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INTRODUCTION
• Recently, there is a rapid growth of computing technology,the applications and uses of computers have grown at astaggering rate.
• Integrating technology in teaching has been a challenge to
teachers since they need to make effective use of it in orderto develop student's independent learning skills andenhance learning.
• By using technology into teaching, teacher helps student'sincrease their creativity which also promotes self-
confidence.• There is a growing global interest in extending the field of
study from stand alone learning environment tocollaborative learning environment.
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Problem Statement
• Many journals either in the field of computer science or educationhave rigorously discussed the use of Computer In Education (CIE).Some of the researchers from both fields work together to enhancethe existing teaching and learning methods andproduce suitablecoursewa re. In Malaysia, many researchers from many universities
have conducted many studies in CIE. Nevertheless, not manypublications highlighted the potential use of Computer-SupportedCollaborative Learning (CSCL) application in school [3].
• Community Colleges under the Ministry of Higher Education(MoHE) are technical educations institution that is responsible for
producing semi skilled professionals for many technical disciplinessuch as information technology. Many of lectures use computer intheir teaching and learning process. But none of them use thecomputer technology within collaborative learning environment.
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Project Objective
The objectives of this paper are:
• To develop a System Networking InteractiveMultimedia Courseware for collaborative learning
environment.• To help enhance student learning using
developed Interactive Multimedia Coursewarewithin collaborative learning environment
• To improve learning effectiveness usingdeveloped Interactive Multimedia Coursewarewithin collaborative learning environment
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LITERATURE REVIEW
• Collaborative learning differs from traditional teachingapproaches because students work together rather thancompete with each other individually. [Gerlach, 1994]
• Think-pair-share is a relatively low-risk and short
collaborative learning technique, and is ideally suited forinstructors and students who are new to collaborativelearning. [Wisc, 2006]
• Computer-supported collaborative learning is one of themost promising ideas to improve teaching and learning
with the help of modern information and communicationtechnology. [Zanariah Kasirun & Siti Salwa Halim, 2004]
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METHODOLOGY
• The target population of the study is InformationTechnology students in Community College inMalaysia. The samples are 30 respondents amongsemester 4 of Certificates of Information
Technology students of Masjid Tanah CommunityCollege. They were expected to be representativeof the whole populations of IT students inMalaysia as institutions are under one governing
body. I assumed my subjects are all IT-literate andwould be able to carry those tasks that I haveassigned to them. Most important, they havetheir own personal computer at home.
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Research Tools and Materials
• Five research tools were used in this study, an interactive multimediacourseware, peer evaluation form, questionnaire, a pre-test, and a posttest. The interactive multimedia courseware was written in Englishdeveloped using the ADDIE instructional model that consist of five phase;analysis phase, design phase, development phase, implementation phaseand evaluation phase. Its content was limited to Computer Network
subject, topic (Computer Networking Installation) only.
• There are four modules in the CD called Objective, Notes, Practical andTest. Peer Evaluation Form was administered to all participants in groupwork to evaluate the think pair share technique. Questionnaire wasconducted to evaluate if courseware improve student learning
effectiveness were distributed to the target users which are experimentalstudents. The Pre Test and Post Test instruments consisted of 10 questionsin each test to evaluate student score gain.
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Research Tools and Materials
E-MODULES
NETWORKING SYSTEM
Prepared by:
MOHD HAFIEZ BIN AHMAD /SHARIFAH NADIYAH BINTI RAZALI
Pre Test Post Test
Peer EvaluationForm
content was limited to
Computer Network subject
evaluate the think pair share technique
evaluate if courseware improve student learning effectiveness
evaluate student score gain
to measure student basic knowledge to measure student’s achievement
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Research Procedure
