Pusat Teknologi Pengajaran dan Multimedia - Tesis

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Effects Of A Guided Cooperative Experiential Learning Strategy In Flipped Classroom On Students’ Participation, Performance, And Perception In Learning English
(2023-05)
Jamal Mydin, Azrina P.
Malaysian students lack the skills to speak proper English. The issues include the current teaching and learning strategies applied in schools that focus on textbooks as the medium of instruction, discouraging the development of higher order thinking skills among secondary school students, resulting to a passive learning environment. This subsequently has affected the development of English language skills especially speaking and writing. This study aimed to determine the effect of the flipped classroom with the integration of Cooperative Experiential Learning (CEL) strategies, to improve student’s participation and performance (writing and speaking) in English and to gauge their perception of the intervention. Research sample were 95 form 4 students from two all girls’ schools. Three groups (full-flipped, semi-flipped and control group) were selected based on cluster and random sampling. A quasi-experimental design was employed incorporating qualitative and quantitative data collection methods. Instruments used were pre-test, post-test, perception questionnaire, presentation and participation rubric. Data were analyzed using descriptive statistics, independent sample t -test, one-way ANCOVA and ANOVA.
Effects Of Connectivism Practices In Mobile Learning Environment On Yemeni Higher Education Students’ Cognitive Engagement, Self-Regulated Learning, And Performance
(2023-07)
Al-Sumaty, Rami Muqbel Ahmed
This study tested a research model developed based on a literature review of connectivism principles for understanding the relationship between the connectivism practices (autonomy, diversity, openness, and interactivity) and the students’ performance through the mediation of social learning strategies represented by self-regulated learning, and cognitive engagement in the mobile learning environment. The sample involved 218 participants, full-time undergraduate students from a public university in Yemen. The finding revealed a positive relationship between the four connectivism practices, namely, autonomy, diversity, openness, and interactivity with the participants’ performance in a mobile learning environment. Similarly, significant relationships were found between three connectivism practices, i.e., autonomy, openness, and interactivity with the mediator’s constructs of cognitive engagement and self-regulated learning. However, no significant relationship was found between diversity and the two mediating constructs. Furthermore, cognitive engagement, and self-regulated learning were found to influence higher education students' performance in a connectivist mobile learning environment. Meanwhile, the result confirmed that the proposed model had a high predictive ability to measure the outputs of the connectivist mobile learning environment.
Effects Of Multimedia Induced Emotions On Achievement Intrinsic Motivation And Satisfaction Among Polytechnic Students With Different Levels Of Emotional Intelligence
(2016-07)
David Pandya Kumar, Jeya Amantha
The field of research is similar with studies in the area of emotional design in multimedia learning. The purpose of this study was to highlight the effects of induced emotions through multimedia elements and how personality traits effects multimedia learning cognitively and affectively. Therefore, three types of coursewares were designed and developed to either induce positive (PosD), neutral (NeuD) or negative (NegO) emotions based on the aesthetic value of colours, fonts and images. This method of redesigning essential multimedia elements to induce emotions for a positive outcome is defined as emotional design in multimedia learning.
Exploring Authentic Learning Strategies In A Mobile Cloud Computing Environment (AuLStra) Among Primary School English Language Learners’ Writing Experience
(2022-08)
Chin Da, Bun Tiang
This study explores how primary school English language learners in a Chinese national-type primary school in Malaysia used Authentic Learning Strategies in a mobile cloud computing environment (AuLStra) to write in English. This thesis continues and develops within a situated learning theory framework by investigating the primary schoolchildren’s experiences of AuLStra through the lens of socio-cultural theory, and exploring how co-constructed knowledge is utilised in online collaborative writing tasks. Drawing upon case study design, this study aims to provide some insights on online collaborative writing from the participants’ perspectives. It illustrates how writing is co-authored, elucidates aspects that impact the potential of integrating AuLStra in English writing classroom, and explores how the primary school English language learners used AuLStra to overcome writing apprehension. The primary school English language learners took part in a series of English language lessons on Google Meet, during which they were video-recorded using Meet recording function, as they collaboratively performed the authentic writing tasks. Besides taking part in AuLStra Writing Class, the primary school English language learners and their English language teacher kept reflective e-journals (Teacher eJournal and My eDiary). On the other hand, through the use of interviews, five teachers from the same school identified roles of AuLStra in English writing.
