Pusat Teknologi Pengajaran dan Multimedia - Tesis

Browse

Now showing 1 - 5 of 112

Integration Of The 21st Century Learning Skills (4c’s) Using Google Classroom: Developing Narrative Writing Skills Among Malaysian Upper Secondary School Students
(2024-07)
Ramasamy, Raganeswari
This study discovers how upper secondary students at national secondary schools in Malaysia used the main 4C’s of 21st century learning skills which are communication, collaboration, critical thinking, and creativity thinking in developing narrative writing skills using an online learning platform via mobile learning. Therefore, this study was conducted in two secondary schools from two different states. A narrative writing module which was 4C’s to WRITE module was developed to practise narrative writing elements by using technology platform. It was a study which employed mixed-method data collections in this study. Teachers and parents were involved to examine the students’ activities when applying technology platforms to foster their narrative writing skills. The data were collected by using quantitative and qualitative instruments. For quantitative, the data collection method included pre-test and post-test, while the qualitative method involved participant observation, document analysis, focus group interview with the students, as well as semi-structured interview with the language teachers and parents.
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.
Design, Development And Validation Of An Enhanced Instructional Design Model For Blended Learnin
(2024-04)
Ong, Wei Siang
Blended learning integrates online learning mode with face-to-face (FTF) learning mode as a whole learning system by providing students more flexibility to customize their learning experience. In Malaysia, many studies related to blended learning were conducted in tertiary education compared to the secondary education. However, none of the research focus on the design and development of an ID model for blended learning. In addition, the Ministry of Education Malaysia has recommended school teachers to employ blended learning as one of the 21st century pedagogical approaches in teaching and learning. A structured and systematic approach based on instructional and theoretical foundations is required for school teachers to design and develop a blended learning lesson. Therefore, this study utilizes Design and Development Research (DDR) approach, in which an initial instructional design (ID) model for blended learning was designed and developed based on theoretical foundations. This is known as model development, one of the projects emphases in the model research. Then, an exploratory multi-sequential mixed method design was employed to validate the initial ID model by subject matter experts, school teachers and students. This is known as model validation, another project emphasis in the model research. Three types of internal validations were used in sequence to validate the ID model by the subject matter experts and school teachers via Delphi technique, in-depth interview, and teacher survey.
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.
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.

Browse

Recent Submissions