KESAN ANIMAS! KE ATAS PENCAPAIAN PELAJAR YANG BERBEZA KEBOLEHAN SPATIAL DALAM TOPIK MOTOR ELEKTRIK DI PERINGKAT TINGKATAN EMPAT
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Date
2002-01
Authors
KIM, ONG CHIN
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Abstract
This research examined the effects of animation on students with different
spatial abilities on the topic of"Working Principle of Direct Current Electric
Motor". To this end, two computer-aided courseware, "Electric Motor (Animated
Version)" and "Electric Motor (Static Version)" were designed and developed by
the researcher using an authoring software. The development of both courseware
was based on Gagne's (1985) "Events of instruction" and Alessi & Trollip's
"Instructional System Development model".
A 2 x 3 factorial quasi-experimental design was used in this study. The
independent variables are instructional presentation modes (animated graphic
textual presentation mode or static graphic textual presentation mode) and spatial
ability (high, medium or low. The dependent variable is the gain score obtained
from the difference ofthe pre-test score and the post-test score. Levels of spatial
ability were determined by using Differential Aptitude Test- Space Relation of
Bennett, Seashore and Wesman (Bennett et al., 1972), that was translated into
Bahasa Malaysia by Toh (1998).
Samples for this study were 104 students chosen from three intact groups
of form four science classes in two Penang national-type girls secondary schools.
They were chosen based on their performance on the Lower Secondary
X
Examination (PMR) and they have the necessary computer skills to use the
courseware.
Findings of this study shows the positive effect of animation with students
presented with animated graphics and textual presentation obtaining a higher and
significant gain score compared to those presented with static graphics and
textual presentation.
The findings of this study also shows that spatial ability as an important
factor in learning spatial and dynamic concepts. The high spatial ability students
obtained a significant gain score in both presentation modes with those presented
with animated graphics and textual presentation obtaining a higher gain score
than those presented with static graphic and textual presentation.
The implication of this study is that animated graphics is useful for
learning tasks that involve visualization of spatial and dynamic concepts. Further
study is required to determine how animated graphics can be used to help low
spatial ability students in learning.
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KESAN ANIMAS! KE ATAS PENCAPAIAN PELAJAR YANG BERBEZA KEBOLEHAN SPATIAL