THE EFFECTS OF MULTIMEDIA-AIDED LEARNING-CYCLE TEXT PRESENTATION AND PRIOR KNOWLEDGE ON FORM' TWO MRSM STUDENTS' UNDERSTANDING OF SCIENCE CONCEPTS, ELABORATION SKILL AND COGNITIVE PROCESSING LEVELS
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Date
2006-06
Authors
TUNKU AHMAD, TUNKU BADARIAH
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Abstract
The study was conducted with the primary aim of investigating the effects of a
treatment called multimedia-aided learning-cycle text presentation on students'
understanding of science concepts and elaboration skill. Based on their pretest
scores, two equivalent groups of stratified and randomly selected Form Two students
attending two MARA junior science colleges in Kulim and Pendang Kedah were given
a set of inquiry-oriented and expository science texts to read respectively. The
effectiveness of each type of text structure was determined based on the subjects'
performance on the posttests and elaboration skill tests administered after the
treatment. Two ANCOVAs were run on the data with the subjects' pretest scores
treated as the covariate. The results were in favor of the multimedia-aided learningcycle
text, showing subjects in the inquiry group to significantly outperform their
counterparts in the traditional expository group on both measures of understanding and
elaboration.
The second aim of the study was to test and validate two causal models
exploring (i) the effects of the treatment and the subjects' previous achievements in
Science and English on their cognitive processing levels, and (ii) the combined effects
of the treatment and the subjects' prior knowledge on their final learning outcomes.'
Through a path analysis, significant effects of the multimedia-aided learning-cycle text
on deep and meaningful levels of cognitive processing were found, while no significant
effects of previous achievements in Science and English on the variable were
observed. Using structural equation modeling, the study yielded a theoretically sound
learning model which highlighted equal strength of the treatment and prior knowledge
on the subjects' learning outcomes. The two exogenous variables however did not
interact, but rather they combined to influence learning outcomes.
The data supported five of the study's seven research hypotheses. The two
hypotheses on the effects of students' previous achievements in Science and English
however were not supported. The findings were discussed in relation to previous
works and the study's theoretical framework. Suggestions for future research were
included at the end of Chapter Five.
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Keywords
MULTIMEDIA , LEARNING