quasi-experimental
Control group Experimental group
Group 1: Pre Test > treatment 1 > Post TestGroup 2: Pre Test > treatment 2 > Post Test
Research Design and Procedure
Peer Evaluation
Form
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RESULT PRE TEST AND POST TEST (CONTROLGROUP)
NOPRE
TEST%
POST
TEST%
LEARNING
GAIN (%)
1 7 23 15 50 27
2 21 70 30 100 30
3 12 40 18 60 20
4 11 37 17 57 20
5 10 33 17 57 23
6 17 57 26 87 30
7 9 30 15 50 20
8 10 33 18 60 27
9 8 27 16 53 27
10 11 37 16 53 17
11 11 37 15 50 13
12 21 70 30 100 30
13 13 43 21 70 27
14 19 63 28 93 30
15 10 33 16 53 20
RESULT PRE TEST AND POST TEST (EXPERIMENTALGROUP)
NOPRE
TEST%
POST
TEST%
LEARNING
GAIN (%)
1 13 43 27 90 47
2 9 30 25 83 53
3 11 37 27 90 53
4 9 30 20 67 37
5 12 40 25 83 43
6 12 40 26 87 47
7 3 10 20 67 57
8 14 47 28 93 47
9 10 33 25 83 50
10 4 13 16 53 40
11 7 23 19 63 40
12 11 37 28 93 57
13 9 30 23 77 47
14 9 30 26 87 57
15 11 37 28 93 57
learning score (%) for experimental group is higher compare to control group
students learning are enhancing using developed interactive multimedia courseware within collaborative learning
environment
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PEER EVALUATION
NOTHINK
SESSION
PAIR
SESSION
SHARE
SESSION
WORK
COMPLETIO
N
INTERESTE
D LEVELMEAN
LEARNING
SCORE GAIN
(%)
1 2 3 3 4 3 3 47
2 3 4 4 4 4 4 53
3 3 4 4 4 4 4 53
4 2 2 2 2 2 2 37
5 2 3 3 3 2 3 43
6 2 3 3 4 3 3 47
7 4 4 4 4 4 4 57
8 2 3 3 4 3 3 47
9 3 3 3 4 4 3 50
10 2 3 3 3 3 3 40
11 2 3 3 3 3 3 40
12 3 4 4 4 4 4 57
13 2 3 3 4 3 3 47
14 4 4 4 4 4 4 57
15 4 4 4 4 4 4 57
those students who are strongly implemented Think Pair Share technique increase their learning score gain higher
than those students are not
IN-CLASS EVALUATION
NO INFORMATION CONFIDENCE TEAMWORK AVERAGE
LEARNING
SCORE GAIN
(%)
1 7 7 6 7 47
2 8 8 8 8 53
3 8 8 8 8 53
4 5 5 5 5 37
5 6 7 7 7 43
6 7 7 7 7 47
7 9 8 7 8 57
8 8 6 7 7 47
9 7 7 7 7 50
10 5 5 5 5 40
11 5 5 5 5 40
12 9 8 7 8 57
13 7 7 6 7 47
14 8 8 7 8 57
15 8 8 7 8 57
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•the mean ranged from 4.33 to
4.53
•overall means for courseware
content is 4.43
•most of the students agreed that
the courseware content is
suitable, structured are clear and
did not confuse students.
Courseware Content N SUM MEAN SD
1 Objectives are clearly stated 30 136 4.53 0.47
2 The content is structured in a clear and understandable
manner. 30 134 4.47 0.53
3 Main menu clearly identifies the course layout. 30 130 4.33 0.67
4 Presentation did not confuse students. 30 132 4.40 0.60
Courseware Navigation N SUM MEAN SD
5 The using button make me easy to control the
courseware 30 134 4.47 0.53
6 The instruction given in the courseware is clear and easy
to understand 30 134 4.47 0.53
7 The structure allows learners to move around freely in
different units. 30 134 4.47 0.53
8 High degree of user control. 30 124 4.13 0.87
•the mean ranged from 4.13 to
4.47
•overall means for courseware
content is 4.38
•most of the students agreed that
the courseware navigation is easy
to control; the instruction is clear
and easy to move around.
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mean ranged from 4.13 to 4.53.
overall means for courseware
content is 4.37
most of the students agreed that
the courseware interactivity is
good.
Courseware Interactivity N SUM MEAN SD
9 The interactivity of this multimedia courseware is according
to the maturity of the students. 30 136 4.53 0.47
10 This multimedia courseware provides opportunities for
interaction with standardized icons. 30 134 4.47 0.53
11 This multimedia courseware allows learners to discover
information through active exploration. 30 130 4.33 0.67
12 High degree of interactivity. 30 124 4.13 0.87
Courseware Screen Design N SUM MEAN SD
13 Screens designed in a clear and understandable manner. 30 132 4.40 0.60
14 The use of text follows the principles of readability. 30 134 4.47 0.53
15 The colour of the text follows the principles of readability. 30 132 4.40 0.60
16 The quality of the text, images, graphics and video is
good. 30 134 4.47 0.53
17 Presented pictures are relevant to the information
included in the text. 30 134 4.47 0.53
18 The video enhances the presentation of information. 30 120 4.00 1.00
19 The sound is of good quality and enhances the
presentation of information. 30 120 4.00 1.00
20 Screen design and layout affects my ability to use the
courseware 30 132 4.40 0.60
the mean ranged from 4.00 to 4.47
overall means for courseware content is 4.33.
most of the students agreed that the courseware
screen design is follow the standard screen
design and enhanced learning.
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mean ranged from 4.20 to 4.40overall means for courseware content is 4.33
most of the students agreed that the courseware is easy to use.
