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This action research focused on the use of concrete models in the teaching and learning of factorisation by participants from Year 10 low ability classes in Brunei. The study attempts to assist students‟ difficulties in learning algebra, specifically on factorising quadratic expressions with all positive coefficients by using simplified algebraic tile as a form of concrete manipulative to aid teaching and learning. These tiles act as the remedial approach to improve students‟ conceptual knowledge. Result analysis of 22 students indicated significant difference between the means of pre and post-tests students‟ results using t-test, suggesting that the implementation of concrete model does have an effect on students‟ achievements, and could possibly be used as an alternative approach to teaching this topic. There were also some positive feedback and concerns raised by students on the use of concrete models in their factorisation learning based on the interview of selected students in the study.

USING CONCRETE MODEL TO ENHANCE CONCEPTUAL KNOWLEDGE OF LOW ABILITY STUDENTS IN FACTORISING QUADRATIC EXPRESSION