Faculty of Cognitive Science and Human Development

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Faculty of Cognitive Science and Human Development

THE EFFECTIVENESS OF INTERACTIVE MULTIMEDIA SOFTWARE IN INCREASING PRIMARY ONE STUDENTS'

MOTIVATION IN LEARNING MATHEMATICS

\ Shahnida Eddie

Bachelor of Science with Honours (Cognitive Science)

1B

1028.4 2004

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ini disimpan di Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Malaysia Sarawak

2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan untuk tujuan pengajian sahaja

3. Membuat pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan 4. Pusat Khidmat Maklumat A~demik, Universiti Malaysia Sarawak dibenarkan

membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi 5.

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sila tandakan ( " )

(mengandungi maklumat yang berdarjah keselamatan atau

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(Mengandungi maklumat Terhad yang telah ditentukan oleh

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• • Jika lesis ini SULIT alau TERHAD. sila lampirkan sural daripada pihak berkuasalorganisasi

berkenaan dcngan menyalakan sekali scbab dan lempoh lesis ini perlu dikelaskan scbagai SULIT alau TERHAD

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Pusat Khidmat Maktumat Akadernllc UN!VIiRSlTI MALAYSIA SARAWAK

14100

THE EFFECTIVENESS OF INTERACTIVE MULTIMEDIA SOFTWARE IN INCREASING PRIMARY ONE STUDENTS' MOTIVATION IN LEARNING

MATHEMATICS

P.KHID~T ~KLU~TAKADEMIK UNIMAS

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1000122377

Shahnida Eddie

This project is submitted in partial fulfillment of the requirement for the degree of Bachelor of Science with Honours (Cognitive Science)

Faculty of Cognitive Sciences and Human Development Universiti Malaysia Sarawak

2004

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The project entitled 'The Effectiveness of Interactive Multimedia Software in Increasing Primary One Students' Motivation in Learning Mathematics' was prepared by Shahnida Eddie and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfillment of the requirements for a Bachelor of Science (Honours) in Cognitive Science.

Received for examination by:

Date:

·..·.. ··· ..J.!l/O'1 ...

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ACKNOWLEDGEMENT

First and foremost, I wish to thank Puan Shaziti Aman for her guidance, which had helped me complete this final year project. I am deeply grateful to her for her co-operation and willingness in taking me in as one of her supervisee.

To Cikgu Anthony Layan (Headmaster), Cikgu Rasiah Bujang, Cikgu Hazirah Kassim, Cikgu Ana Sibon, Cikgu Bidah, Cikgu Teresa Chan, Cikgu Grace, Cikgu Dominic, Cikgu Mary Liew, Cikgu Masayu, Cikgu Mahsuri, Cikgu Jong, and the rest of the teachers and staffs of Sekolah Kebangsaan St.

Teresa, I will always remember all of you with gratitude. I was made most welcome in the school, even by its pupils. The experience that I had at the school is a memorable one.

I also wish to thank Siti Kalsom January, a fellow student of the faculty, for giving me a helping hand though we were complete strangers to each other until two months ago.

To Ederin Amid, I cannot find words to express my gratitude for your undying support and encouragement. I appreciate all that you have done for me and I hope that Allah will bless us both.

For my parents and sister, I love you all.

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LIST OF TABLES

PAGE Table 3.1

Sections and variable items of the questionnaire 48 Table 3.2

Score value for Pearson's Co-efficient Correlation 58 Table 4.1

Distribution of Respondents According to Ethnic Race 60 Table 4.2

Distribution of Respondents According to Experience using Computers

61

Table 4.3

Distribution of Respondents According to Purpose of Using Computer

61

Table 4.4

Distribution of Respondents According to Ownership of Computers

62

Table 4.5

Distribution of Respondents According to Academic Ability 62 Table 4.6

Distribution of Respondents According to Motivation Level 63 Table 4.7

One-Way ANOV A to observe the difference in motivation level among students according to their socio-economic background

63

Table 4.8

One-Way ANOVA to observe the different levels

of motivation among students of different academic ability

65

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Table 4.9

Pearson's Correlation Value for correlation between students' motivation level and control

67

Table 4.10

Pearson's Correlation Value for correlation between students' motivation level and curiosity

68

Table 4.11

Pearson's Correlation Value for correlation between students' motivation level and challenge

71

Table 4.12

Pearson's Correlation Value for correlation between students' motivation level and fantasy

72

Table 4.1

Summary of hypothesis testing on motivation in learning among primary one students based on selected demographic characteristics

73

Table 4.2

Summary of hypothesis testing on correlation between motivation and motivational factors among primary one students

