Keberkesanan model rekabentuk pengajaran untuk pembelajaran penguasaan dalam pengajara ; matematik di sekolah menengah
| dc.contributor.author | Chang Tik, Chan | |
| dc.date.accessioned | 2015-09-23T04:02:18Z | |
| dc.date.available | 2015-09-23T04:02:18Z | |
| dc.date.issued | 1996 | |
| dc.description.abstract | This study had three main objectives. They are, (1) to investigate the effectiveness and the efficiency of an instruction a 1 design fo·r roast e ry 1 earning (I DML) mode 1 ; ( 2)' to determine the relationships between a few dependent variables (academic achievement, instructional time and attitudes) and independent variables (academic ability, cognitive style and prior knowledge) and (3) , to explore teachers attitudes towards IDML model. This study utilised a quasi-experimental de.s i gn consisting of three suburban grade A secondary schools in Klang. The subjects of the study were made up of 380 Form Four students from both the good and weak classes. The findings of this study are that both the treatment groups, that is instructional desi·gn for mastery learning group (IDML) and instructional design for modified mastery learning group (IDMML) scored significantly higher than the control group. This is true for the weak classes but for the good classes the differences in the scores are not significant. However, among the treatment groups they do not differ significantly in their academic achievement even though they differ significantly in their instructional time. The results of this study also showed that the increase in academic achievement in the treatment groups is followed by a significant increase in the instructi6nal time. When the academic achievement a'1d the instructional time were analysed together, the results showed that the IDML model is more efficient for the weak classes whereas the IDMML model has the highest efficiency for the good classes. In addition, this study showed that among the three groups, only in the IDML group it was observed that cognitive style, academic ability and prior knowledge . contributed significantly to the academic achievement of the students. As for the other two groups, not all the independent variables considered in the study contributed significantly to the academic achievement of the students. The study also showed that the IDML and the IDMML instructional methods managed to narrow the academic achievement gap between the high and the low ability students. This achievement was obtained with a significant increase in the instructional time. Further more, it was observed that field-dependent students benefitted more from structured instructional method than the field- students! The results of this study also . independent showed that the mea·n:·s,cores of the students without prior .;, .. · :':rf knowledge from the't~~atment groups fall in the average range. This achiev~~ent was obtained with a significant increase in the instructional time. Lastly, the students generally have positive attitudes towards instructional design (ID) methods of teaching. The teachers, on the other hand, have mixed feelings. They agreed that ID methods are effective but they were concerned with the increase in the instructional time. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1194 | |
| dc.language.iso | other | en_US |
| dc.subject | Rekabentuk pengajaran | en_US |
| dc.subject | Pengajaran ; matematik di sekolah menengah | en_US |
| dc.title | Keberkesanan model rekabentuk pengajaran untuk pembelajaran penguasaan dalam pengajara ; matematik di sekolah menengah | en_US |
| dc.type | Thesis | en_US |
Files
License bundle
1 - 1 of 1
Loading...
- Name:
- license.txt
- Size:
- 1.71 KB
- Format:
- Item-specific license agreed upon to submission
- Description: