Application of Vee Diagram as a Problem-Solving Strategy in Developing Students’ Conceptual and Procedural Knowledge
Chua Ye Ling1, Sharifah Osman2, Mohd Fadzil Daud3, Wan Nazdah Wan Hussin4

1Chua Ye Ling, HLCE Hope RC Sdn. Bhd., Taman Ponderosa, Johor, Malaysia.
2Sharifah Osman, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia.
3Mohd Fadzil Daud, School of Mechanical Engineering, Faculty of Engineering, Universiti Teknologi Malaysia.
4Wan Nazdah Wan Hussin, School of Mechanical Engineering, Faculty of Engineering, Universiti Teknologi Malaysia.

Manuscript received on 11 August 2019 | Revised Manuscript received on 14 August 2019 | Manuscript published on 30 August 2019 | PP: 2796-2800 | Volume-8 Issue-10, August 2019 | Retrieval Number: J95910881019/2019©BEIESP | DOI: 10.35940/ijitee.J9591.0881019
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Abstract: Vee diagram is a constructivist approach to teaching and learning, to help students understand the relevant principles and concepts of mathematical problem-solving. This study aimed to investigate the development of students’ conceptual and procedural knowledge after the Vee diagram is introduced as a problem-solving strategy in learning a topic in mathematics. This study used a quasi-experimental research design, which involved 48 lower secondary school students selected through purposive sampling. Data were collected using a set of pre-test and post-test that consists of 5 mathematical problem-solving questions. Data were analysed using Statistical Package for Social Science version 23. Findings of this study showed that the application of Vee diagram as a mathematical problem-solving strategy has significantly developed students’ conceptual and procedural knowledge.
Keywords: Conceptual Knowledge, Procedural Knowledge, Problem-Solving Strategy, Vee Diagram

Scope of the Article: Problem Solving and Planning