The Effects Of A Multimedia Constructivist Environment On Students' Achievement And Motivation In The Learning Of Chemical Formulae And Equations
Penyelidikan ini dijalankan bagi mengkaji kesan persekitaran multimedia berasaskan konstruktivisme terhadap pencapaian dan motivasi pelajar Tingkatan Empat dalam pembelajaran 'Formula dan Persamaan Kimia'. Koswer lnstruksi Multimedia Konstruktivis (MCI) dan lnstruksi Multimedia Objektiv...
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| Format: | Thesis |
| Language: | English |
| Published: |
2007
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| Subjects: | |
| Online Access: | http://eprints.usm.my/29937/1/Vickneasvari__Krishnasamy.pdf |
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| Summary: | Penyelidikan ini dijalankan bagi mengkaji kesan persekitaran multimedia
berasaskan konstruktivisme terhadap pencapaian dan motivasi pelajar Tingkatan Empat
dalam pembelajaran 'Formula dan Persamaan Kimia'. Koswer lnstruksi Multimedia
Konstruktivis (MCI) dan lnstruksi Multimedia Objektivis (MOl) telah dibangunkan.
Seramai 80 pelajar menerima MCI manakala 89 pelajar menerima MOl. Kajian
eksperimen kuasi ini menggunakan reka bentuk faktorial 2 x 2. Pembolehubah bebas
melibatkan pendekatan multimedia, iaitu MCI dan MOl, manakala pembolehubah
bersandar merupakan pencapaian serta motivasi pelajar. Tiga pembolehubah moderator
telah digunapakai, iaitu tahap kebolehan pelajar (kebolehan rendah, LA atau kebolehan
tinggi, HA), gaya kognitif (field-dependent, FD atau field-independent, Fl) serta jantina
(lelaki atau perempuan) .
This study is conducted to examine the effects of a multimedia constructivist
environment on Form Four students' achievement and motivation in the learning of
"Chemical Formulae and Equations". Multimedia Constructivist Instruction (MCI) and
Multimedia Objectivist Instruction (MOl) courseware were developed. The MCI was
assigned to 80 students whereas the MOl was assigned to 89 students. This quasiexperimental
study employed a 2 x 2 factorial design. The independent variables were
the multimedia approaches, i.e. the MCI and the MOl, whereas the dependent variables
were the students' achievement and motivation. Students' ability levels (high-ability, HA
or low-ability, LA), cognitive styles (field-independent, Fl or field-dependent, FD) and
gender (male or female) were the moderator variables. |
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