Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students

Politeknik Malaysia masih lagi mengamalkan persekitaran pembelajaran secara traditional terutamanya dalam pengajaran Pengenalan Kepada Perakaunan. Walaupun pembelajaran secara aktif telah dilaksanakan, pelajar masih kurang berinteraksi dan melibatkan diri serta memperolehi pencapaian pada tahap sede...

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Main Author:	Md Osman, Siti Zuraidah
Format:	Thesis
Language:	English
Published:	2016
Subjects:	P87-96 Communication Mass media
Online Access:	http://eprints.usm.my/32281/1/SITI_ZURAIDAH_MD_OSMAN_24%28NN%29.pdf
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id	my-usm-ep.32281
record_format	uketd_dc
spelling	my-usm-ep.322812019-04-12T05:25:14Z Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students 2016-09 Md Osman, Siti Zuraidah P87-96 Communication. Mass media Politeknik Malaysia masih lagi mengamalkan persekitaran pembelajaran secara traditional terutamanya dalam pengajaran Pengenalan Kepada Perakaunan. Walaupun pembelajaran secara aktif telah dilaksanakan, pelajar masih kurang berinteraksi dan melibatkan diri serta memperolehi pencapaian pada tahap sederhana. Oleh itu, kajian ini mengkaji kesan video pengajaran berasaskan tugasan terhadap interaksi, penglibatan dan pencapaian dalam persekitaran bilik darjah terbalik di kalangan pelajar perakaunan. Teori kognitif pembelajaran multimedia (CTML), untuk komponen multimedia, dan teori algo-heuristik (AHT) pembelajaran pelajar, menyediakan rangka kerja teori secara menyeluruh. Satu reka bentuk kuasi-eksperimen menggabungkan ujian pra dan ujian pasca (pencapaian) dan ujian pasca sahaja (interaksi dan penglibatan) dengan nilai kebolehpercayaan 0.924 telah digunakan keatas sampel 140 orang pelajar di salah sebuah institusi politeknik Utara Semenanjung Malaysia. Pelajar telah dibahagikan kepada dua kumpulan, video pengajaran berasaskan tugasan dan video pengajaran tanpa tugasan. Para pelajar menonton video pada masa lapang mereka di makmal komputer dan kemudian menghadiri kelas dengan aktiviti pembelajaran secara aktif. Malaysian polytechnics continue to practice a traditional learning environment, especially when teaching the Fundamentals of Accounting. Although active learning activities have been implemented, students’ seem to lack interaction and engagement and have only average achievement. Therefore, this research investigates the effects of task-based video lectures on interaction, engagement and achievement in a flipped classroom environment among accounting students’. The cognitive theory of multimedia learning (CTML) and algo-heuristic Theory (AHT) of student learning provide a comprehensive theoretical framework. A quasi-experimental design incorporating pre-test and post-test (achievement) and post-test only (interaction and engagement) instruments with an overall 0.924 reliability value were used with a sample of 140 students’ at a Malaysian Northern Peninsular polytechnic institution. Students’ were divided into two groups, task-based and non task-based video lectures. The students’ watched the video lecture in their free time in a computer lab and then attended the class with active learning activities. 2016-09 Thesis http://eprints.usm.my/32281/ http://eprints.usm.my/32281/1/SITI_ZURAIDAH_MD_OSMAN_24%28NN%29.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Teknologi Pengajaran & Multimedia (Centre for Instructional Technology & Multimedia)
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	P87-96 Communication Mass media
spellingShingle	P87-96 Communication Mass media Md Osman, Siti Zuraidah Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
description	Politeknik Malaysia masih lagi mengamalkan persekitaran pembelajaran secara traditional terutamanya dalam pengajaran Pengenalan Kepada Perakaunan. Walaupun pembelajaran secara aktif telah dilaksanakan, pelajar masih kurang berinteraksi dan melibatkan diri serta memperolehi pencapaian pada tahap sederhana. Oleh itu, kajian ini mengkaji kesan video pengajaran berasaskan tugasan terhadap interaksi, penglibatan dan pencapaian dalam persekitaran bilik darjah terbalik di kalangan pelajar perakaunan. Teori kognitif pembelajaran multimedia (CTML), untuk komponen multimedia, dan teori algo-heuristik (AHT) pembelajaran pelajar, menyediakan rangka kerja teori secara menyeluruh. Satu reka bentuk kuasi-eksperimen menggabungkan ujian pra dan ujian pasca (pencapaian) dan ujian pasca sahaja (interaksi dan penglibatan) dengan nilai kebolehpercayaan 0.924 telah digunakan keatas sampel 140 orang pelajar di salah sebuah institusi politeknik Utara Semenanjung Malaysia. Pelajar telah dibahagikan kepada dua kumpulan, video pengajaran berasaskan tugasan dan video pengajaran tanpa tugasan. Para pelajar menonton video pada masa lapang mereka di makmal komputer dan kemudian menghadiri kelas dengan aktiviti pembelajaran secara aktif. Malaysian polytechnics continue to practice a traditional learning environment, especially when teaching the Fundamentals of Accounting. Although active learning activities have been implemented, students’ seem to lack interaction and engagement and have only average achievement. Therefore, this research investigates the effects of task-based video lectures on interaction, engagement and achievement in a flipped classroom environment among accounting students’. The cognitive theory of multimedia learning (CTML) and algo-heuristic Theory (AHT) of student learning provide a comprehensive theoretical framework. A quasi-experimental design incorporating pre-test and post-test (achievement) and post-test only (interaction and engagement) instruments with an overall 0.924 reliability value were used with a sample of 140 students’ at a Malaysian Northern Peninsular polytechnic institution. Students’ were divided into two groups, task-based and non task-based video lectures. The students’ watched the video lecture in their free time in a computer lab and then attended the class with active learning activities.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Md Osman, Siti Zuraidah
author_facet	Md Osman, Siti Zuraidah
author_sort	Md Osman, Siti Zuraidah
title	Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
title_short	Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
title_full	Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
title_fullStr	Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
title_full_unstemmed	Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
title_sort	effects of task-based video lecture on interaction, engagement and achievement in a flipped classroom environment among accounting students
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Teknologi Pengajaran & Multimedia (Centre for Instructional Technology & Multimedia)
publishDate	2016
url	http://eprints.usm.my/32281/1/SITI_ZURAIDAH_MD_OSMAN_24%28NN%29.pdf
_version_	1747820558397997056

Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students

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