Factors Affecting The Use Of Gamification In Online Learning Environment Among School Teachers In The Kingdom Of Saudi Arabia
(2023-05)
Ayed S, Alosaimi Mutlaq
The use of technology and e-learning systems in classrooms can have a significant impact on students’ learning. Not to be left behind, the Saudi government launched the ‘Future Gate’ project to implement technology in secondary schools in which gamification is applied in this e-learning platform. However, what are the factors that might influence its acceptance and utilization among the school teachers? Specifically, this study examined the effects of performance expectancy, effort expectancy, social influence, hedonic motivation, facilitating conditions, and habit on teachers’ behavioural intention to use gamification in teaching and learning activities in the Future Gate platform. It also investigated the impact of age, gender, and experience on these variables. In addition, the study evaluated the effects of task and technology characteristics and how they influence teachers’ perception of Task-Technology Fit (TTF) and the teachers’ behavioural intention to use gamification. This study utilised SEM-Partial Least Square (PLS-SEM) to analyse the relationships between the constructs identified from the literature review. A total of 328 secondary school teachers participated in this study from seven districts in Saudi Arabia.
Factors Determining The Behavioral Intention To Use Online Learning For English Language Learning Among Polytechnic Students
(2023-03)
Suparman, Isyati
Due to the onset of the COVID-19 pandemic, the Emergency Remote Teaching (ERT) was enforced on learning institutions in Malaysia as a compulsory measure. Online learning approaches have been perceived as valuable for English for Second Language learning during the pandemic due to providing opportunities for students to continue their learning using digital tools. Similarly, the shift to fully online learning for teaching the English Language was also done in all Malaysian Polytechnics. However, there are insufficient studies in this context and how the sudden shift to online learning during the pandemic has influenced students’ attitude and intentions to use online learning specifically learning the English language. Therefore, to investigate factors that may influence students’ perception on their attitude and behavioral intention towards the use of online English language learning, a new model was proposed. The base-line model of the combined technology acceptance model and theory of planned behaviour (C-TAM-TPB) was revised by considering online technology use experience pre and post pandemic and online leaning anxiety. In addition, factors such as confidence in English and beliefs about second language learning were also considered as perceived behavioral control toward intention to use online learning specifically for the English Language.
Meneroka Interaksi Pelajar Terhadap Hafalan Al-qur'an Menggunakan Aplikasi Mudah Alih Berasaskan Teknik Loci, Pengulangan Jarak, Dan Pengetulan Kandungan
(2022-06)
Aziz, Mu’azah Md
Permasalahan utama yang dihadapi oleh pelajar dalam proses pembelajaran hafalan al-Qur’an di Kulliyyah Usuluddin dan Sains Qur’an (KUSQ), Universiti Islam Antarabangsa Sultan Abdul Halim Mu’adzam Shah (UniSHAMS) adalah mereka tidak dapat menyempurnakan hafalan sebanyak lima juzuk dalam setiap semester seterusnya mereka tidak akan dibenarkan mengambil peperiksaan akhir dan dikira gagal. Pencapaian hafalan pelajar dengan menggunakan kaedah konvensional adalah hanya pada tahap sederhana serta memuaskan, malah ada yang gagal dalam menyempurnakan hafalan mengikut muqarrar (silibus) yang ditetapkan, kurang bermotivasi dalam usaha melakukan hafalan, tidak dapat melakukan hafalan dengan penuh istiqamah (konsisten), mudah bosan semasa melakukan hafalan serta kurang keyakinan diri untuk melakukan proses tasmi’ (memperdengarkan) di hadapan pensyarah. Kualiti hafalan al-Qur’an adalah bergantung kepada kaedah dan proses pembelajaran yang dilakukan selain disiplin yang tinggi oleh penghafaz al-Qur’an. Kajian ini dijalankan adalah bertujuan untuk meneroka pengalaman dan persepsi pelajar menggunakan aplikasi teknologi mudah alih berbantukan teknik hafalan dan gamifikasi dalam proses hafalan al-Qur’an sebagai kaedah alternatif menggantikan kaedah konvensional pembelajaran hafalan al-Qur’an. Reka bentuk kajian ini menggunakan kaedah kualitatif dan jenis kajian kes dipilih berdasarkan sampel seramai tujuh orang pelajar Semester 1 di KUSQ, UniSHAMS
Modelling Factors Affecting Students’ And Instructors’ Behavior And Engagement In The Online Environment Using Educational Data Mining And Dematel Technique
(2023-06)
Hanan Ahmad Yahya Aldowah
The first aim of this study is to investigate the use of LMS by students and instructors to evaluate their online activities, discover user behavior and engagement patterns, and to obtain some indicators to better understand their level of engagement. For this purpose, statistical, visualization, and clustering Educational Data Mining techniques are used to analyze the courses conducted through hybrid and fully online learning modes offered in four semesters at the Universiti Sains Malaysia.