Ease of use N SUM MEAN SD
21 Easy for target audience to operate independently 30 132 4.40 0.60
22 User can navigate the program without difficulty 30 132 4.40 0.60
23 Menus and other features make the program user friendly 30 132 4.40 0.60
24 Directions are clear and easy to follow. 30 126 4.20 0.80
25 Functions of buttons are easily identified 30 126 4.20 0.80
26 Location of where you are in the course is easily identified
(notes/tutorial/quiz/activity). 30 132 4.40 0.60
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Collaborative and Think-pair-share technique N SUM MEAN SD
27 I learn best interacting with others 30 136 4.53 0.47
28 I enjoy informal chat and serious discussion 30 138 4.60 0.40
29 I value relationships more than ideas or accomplishments 30 130 4.33 0.67
30 Study groups are very productive for me 30 130 4.33 0.67
31 I am a “team player” 30 136 4.53 0.47
32When I have problems, I prefer to seek help from other people
rather than work it out alone
30 134 4.47 0.53
33I like the challenge of teaching other people what I know how to
do30 130 4.33 0.67
34 In team, I co-operate and build ideas of others 30 132 4.40 0.60
35 Courseware promotes collaborative learning 30 134 4.47 0.53
36“Think” session give me time to get the idea before discuss with
my partner 30 132 4.40 0.60
37“Pair” session give me a confident when reporting to the whole
class30 136 4.53 0.47
38 “Share” session give student take ownership of their learning thanrely on teacher’s authority
30 138 4.60 0.40
39The think , pair , share strategy increase personal
communications30 138 4.60 0.40
40 The think pair share technique encourage active learning 30 130 4.33 0.67
41The think pair share technique encourage student to work
together 30 136 4.53 0.47
42Courseware contains assignments that can be executed by a
group of learners30 134 4.47 0.53
43Courseware contains activities encourages discussion and
collaboration among learners
30 130 4.33 0.67
44Courseware is easy to learn; the user can quickly get some
work done with it30 134 4.47 0.53
45 Collaborating with other learners enhances learning 30 132 4.40 0.60
46 Does the think pair share technique encourage active learning 30 136 4.53 0.47
47The think pair share technique encourage student to work
together 30 132 4.40 0.60
48
Learning system networking courseware with think pair share
technique provides interesting learning environment compare
to using textbooks.
30 136 4.53 0.47
mean ranged from 4.33 to 4.53
overall means for think pair share technique is 4.46
most of the students agreed that the applied technique (think
pair share) is enhancing student learning.
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• The analysis was carried out that the learning score (%) forexperimental group is higher compare to control group.
• It means that students learning are enhancing usingdeveloped interactive multimedia courseware withincollaborative learning environment.
• Those students who are strongly implemented Think PairShare technique increase their learning score gain higherthan those students are not.
• The mean scores for the six elements are high.
• The learner who used the courseware in learning process,strongly believe in the effectiveness of the coursewarethrough think pair share technique in improving theirachievement.
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• This study was written with the intention to fulfil the three objectives which can be obtained from Section 1.2 in Chapter 1. Below are the outcomesof the achievement for each objective:
•
• Objective 1: To develop a System Networking Interactive Multimedia Courseware for collaborative learning environment.
• This objective 1 has been achieved in which a interactive multimedia courseware for Collaborative Environment for Teaching and Learning SystemNetworking has been developed by using ADDIE methodology.
•
• Objective 2: To help enhance student learning using developed Interactive Multimedia Courseware within collaborative learning environment
• This objective 2 has been achieved as discuss in section 4.1. A pre test was given before both groups learn the topic and the post test was given afterall student finish their learning. From the analysis, students learning are enhancing using developed courseware within collaborative learningenvironment. The T test shows that, those students in experimental group show higher mean score. An as discuss in section 4.2, those students who
are strongly implemented Think Pair Share technique increase their learning score gain higher than those students are not.•
• Objective 3: To improve learning effectiveness using developed Interactive Multimedia Courseware within collaborative learning environment
• After all experimental student finis using the courseware and take the post test, a questionnaire was distributed to experimental group to evaluatethe courseware effectiveness. As discussed in Section 4.3, the questions were focused on courseware content, navigation, interactivity, screendesign, ease of use and think pair share technique. The analysis show that the students agree:
– the courseware content is suitable, structured are clear and did not confuse students
– the courseware navigation is easy to control; the instruction is clear and easy to move around
– courseware interactivity is good
– courseware screen design is follow the standard screen design and enhanced learning
– courseware is easy to use
– applied technique (think pair share) is enhancing student learning
•
• The achievement of students using interactive multimedia courseware within collaborative group is better than students in control group. This resultsupport that student learning is enhance when they have many opportunities to elaborate on idea through talk (Pressley 1992). This research foundthat the interactive multimedia courseware within collaborative learning environment helps student to improve their learning effectiveness.
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• Further work includes the improvement of thecourseware for better scope and performance.Future research possibilities include using thecourseware for a system networking class to
emphasize that collaborative activities do notonly support the subject, but any other subjectsas well. Also make it work to online.
•
• So far the courseware just covered topic C insystem networking module. That why, we have todevelop full content courseware.