Pusat Teknologi Pengajaran dan Multimedia - Tesis

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Browsing Pusat Teknologi Pengajaran dan Multimedia - Tesis by Subject "Computational Thinking"

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    The Effects Of Segmenting And Computational Thinking In Digital Video Courseware On Knowledge Achievement, Self-Efficacy And Motivation Among Students With Different Thinking Styles
    (2023-07)
    Wan Ali, Wan Nor Ashiqin
    The lack of 21st-century skills of digital video knowledge and computational thinking (CT), as well as the inflexibility of a student to control the learning pace results in low-quality video being produced. Hence, the researcher aims to design, develop, and analyse the effects of integration between learner-paced predefined segment and CT algorithmic thinking in "Digital Video Courseware (DVC)" development on knowledge achievement, self-efficacy, and motivation in students with different thinking styles. This research used a quasi-experimental design using a 2 x 3 factorial. This study's variables include (i) two treatment modes, "DVC: Learner-paced predefined segment (DVC-LS)" and "DVC: System predefined segment (DVC-SS)"; (ii) knowledge achievement, self-efficacy, and motivation; and (iii) thinking style, which includes legislative, executive, and judicial. The undergraduate students from "Malaysian Technical University Network (MTUN)" university are categorised into two groups which are mode 1: DVC-LS and mode 2: DVC-SS. Descriptive and inferential statistics (ANOVA and ANCOVA) were used to analyse the experimental data. The researcher found significant main and interaction effects of the learner-paced predefined segment on all dependent variables. This research broadens students' understanding of both the multidisciplinary realms of CT and digital video production and enhances their digital video knowledge, and self-efficacy.
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    The Effects Of Synchronous And Asynchronous Mathematics Based Robotic Education In Primary Schools: Investigating Computational Thinking, Interest And Self-Efficacy Across Gender
    (2024-07)
    Varaman, Parameshvaran
    This study aimed to investigate the effects of synchronous and asynchronous virtual robotic education on primary school students’ perceived interest, self-efficacy, computational thinking (CT) skills and computational thinking (CT) achievement, while considering the moderating role of gender. As technology continues to advance, there remains a knowledge gap in understanding how synchronous and asynchronous modes of instruction influence computational thinking, interest, and self-efficacy across gender in primary school students. As for the significance, the unique use of educational robotics as a fundamental teaching method in STEM subjects not only brings additional educational benefits but also allows students to engage more with virtual ER, leading to increased interaction and accessibility from anywhere and anytime, ultimately helping to reduce the gender gap by involving and motivating girls to pursue future professions in STEM-related fields. Therefore, a 2x2 factorial design was employed quantitatively using quasi experimental design, with the independent variable (IV) consisting of two levels representing synchronous learning (SVRP) and asynchronous learning (AVRP), and gender serving as the moderator variable.