Effects Of Segmenting Principle In Multimedia Application On Knowledge, Perceived Self-Efficacy Beliefs And Motivation In Dyslexia Literacy Intervention Among Special Education Preservice Teachers

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dc.contributor.authorOSMAN, AZNOORA
dc.date.accessioned2016-05-26T02:31:47Z
dc.date.available2016-05-26T02:31:47Z
dc.date.issued2015-07
dc.description.abstractIn 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2066
dc.subjectEffects Of Segmenting Principle In Multimedia Application On Knowledge, Perceived Self-Efficacy Beliefsen_US
dc.subjectAnd Motivation In Dyslexia Literacy Intervention Among Special Education Preservice Teachersen_US
dc.titleEffects Of Segmenting Principle In Multimedia Application On Knowledge, Perceived Self-Efficacy Beliefs And Motivation In Dyslexia Literacy Intervention Among Special Education Preservice Teachersen_US
dc.typeThesisen_US
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