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
Subjects:	LB Theory and practice of education
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
_version_	1783727989685485568

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

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