as these
transport movements span different times according to terrain
(Parimalarani Sivasubramaniam, Hilezan Zainal & Siti
Khadzimah Sallip, 2014).
2.0 Issues in Time Learning

2.1 Misconception in Telling Time

According to Gürefe & Özdi (2019) states that “…one of the important
goals that students are expected to learn in mathematics is determining
how to tell the time…” (p.1) However, pupils have difficulties in telling
the time when using analog clock (Earnest, Gonzales & Plant, 2017;
Williams, 2011; Harris 2008; McGuire, 2007). Pupils may not notice that
when minutes hand of a clock move to one another intervals, the hour
hand would proportional move as well. For example, an analog clock is
showing 9:30. Pupils will assume that figure1.0 is correct where the
hour hand of the clock is pointing to 9 and the minutes hand is point to
6. However, figure1.0 is incorrect because the hour hand does not
move. The correct reading of 9:30 is shown in figure 2.0. Therefore, the
misconception of telling time is focused on the movement of minute and
hour hand.

Figure 1.0: Incorrect time reading Figure 2.0 Correct time reading

2.2 Misconception in Elapsed Time

Elapsed time means the actual time taken for an event (Merriam-
Webster, 2019). Besides, elapsed time is also an abstract idea about
the nature of time flow (Harris, 2008) Nevertheless, pupils may forget to
change the unit of the time especially when minute is more than 60
(Harris, 2008; Ness & Bouch, 2017). An example is provided in figure
3.0.
 Figure 3.0: Misconception of Elapsed Time

(Source: Ness & Bouch “Time and Money”, p.22)

3.0 Methodology

The research is carried out in Sekolah Kebangsaan Jalan Arang. 5 pupils from
year 4 were included in this study.

3.1 Procedure of Activity 1 for Issue One: Misconception in Telling

Time

Pupils are asked to spin the clock to show the time 2:45 by using the
1.
cake base clock
2. Teacher discuss the answer with pupils.
Pupils are exposed to the misconception in reading time and on the
3. same time, the teacher shows the interactive slide and the real
clock.
4. Teacher distribute the worksheet to pupils.
 3.2 Procedure of Activity 1 for Issue One: Misconception in Telling
Time

Teacher shows a question on problem solving about time. (refer to

1.
figure 3.0)
2. Pupils are answer the question and write their answer in a paper.

3. Teacher asks a few questions to pupils.

Teacher and pupils solve the problem together by using the
4.
resource (clock).
5. Teacher shows the correct solution by using video.

6. Pupils answer a few questions from the interactive slides.

4.0 Findings and Discussion

4.1 Issue One: Misconception in Telling Time

During the first stage of the activity for issue 1, it is found that all the
pupils spin the 2:45 incorrectly, which is the hour hand and the minute
hand were point to 2 and 9 respectively. This finding proved that the
misconception in telling time do exist in the pupils that have done by
Earnest, Gonzales & Plant (2017), William (2011) Harris (2008) and
McGuire (2007).

This issue arise in the classroom is because the pupils nowadays are
not used to seeing analog clocks due to digital age (Berry, 2018). This
means that pupils nowadays rarely using analog clock to refer time but
refer time with digital clock, watches or smart phone and hence, causing
them not familiar on using analog clock (Joe, 2013). In addition, reading
time from digital clock is easier than using the analog clock (Harris,
2008; Queensland Studies Authority, 2005) as the just read the
numbers (Cicero, n.d.; Molina, 2018).

Another reason that the pupils have difficulties in telling time is due to
the functionality of clock features (Earnest, Gonzales & Plant, 2017).
For example, if one moves the minute hand clockwise to show 6:30, the
hour hand will move as well. With this type of clock, pupils will note the
 proportional shift in hand movement and vice versa. (Earnest, Gonzales
& Plant, 2017, refer appendix 1). Therefore, the pupils will face
difficulties to understand the movement of the hands.

4.2 Issue 2: Misconception in Elapsed Time

It was found that 4 out 5 pupils were answered the question given by
the researcher, where they did not subtract the minute with 60. Only one
pupil managed to answer the question correctly. (refer to appendix 2)
this results proved that the research that carried by Ness & Bouch
(2007) and Harris (2008) still exist in the pupils nowadays.

According to Queensland Studies Authority (2005) point out, time is an

abstract concept and it is not a visible attribute (p.188). Unlike other
measurements such as length, mass and volume that can be visualize
by using instruments such as ruler, level balance and measuring
cylinder respectively to expose their features easily and therefore, pupils
will face difficulties when learning elapsed time. (McGuire, 2007).

4.3 Sub-conclusion Of Findings

However, after using the resources that have built with explanation from
the researcher, the pupils were managed to answer it correctly as stated
in appendix 3. Besides, when pupils learned Mathematics with ICT, they
will feel interested and increase their motivation and enthusiasm in
learning (Scharladi, 2018; Geta & Abera 2015; Cunska & Savicka,
2012).

5.0 Effectiveness of The Resources

5.1 Strength

The researcher has asked feedback from the pupils. It was found that
this resource is colourful, and the hands in the clocks are big suitable in
its size. The purpose of using big size of hands’ clock is to make sure
the pupil can see it clearly.

The interactive slides that have built was also colourful. Furthermore,
The pupils reviewed that they feel happy when they can use teacher
laptop to answer the question.

5.2 Weaknesses and Improvements on Effectiveness of Resources

 One of the weaknesses is the material that built up the clock. It is found
that using card to make the clock face will not last longer. Therefore, it is
suggested that the clock is covered with a transparent binding cover so
that it is last longer and waterproof.

Another weakness is that the pupils are not participating in creating a

clock. This may cause the pupils cannot remember better through
experience (Carin & Bass, 2001). Therefore, it would be better to ask
the pupils to create a clock as it is hands-on activity so that they can
learn better, nurturing creative environments and intrinsically motivated.
(Dhanapal & Wan, 2014; Andrewpass, 2015)

6.0 New Ideas of Activity to Help Pupils

Firstly, the researcher can conduct hands-on activity with pupils such as create
the clocks using paper plate. As mention previously, this activity can motivate
pupils to learn and nurturing their creativity where they can freely design their
clocks. (Dhanapal & Wan, 2014; Andrewpass, 2015, refer appendix 4 for further
activity)

Another activity is game. The researcher can create a game in the slides or
using apps in the website to help to the pupils learn better instead of using the
approach ‘chalk and talk’. Through the method of ‘playing while learning’, it can
nurture pupils’ interest in learning and they will strive to explore the content of
education with teacher’s guidance. (Owi & Ang, 2016) Besides, playing game
will also and deepen their understanding of certain topic. (Rutherfold, 2015)

7.0 Conclusion

In conclusion, teaching strategies are very important especially in delivering the

teaching and learning process (Owi & Ang, 2016) of the topic of time as time is
abstract concept. The pupils will learn better if the teacher did some hands-on
activity with explanation in the classroom.

(1218 words)
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Appendix
Appendix 1 The functionality of Clocks

Earnest, Gonzales & Plant, 2017, p. 364

Appendix 5: Photos for conducting activity