Effects of e-book formats on undergraduates’ Learning of statistics

Universities are trending towards electronic books (e-books) as instructional materials, displacing the traditional printed books. However, there is an incomplete body of knowledge on which preferred presentation formats in e-books by students, particularly in statistics learning. As a result, this...

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Main Author: Lim, Bibiana Chiu Yiong
Format: Thesis
Language:English
Published: 2014
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Online Access:http://ir.unimas.my/id/eprint/8702/3/Effects%20of%20E-Book%20Formats%20On%20Undergraduates%E2%80%99%20Learning%20of%20Statistics%20%28full%29.pdf
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spelling my-unimas-ir.87022023-03-01T02:59:21Z Effects of e-book formats on undergraduates’ Learning of statistics 2014 Lim, Bibiana Chiu Yiong LB Theory and practice of education Universities are trending towards electronic books (e-books) as instructional materials, displacing the traditional printed books. However, there is an incomplete body of knowledge on which preferred presentation formats in e-books by students, particularly in statistics learning. As a result, this study was conducted to investigate the effects of three different e-book formats, namely, text and static image (T&S), text and animation (T&A), and text and multimedia (T&M) e-book formats in a first year undergraduate statistics unit. The e-books were designed according to Baddeley and Hitch’s (1974) information processing theory, Paivio’s (1986) dual-coding theory and Mayer’s (2001) multimedia principles. The Waterfall model was applied as a guide to develop and deploy the e-books into website. The e-book was based on an introductory statistics unit under the Bachelor of Commerce program in Swinburne University of Technology (Sarawak campus) in Malaysia. The experiment also assessed whether a relationship exists between the statistics anxiety, individual’s learning style as experience, in which may influence the academic achievement. A quasi-experimental design was adopted where the study was conducted using Non-Equivalent Group, Posttest-Only Design. The participants were divided into three tutorial groups, with control group assigned with T&S e-book. 89 participants responded and completed all the treatments over 12 weeks. Data were gathered employing questionnaires using both quantitative and qualitative techniques. Results indicated that the T&S e-book format showed higher cognitive load and the participants obtained lower scores in examinations compared to T&A and T&M e-book formats, but no significant difference was found between the T&A and T&M e-book formats. Both self-efficacy and statistics anxiety was found to have no effect on any of the e-book format. Results from hierarchical multiple regression analysis revealed that gender, computer use experience and learning styles imposed no significant effect on participants’ level of cognitive load, level of self-efficacy, level of statistics anxiety and achievement within the control and treatment groups. Cognitive load was found to have a weak negative relationship with achievement. In addition, there was an inverse relationship between selfefficacy level and statistics anxiety. Research into the preferred e-book format and effective way of presenting information in e-book imparts instructors and e-book course designer with information to enhance students’ learning. Universiti Malaysia Sarawak, (UNIMAS) 2014 Thesis http://ir.unimas.my/id/eprint/8702/ http://ir.unimas.my/id/eprint/8702/3/Effects%20of%20E-Book%20Formats%20On%20Undergraduates%E2%80%99%20Learning%20of%20Statistics%20%28full%29.pdf text en validuser phd doctoral Universiti Malaysia Sarawak, (UNIMAS) Faculty of Cognitive Sciences and Human Development.
institution Universiti Malaysia Sarawak
collection UNIMAS Institutional Repository
language English
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Lim, Bibiana Chiu Yiong
Effects of e-book formats on undergraduates’ Learning of statistics
description Universities are trending towards electronic books (e-books) as instructional materials, displacing the traditional printed books. However, there is an incomplete body of knowledge on which preferred presentation formats in e-books by students, particularly in statistics learning. As a result, this study was conducted to investigate the effects of three different e-book formats, namely, text and static image (T&S), text and animation (T&A), and text and multimedia (T&M) e-book formats in a first year undergraduate statistics unit. The e-books were designed according to Baddeley and Hitch’s (1974) information processing theory, Paivio’s (1986) dual-coding theory and Mayer’s (2001) multimedia principles. The Waterfall model was applied as a guide to develop and deploy the e-books into website. The e-book was based on an introductory statistics unit under the Bachelor of Commerce program in Swinburne University of Technology (Sarawak campus) in Malaysia. The experiment also assessed whether a relationship exists between the statistics anxiety, individual’s learning style as experience, in which may influence the academic achievement. A quasi-experimental design was adopted where the study was conducted using Non-Equivalent Group, Posttest-Only Design. The participants were divided into three tutorial groups, with control group assigned with T&S e-book. 89 participants responded and completed all the treatments over 12 weeks. Data were gathered employing questionnaires using both quantitative and qualitative techniques. Results indicated that the T&S e-book format showed higher cognitive load and the participants obtained lower scores in examinations compared to T&A and T&M e-book formats, but no significant difference was found between the T&A and T&M e-book formats. Both self-efficacy and statistics anxiety was found to have no effect on any of the e-book format. Results from hierarchical multiple regression analysis revealed that gender, computer use experience and learning styles imposed no significant effect on participants’ level of cognitive load, level of self-efficacy, level of statistics anxiety and achievement within the control and treatment groups. Cognitive load was found to have a weak negative relationship with achievement. In addition, there was an inverse relationship between selfefficacy level and statistics anxiety. Research into the preferred e-book format and effective way of presenting information in e-book imparts instructors and e-book course designer with information to enhance students’ learning.
format Thesis
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
author Lim, Bibiana Chiu Yiong
author_facet Lim, Bibiana Chiu Yiong
author_sort Lim, Bibiana Chiu Yiong
title Effects of e-book formats on undergraduates’ Learning of statistics
title_short Effects of e-book formats on undergraduates’ Learning of statistics
title_full Effects of e-book formats on undergraduates’ Learning of statistics
title_fullStr Effects of e-book formats on undergraduates’ Learning of statistics
title_full_unstemmed Effects of e-book formats on undergraduates’ Learning of statistics
title_sort effects of e-book formats on undergraduates’ learning of statistics
granting_institution Universiti Malaysia Sarawak, (UNIMAS)
granting_department Faculty of Cognitive Sciences and Human Development.
publishDate 2014
url http://ir.unimas.my/id/eprint/8702/3/Effects%20of%20E-Book%20Formats%20On%20Undergraduates%E2%80%99%20Learning%20of%20Statistics%20%28full%29.pdf
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