Ninth Grade Students' Level in Identifying Percentages in Different Forms: Numerical, Fractions, Decimals and Shaded Areas; and their Views on the Meaning and Importance of Percentages

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