Modul Mata Pelajaran Sejarah Menengah Rendah Berasaskan Pembelajaran Mudah Alih: Satu Kajian Delphi
(2023-02)
Zulkifli, Mohd Hafiz Shafiq
The digitization process today has opened up new dimensions in various fields to shift the use of mobile technology, including in education. This study explores the potential of using mobile learning to be integrated into Malaysia's lower secondary History subjects. Therefore, the theoretical model approach of Technological Pedagogical Content Knowledge (TPACK) is used in this study to explore the potential of the components to integrate with History teaching lessons. Based on the components of Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK), a draft module content has been designed based on the results of a needs analysis of over 30 History teachers at the lower secondary school level. The Visual, Aural, Reading, and Kinesthetic based on VARK model was used in the study to adapt according to the tendency of each history learning content with the delivery of teaching content using mobile technology through the integration of PCK components. The study also used the modified Delphi method for two rounds to obtain verification and consensus on the draft module content. Experts from instructional technology and history education were selected (n=6) by dividing them into each round.
Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
(2023-08)
Marhoon Al-Mamari, Hilal Salim
Many higher education institutions worldwide have used massive open online courses (MOOCs). However, are faculty members in higher education institutions ready to adopt MOOCs for teaching and learning, and what factors influence their readiness to adopt MOOCs? This study attempts to identify factors that affect MOOC adoption among faculty members in Omani higher education institution by focusing on internal factors, external factors, and the moderating effect of gender. The internal factors are personal drivers such as attitude towards MOOCs, self-efficacy and belief towards goal, pedagogy defined as experience with online teaching and learning, and technical factors described as technology competencies and access to tools. Likewise, external factors are defined by subjective norms referring to peer and colleague support, followed by university factors focusing on administrative support and ICT infrastructure. A quantitative correlational method using a survey questionnaire was employed to collect the data among 348 faculty members at Sultan Qaboos University (SQU) and analyzed using partial least squares structural equation modelling (PLS-SEM). Findings showed that the factors influencing MOOCs readiness (MR) are attitude towards MOOCs, self-efficacy, and administrative support. However, belief towards goal and experience with online teaching and learning negatively affects MOOC readiness. Furthermore, internal factors were found to be a better predictor of MOOCs readiness as the model predicted 55.6% of MR where factors such as access to tools, information and communication (ICT) infrastructure and peer and colleagues support were found not to influence their readiness.
Perhubungan Di Antara Kualiti Persahabatan, Konsep Diri Dan Kerisauan Sosial Di Kalangan Pelajar-Pelajar Perempuan Sekolah Menengah
(1995-06)
Low Siew Wah
Kajian ini rnerunjau perhubungan serta sumbangan aspek-aspek Konsep Diri Bukan Akademik dan Kerisauan Sosial kepada Kualiti Persahabatan pelajar-pelajar perempuan sekolah menengah. Sebagai maklumat tambahan, kajian ini juga meneliti perhubungan Konsep Diri dan Kerisauan Sosial yang berbeza tahapnya dengan Kualiti Persahabatan.
