rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Performance outcome and task-technology fit relationship between audience responce system and active learning
  name:
    name part: Mantikayan, Jonathan Mamangkiang
    role:
      role term: creator
  name:
    name part: International Islamic University Malaysia
    name part: Kulliyyah of Information and Communication Technology
  genre: Theses, IIUM local
  origin info:
    place:
      place term: my
    place:
      place term: Kuala Lumpur
    publisher: Kulliyyah of Information and Communication TechnologyInternational Islamic University Malaysia
    date issued: 2015
  language:
    language term: eng
  physical description:
    extent: xviii, 212 leaves : ill. ; 30cm.
  abstract: Audience Response System (ARS) has been identified as a probable and innovative solution to fix problems related to conventional education practices, which come as a result of the isolation and lack of interaction and engagement that exist in traditional classes. Previous research has shown that ARS improves interactive learning and enhances teacher's ability to understand the degree of how students comprehend his/her teaching. Unfortunately, this might not truly reflect the students' performance, since the teacher's concern is to evaluate his/her teaching which might not inculcate the academic values to the students. Furthermore, the majority of earlier studies regarding the use of ARS have been devoted to tertiary educational level with less attention given to secondary or high school level, and there is lack of research done on secondary education to explore the effects of ARS on active learning and students' performance outcome as well as the relationship between task-technology fit of ARS with active learning and performance outcome in a secondary learning environment. To address the gap in the research literature, a study using quantitative survey, quasi-experiment and observation has been conducted to investigate the impact of ARS on secondary school students' active learning, their performance outcomes and task-technology fit. The sample populations used for this study were from three learning institutions in Malaysia and four schools in the Philippines. The Independent samples T-test performed shows there was no significant difference between the average post-test result outcome scores in the treatment group and post-test result scores in the control group for each pair of classes taught by the same teacher in the experiment. The result of the quantitative survey reveals that ARS can trigger engagement, discussion and interaction as forms of active learning in the classroom and task-technology fit of ARS had positive significant effect on reaction, learning…
  note: by Jonathan Mamangkiang Mantikayan
  note: Thesis (Ph.D)--International Islamic University Malaysia, 2015.
  note: Includes bibliographical references (leaves 163-180).
  subject:
    geographic code: a-my---
  classification: LB1027.23
  identifier: http://studentrepo.iium.edu.my/handle/123456789/5507
  record info:
    record content source: UIAM
    record creation date: 150518
    language of cataloging:
      language term: eng