29 research outputs found
Penta'akulan saintifik dan pencapaian pelajar-pelajar sains UiTM: perbandingan antara jantina / Hamidar Maidinsah and Merza Abbas
No full textPemikiran saintifik adalah salah satu kemahiran berfikir yang perlu dimiliki terutamanya oleh generasi muda hari ini bagi mendukung wawasan 2020. la sejajar dengan hasrat pembangunan negara untuk melahirkan lebih ramai saintis, pekerja yang pandai mengurus pengetahuan dan cekap menta 'akul. Anton E. Lawson telah membahagikan perkembangan penta 'akulan saintifik kepada 2 tahap kematangan: iaitu tahap Empiriko-Induktif (EI) dan Hipotetiko-Deduktif (HD). Satu ujian penta 'akulan saintifik (PESA) telah diadakan kepada pelajar-pelajar sains UiTM. Hasil kajian mendapati lebih kurang 25.6 % pelajar di tahap EJ, 59.6 % di tahap peralihan dan 14.6 % di tahap HD. Keputusan ini menunjukkan bahawa masih ramai di kalangan pelajar sains UiTM berfungsi jauh di bawah potensi kognitif mereka yang sepatutnya. Terdapat perbezaan bererti (p=0.001) antara min pencapaian PESA bagi pelajar lelaki (n=50) berbanding pelajar perempuan (n=96). Adalah menjadi satu agenda penting kepada para pendidik untuk menitikberatkan dan menilai tahap perkembangan kognitif pelajar. Dapatan ini menggesa para pendidik untuk mengkaji semula kaedah pengajaran, bahan pengajaran dan bentuk penilaian yang dapat menerapkan kemahiran saintifik dan mempercepatkan kematangan pemikiran saintifik pelajar
The effectiveness of an inquiry-based computer-simulated lesson in physics
No full textRobust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities
The Influence of Single-gender Peer Scaffolding in Problem-based Gaming on Performance in Double-loop Learning and Sub-dimensions of Science Process Skills
No full textAbstractThis study investigated gender differences in problem-based gaming with peer scaffolding on engagement in double-loop learning (DLL) and performance in the sub-dimensions of science process skills, namely, observing, classifying, inferring, predicting, controlling variables, making hypothesis and experimenting. A complex video game was chosen and a quasi- experimental study involving 60 fifth grade students in two groups of single-gender peer scaffolding and individual was employed. Overall the peer scaffolding group engaged in significantly more DLL cycles than the individual group. Further analysis found that boys in both the individual and single-gender groups engaged in significantly more DLL cycles than girls. Also, single-gender peer scaffolding significantly increased engagement in DLL for girls and performance in the sub-dimension of experimenting for boys
The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud
No full textThis study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasiexperimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of codeswitching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students
Towards a model for understanding the influence of the factors that stimulate university students' engagement and performance in knowledge sharing
No full textThe Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading)
No full textThe methods of teaching English in Indonesia promote the use of code-switching strategies and have resulted in the widespread practice of pronouncing English words following the structures of the Indonesian language. This study investigated at the effects of the immersive multimedia learning technique with peer support on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the students’ first language. It also investigated were the effects on performance by students’ achievement. The quasi-experimental 2 X 2 factorial design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students
Interpreter service development for new learners of the network simulation-2 (NS2) based on J2EE
No full textThe Effectiveness of an Inquiry-Based Computer-Simulated Lesson in Physics
No full textRobust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities.</jats:p
The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud
No full textThe Effects of Algo-Heuristic Lesson Design on Creative Thinking, Creative Strengths and Achievement of Visual Art Subject
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