Effects Of Segmenting Principle In Multimedia Application On Knowledge, Perceived Self-Efficacy Beliefs And Motivation In Dyslexia Literacy Intervention Among Special Education Preservice Teachers
Loading...
Date
2015-07
Authors
OSMAN, AZNOORA
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
In Malaysia, there have been arising issues about teachers' poor techniques in
teaching dyslexic children to read. Special education teachers, especially those in the
preparatory program should be exposed to exemplary teaching strategy in literacy.
The purpose of the study was to design, develop and investigate the effects of
multimedia learning apps called InterLiD on special education pre-service teachers'
knowledge and perceived self-efficacy beliefs in dyslexia literacy intervention as
well as perceived motivation of learning material using a 2 x 3 factorial quasiexperimental
design. The independent variable for this study was the two modes of
presentation; InterLiD with Segmented Video (InterLiD-SV) and InterLiD with Non-
Segmented Video (InterLiD-NSV). The dependent variables were pre-service
teachers' knowledge, perceived self-efficacy beliefs and perceived motivation of
learning material. The moderator variable was the pre-service teachers' learning style
preferences as measured by preferred modality; visual, auditory and tactual. A total
of 203 Year One pre-service teachers from two Malaysian public universities
participated in the study. The data gathered from the study were analyzed using
descriptive statistics and inferential statistics that include Independent t-Test, One
Way Analysis of Variance (ANOVA) and Two-Way Analysis of Variance (Two-
Way ANOVA). The results showed that pre-service teachers in presentation mode
InterLiD-SV had significantly outperformed their counterparts in InterLiD-NSV in
assessment of knowledge and perceived self-efficacy beliefs. They also perceived
xvi
their presentation mode to be more motivating. It was also discovered that visual
learners achieved significantly higher scores in knowledge, perceived self-efficacy
beliefs and perceived motivation in both presentation modes as compared to auditory
and tactual learners. The interaction effects were not significant between the
presentation modes and learning style preferences on their knowledge and perceived
self-efficacy beliefs; however, the interaction effects was significant on their
perceived motivation of learning material. This study has demonstrated that
employing video segmentation in multimedia learning apps yielded positive
outcomes to the pre-service teachers' knowledge, perceived self-efficacy beliefs and
perceived motivation of learning material.
Description
Keywords
Effects Of Segmenting Principle In Multimedia Application On Knowledge, Perceived Self-Efficacy Beliefs , And Motivation In Dyslexia Literacy Intervention Among Special Education Preservice Teachers