Keberkesanan Pembelajaran Teradun Terhadap Kesediaan Pembelajaran Terarah Kendiri Dan Pencapaian Murid Dalam Subjek Ekonomi Asas
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Date
2018-07
Authors
Krishnan, Sashi Kala
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Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This research purpose is to study blended learning effectiveness on students’ readiness towards self-directed learning (SDLR) and achievement among Form Four Basic Economic students. This research on the readiness for self-directed learning is based upon three dimensional perspectives, namely, self-management, desire to learning and the self-control. Three models of blended learning, that is, Flipped Classroom (FC), Station Rotation (SR) and Lab Rotation (LR) were chosen as research intervention models. The quasi-experimental design selected in this research is ‘non-equivalent pretest-posttest design’. A total of 132 Form Four students from four secondary non-boarding schools were divided into four groups, that is, three experimental groups conducting studies using FC, SR and LR models and one control group using the conventional studying approach. The samples from all the four schools were existing student intact groups. Three hypotheses were tested. The Analysis of Covariance (ANCOVA) procedure was used to determine whether a significant difference exist in minimum score in the readiness towards self-directed learning and performance achievement for all the four groups. Pearson Correlation Test was used to analyse the relationship between the above two variables. Semi-structured interviews were conducted to determine the students’ perception towards self-directed learning and the dimensional perspectives. The research findings showed there is a significant difference in the SDLR and the students’ performance achievement between the experimental and control group.Among the blended learning models the finding shows that SDLR is highest in FC followed by SR and LR while in the conventional approach it is lower compared to the blended learning models. Correlation analysis showed no significant relationship between SDLR with students’ achievement. However, positive relationship was found between the two variables but with a low correlation. Findings from interview also showed the intervention of blended learning models produced improved results in students’ ability to manage their studies on their own without much intervention from the teachers. As a whole, blended learning intervention produces positive results in students’ readiness towards self-directed learning and performance achievement in all the three blended learning models compared to the conventional learning approach.
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Keywords
Education