73

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C

LIST OF APPENDICES APPENDIX PAGE

A Official letter to conduct research

85

B Official letter to conduct research

87

Software Inquiry Interview

89

D Questionnaire

E Cover of Year One's Mathematics Textbook

97 91

F Cover of Year One's Mathematics Activity Book

98

G The 'Pernafasan ' CD-ROM

99

H

The 'Mad About Maths' CD-ROM 100

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ABSTRACT

THE EFFECTIVENESS OF INTERACTIVE MULTIMEDIA SOFTWARE IN INCREASING PRIMARY ONE STUDENTS' MOTIVATION IN LEARNING

MATHEMATICS Shahnida Eddie

This study aims to determine students' motivation level in learning Mathematics through the use of interactive multimedia software as teaching aid. Thirty-six Primary One students of Sekolah Kebangsaan St. Teresa, Kuching participated in this study. The participants were chosen using the stratified random sampling method. Experiments were conducted over a two-week period. The focus of this study is to evaluate the effectiveness of motivational factors (challenge, curiosity, control and fantasy) in increasing students' motivation level in learning Mathematics. A questionnaire was used to collect data. Descriptive (percentages and frequencies) and inferential statistics (One Way ANOVA and Pearson's Co-efficient Correlation) were applied for data analysis. Results revealed that students generally display an average level of motivation, indicating that motivation to learn caused by the use of interactive multimedia software in the classroom does not necessarily increase. Variation in socio-economic status and academic ability had no significant effect on students' motivation level. Of the four motivational factors, only fantasy was deemed motivational by students.

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ABSTRAK

KEBERKESANAN PERISIAN MULTIMEDIA INTERAKTIF UNTUK

MENINGKATKAN MOTIVASI MURiD TAHUN SATU DI DALAM MEMPELAJARI MATEMATIK

Shahnida Eddie

Kajian ini bertujuan untuk menentukan tahap motivasi murid di dalam mempelajari Matematik berbantukan penggunaan perisian multimedia interaktif. Tiga puluh enam murid Tahun Satu dari Sekolah Kebangsaan St. Teresa, Kuching telah terlibat di dalan kajian ini. Murid-murid ini telah dipilih menggunakan kaedah 'stratified random sampling '. Eksperimen telah dijalankan di dalam tempoh dua minggu.

Fokus kajian ini adalah untuk menilai keberkesanan faktor-faktor motivasi ('challenge " 'curiosity', 'control' dan 'fantasy') dalam meningkatkan tahap motivasi murid-murid di dalam mempelajari Maternatik. Borang soal-selidik telah digunakan untuk mendapatkan data. Analisa deskriptif (peratusan dan frekuensi) dan inferensi ('One Way ANOVA' dan Korelasi Koeffisien Pearson) telah digunakan untuk menganalisa data. Kajian mendapati bahawa murid-murid secara umumnya memperlihatkan tahap motivasi yang sederhana,sekaligus menunjukkan bahawa penggunaan perisian multimedia interaktif di dalam bilik darjah tidak semestinya akan menyebabkan peningkatan motivasi untuk belajar di kalangan murid-murid. Variasi di dalam status sosio-ekonomi dan kebolehan akademik didapati tidak mempunyai kesan yang signifikan terhadap tahap motivasi murid.

Daripada keempat-empat faktor motivasi yang dikaji, hanya 'fantasy' sahaja yang dilihat sebagai mampu untuk memotivasikan murid-murid.

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CHAPTER!

INTRODUCTION

1.1 IntroductioD

A circular dated 30 September 2003 by the Ministry of Education had directed teachers to the practice of using computers in schools for the purpose of learning with the aim to diversify teaching and learning methods. Other concurrent goals are to improve the command of the English language of both students and teachers, and building an leT savvy nation. In early 2003, the Ministry of Education executed the first phase of its plan for the implementatioo. of computers in schools in accordance to its new order which calls for media and technology to be used in the teaching and learning process (Ministry of Education 2003). Other media which is included in the plan is the ASTRO-broadcasted TV Pendidikan show

As mentioned earlier, the Ministry's plan was carried out in stages. The 2003 schooling session saw the execution of computer-assisted learning for students who are in Primary One, Form One and Lower Six. The commencement of the 2004 schooling session saw the execution of the second pbase which involved students in Primary 2, Fonn 2 and Upper 6 classes.

An interview with Encik Bahtiar Afandi, Head of Academic Management Sector for Sarawak's Education Department revealed some encouraging finding regarding to the usage of the teaching software in schools, which was deducted from the supervision by

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the Education Department and schools inspectorate. It was found that teachers frnd the software as useful, attracts students' interest, and makes learning more structured. Thus, the researcher set out to seek the validity of the above-mentioned finding.

1.2 Background of the Study

The development of education technology in Malaysia started in the late 1940's and up to this point of time is going through the fourth phase. There have been 4 phases and they are as shown below:

1941- 1971 : Teaching with Audio-Visual Aids

1972 - 1979 : Influence of Mass Media - such as the radio and Educational TV 1980 - 1990 :: Development of Resources Centre and Computerized Education 1991 - now: Development of Teachers' Activities Centre and Multimedia

(Abdul Rahman Daud, 1999 : 46)

The influence of education technology started with the use of viewing tools such as pictures, wall charts, maps, globes, models, and a list of others, as well as blackboards, flannel boards, bulletin boards and magnetic ....boards for classroom teaching. Stone boards (papan batu) and printed materials were used in learning activities. Then viewing and hearing tools such as slide projectors, stripe-film projectors and cinema projectors were used in national schools, particularly after Malaya attained its dependence in 1957.

