Kesan Modul-Modul Multimedia Berasaskan Komputer Yang Mempunyai Beban Kognitif Berbeza Ke Atas Pencapaian Konsep-Konsep Konkrit Dalam Biologi
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Date
2002-06
Authors
Esa, Norizan
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Abstract
The perceived difficulty of pure science subjects was identified as one reason
for the falling science enrolment in secondary schools. The low achievement in
science may be due to increased cognitive load resulting from the presentation format
of instructional material.
This study has two main aims - first is research, the second is development.
The first aim is to test Cognitive Load Theory and Dual Coding Theory by
investigating the effect of computer based multimedia modules with different
cognitive loads on achievement of concrete concepts in biology. The second aim is to
design and develop four versions of computer based multimedia modules with
different cognitive loads
The SPM Biology topic chosen is The Human Circulatory System. Four
versions of two 40 minute lessons, in the form of computer based multimedia
modules, were developed. The first version is text and animated graphics presented in
an integrated fonnat (BTG module). The second version is text integrated v:'ith
animated graphics, presented concurrently with auditory narration (BTGP module).
The third version is text and animated graphics presented in a non integrated format
(module TTG). The fourth version is identical to version TTG, presented concurrently
with auditory narration (module TTGP). This study involved 177 students from six
secondary schools. Intact student groups were randomly assigned to four intervention
groups.The dependent variable is the mean post test score. The independent variable
is the computer based multimedia module version. The two factors or moderating
variables are field dependency cognitive style and spatial ability.
This study is a quasi experiment with a 4 x 2 factorial design. Analyses of
Covariance were used to investigate the main effect and interaction effect of the
independent variable and moderating variables on the dependent variable. Nine
hypotheses are presented and tested.
There is a significant difference between the achievement of students using
different computer based multimedia modules. Only students using BTG module
performed significantly better compared to those using the TTG module. Presenting
information in two modes did not help learning.
There is no significant difference between students with field independent
cognitive style (FI) and field dependent (FD) students. High spatial ability students
performed significantly better than low spatial ability students. There is no significant
two way interaction effect between module version aod cognitive style or between
module version and spatial ability. There is also no three way interaction effect
between module version, cognitive style and spatial ability.
In conclusion, the application of Cognitive Load Theory in multimedia based
instructional material canĀ· help improve performance under certain situations. The
findings of this study suggest that the technique of presenting single mode multimedia
information in an integrated format helps improve learning compared to other
techniques.
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Keywords
Education , Biology