Development of a problem-posing multimedia module and its effectiveness to enhance student performance in form four biology
Learning and teaching activities in education are crucial in presenting permanent and meaningful learning to science students. This study aims to develop Problem-Posing Multimedia Module (PROPOSE-M) and to test its effectiveness in enhancing students‘ performance in Biology subject as compared t...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2019
|
| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/77540/1/FPP%202019%2010%20UPM%20IR.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Learning and teaching activities in education are crucial in presenting
permanent and meaningful learning to science students. This study aims to
develop Problem-Posing Multimedia Module (PROPOSE-M) and to test its
effectiveness in enhancing students‘ performance in Biology subject as
compared to the traditional teaching method (TRAD). This study extends the
Cognitive Theory of Multimedia Learning (CTML) by integrating it with the
problem-posing instructional strategy (PPIS) that championed the skills of
communication, collaboration, creativity, and critical thinking. This study applied
Design and Development Research (DDR) approach. ADDIE model (Analyse,
Design, Develop, Implement and Evaluate) was used to develop PROPOSE-M.
Three research questions were formulated for this study; (1) What are the
components needed to develop PROPOSE-M for teaching the concept of
osmosis and diffusion among Form Four Biology Students? (2) Is there any
significant difference in the mean score between the PROPOSE-M and the
traditional teaching method (TRAD) group? (3) To what extent PROPOSE-M
could enhance student‘s conceptual change compared to TRAD? To seek the
answers, a sequential mixed method approach encompassing interview, survey
and quasi-experimental techniques was adopted. Two groups of students from
two different schools in Petaling Perdana District were involved in the study of
which are the experimental group (PROPOSE-M) (n=31) and one control group
(TRAD) (n=30), and both groups have equivalent characteristics. Students'
performance was analysed using the mean score of pre-test, post-test and
retention-test. The main findings show that the mean scores of students who
were exposed to newly-developed PROPOSE-M are significantly higher to
students who were exposed to TRAD in post-test with t (47) = 2.866, p < .05.
The results from retention-test also revealed that PROPOSE-M has not just
enhanced students' conceptual understanding but also retained students' memory longer compared to TRAD with t (59) = 3.845, p < .05. PROPOSE-M
also could enhance students' performance in both LOTS and HOTS as it builds
conceptual change among students. The implication of this study can be seen
in terms of practice in the school context in which it provides an alternative tool
for teaching and learning Biology. Further, this study also provides an
instructional model as a guideline that could benefit teacher in planning steps
to be taken to encourage problem-posing in Biology curriculum. |
|---|