Reka Bentuk, Pembangunan Dan Penilaian Pengalaman M-Pembelajaran Terhadap Penerimaan Dan Penggunaan “Pot@Kpdn” Dalam Kalangan Pegawai Penguatkuasa
(2023-06)
Sharuddin, Noor Husna
Pembelajaran secara mudah alih dalam pendidikan telah membawa perubahan besar kepada pembelajaran secara bersemuka. Pembelajaran mudah alih juga dikenali sebagai MPembelajaran kini dilihat berpotensi untuk menyokong pembelajaran yang lebih fleksibel kerana menyokong pembelajaran secara formal dan tidak formal. Namun begitu, MPembelajaran dalam sektor pekerjaan merupakan suatu medium baharu pembelajaran yang masih kurang dipraktikkan. Ini disebabkan oleh kurangnya pendedahan kepada pengguna berkaitan dengan M-Pembelajaran. Kajian bertujuan untuk mengenal pasti faktor yang akan mempengaruhi penerimaan dan penggunaan dalam POT@KPDN sebagai salah satu medium pembelajaran. POT@KPDN boleh diakses melalui pelbagai jenis peranti yang juga dikenali sebagai aplikasi native. Antara aktiviti yang terdapat dalam aplikasi ini adalah modul latihan, animasi video pembentangan, gambar pemeriksaan, kuiz, latihan beserta gred markah dan nota online serta offline. Kajian ini berpandukan gabungan dua teori iaitu Teori Bersepadu Penerimaan dan Penggunaan Teknologi (UTAUT2) dengan melibatkan tujuh konstruk iaitu jangkaan prestasi, jangkaan usaha, pengaruh sosial, keadaan memudah, motivasi hedonik dan nilai harga. Manakala, satu lagi konstruk baharu yang telah dikembangkan melalui Teori Tingkah Laku Terancang (TPB) dengan konstruk kepercayaan.
The Effectiveness Of A Virtual Reality Technology In Training Students By Assessing The Motivation, Motor Performance Scores, And Acceptance
(2023-06)
Muhammad Aminuddin Akmal Bin Mohd Hamizi
This study aims to identify the effectiveness of VR technology in training students, specifically in physical exercise categorized as individual recreational sports, by measuring the motor performance scores and motivation and determining the acceptance of technology.
The Effects Of Flipped Learning With Peer Instruction On Esl Students' Engagement And Reading Comprehension
(2018-09)
Alhasani, Hani M.A.
This study examines the effects of flipped learning on enhancing ESL students' engagement and reading comprehension skills. A flipped learning - LMS- installed with the PowerPoint slides and materials on an online site was brought into classroom instructions used by peers for the benefit of effective teaching. A total of 170 samples, with 85 samples each, underwent a five-week, 2x2 factorial design experimental study. The effects of flipped learning only and with peer instruction (FLO, FLPI) as well as its associated moderating variable, language proficiency (high-low) and gender (malefemale) on students' engagement and reading comprehension were examined. Results from the analysis of Covariate (ANCOVA) show that students who underwent the FLPI mode outperformed students who underwent the FLO for adjusted mean difference of 4.052 similarly students from the FLPI given higher engagement score when compared to students from the FLO mode.
The Effects Of Quality, Interaction, Motivation, And User-Characteristics On Students’ Satisfaction And Learning In An Open And Distance Learning Environment
(2022-08)
Yunusa Abdullahi Abubakar
This study deployed a proposed nomological network (a conceptual integrated model) of models and theories drawn from the DeLone and McLean Information Systems success model (D&MISS), the Theory of Transactional Distance (TTD), Self-Determination Theory (SDT) and the User Characteristics Factors to evaluate students’ satisfaction and perceived learning based on their learning experience with the integrated Learning Management System (iLMS) of the open and distance university in Nigeria.
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.
The Effects Of Study-Summary-Quiz Based Flipped Learning Model On Pre-Service Teachers’ Ict Skills, Achievement, Engagement, And Self-Efficacy
(2022-11)
Kamaludeen Samaila
Traditional lecture-based method for teaching ICT in Education course in Nigerian higher education institutions contributes to the pre-service teachers’ poor academic achievement, inadequate practical skills, depleted engagement, and limited self-efficacy. As an ICT course with unique characteristics, it requires student-centred and technology-based learning approaches. The flipped learning model is one of the technology-based learning approaches used commonly in learning institutions where pre-class and in-class learning activities have a significant role.

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