Abstract:
This research investigated ninth grade students' performance with regards
to percentages in different forms: numerical, fractions, decimals and shaded
areas. Additionally, it examined the students’ performance in answering word
problems based on percentages. As well, the study attempted to identifythe
meaning they hold for percentages. To collect the data, the researcher designed
two percentages tests and an interview. A sample of 231 students participated
in the study.
The results showed a low performance in identifying percentages in
different forms. The ANOVA test indicated statistically significant differences
in students' performances in percentages in different forms. Tukey test showed
that the difference was in favor of shaded areas against decimals and numerical
items. Also, there was significant differences in students' performances
between decimals and fractions items in favor of fractions items.
The results showed a low performance in identifying percentages presented
in both word problems and numerical form. However, T-test indicated a
difference in favor of items presented in numerical from. The interview results
showed that only a fourth of the students who participated in the interview
could provide a definition for percentages. Additionally, the examples they
provided were limited and the overwhelming majority of them provided only
one example of percentages in our daily life