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The 1960's saw another development which brought great significance to the local communication field. Television broadcast was introduced on 28 December 1963 by Rmlio Televisyen Malaysia (RTM). Subsequent to it, 2 pilot projects were conducted to examine the applicability of producing a televised educational service (which was later known as TV Pendidikan - which means Education TV). The projects were evaluated, and both showed an encouraging find. However, due to pressures of the (nation's) economy, TV Pendidi.kan was only launched in 1972. According to the second Malaysia plan, it was to produce shows for primary and secondary schools, particularly for subjects of civics, languages, sciences and mathematics.

Beginning with the year 1973, the Ministry of Education planned a stage by stage distribution of television sets to all schools throughout the nation. As a start, a total of 500 television sets were distributed to secondary schools in the year 1972. In the beginning,6 TV Pendidikan series were broadcasted to secondary schools. Up to 1980, a total of 5,500 television sets and 2,500 generators (for schools with no electricity supply) was sent to primary and secondary schools in Peninsular Malaysia, 900 sets in Sabah and 1,225 in Sarawak. It was estimated that 92% of all the schools in the country had radio and television in early 1980. A major prol?!em occurred then to synchronize the schedule of shows with schools' schedule. To overcome the problem, a VCR (Video Cassette Recorder) pilot project was launched in 129 primary and secondary schools, which commenced from 25 June 1979 until early 1981.

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At the same time, another development took place in education technology. On

till

of May 1966, Malaysian Radio (Radio Malaysia) launched its transmission to schools in Peninsular Malaysia, on collaboration with the Ministry of Education (then known as K.ementerian Pelajaran). Educational Radio or Radio Pendidikan had started its

broadcast in 1946 tmder Singapore-based Malayan Radio (Radio Malaya), but was terminated in 1964 due to the contrasting education needs between Singapore and Malaysia. Radio shows in the languages of Malay, English, Chinese and Tamil were broadcasted to support and complement primary school education. In 1967, shows broadcasted were extended to secondary schools.

In general, Radio Pendidikan serves to provide assistance to teachers in the teaching process by airing a variety of shows with teachers' guide. As with TV Pendidikan, Radio Pendidikan too face a major problem to synchronize the schedule of

the radio shows with schools' schedule. To ensure the effectiveness of the shows, schools were provided with audio cassette recorders and blank. audio cassettes tapes to record Radio Pendidikan shows.

The year 1914 saw the Ministry ofEducation taking preliminary steps to establish Radio Pendidikan in Sabah, as well as reconstructing radio transmissions to schools in Sarawak. On the 3^rdof February 1975, Radio Pendidikan Sabah officially began.

The years 1980 until 1990 marked the beginning of developments of teclmology centres or units and resources centres in universities, teachers' colleges, and schools. This

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period saw teachers being trained in the field of educational technology courses, for example the computl::r' education course which started in 1987. This course was designed

to meet the demands of the Ministry of Education in providing trained teachers to manage computer clubs throughout the country. Computer clubs were established in the year

1981 and as of 1999, there are at least 500 computer clubs in all secondary schools. Apart from managing the clubs, teachers of the clubs were also required to teach computer literacy, starting from the year 1986.

Technology wise, the Ministry of Education had replaced the Bahagian Perkhidmatan Sebaran Pendidikan to the Educational Technology Section or BTP (Bahagian Teknologi Pendidikan Kementerian Pendidikan) with the aim to intensify its role and function in the teaching and learning in schools. According to Utusan Jvfalaysia (1988), the renaming and reshuffling reflected BTP's new role in planning and supervising all forms of educational technology activities, beginning from the Ministry level until the school level. The formation of resources centres at the ministry level (HIP), state level (PSPN), district level (PKG) and school level (PSS) reflected the dedication of BTP in stressing on the usage of various media (printed and non-print) to enhance the teaching and learning process. in schools, and also to provide students with the opportunity to seek knowledge in a more motivational conditions, in accordance with the nation's educational philosophy to nurture the individual's potential.

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The State Education Resources Centre (pSPN) aIms to assist teachers in performing teaching and learning tasks in a way that contributes to the increase of quality learning in schools by applying the principles of educational technology in learning activities and using the resources readily available. However, in 1987, it collaborated

with the Educational Technology Unit which was fonned in 1982 to primarily provide services for educational media. The collaboration was to provide systematic and efficient services in tenns of giving media support to schools. The collaboration will also raise the use of instructional1cchnology in schools.

At the federn1 level, the Ministry of Education has fonned a Jawatankuasa Penyelarasan Teknologi Pendidikan to synchronize the execution of programmes for the Pusat Sumber Daer41h and Pusat Sumber Sekolah. The PSPD was formed in 1986 to provide services to schools in remote areas and was equipped with tools and materials of

technology. Then in 14 August 1990, it was renamed Pusat Kegiatan Guru (PKG), which -aimed to encourage teachers to plan their curriculum activities at the centre. As for schools, the Ministry of Education is trying to supplement school libraries with materials

befitting the concept of resource centres. With regard to the resource centre concept, a uniform term. which is Pusat Sumber Seko!ah was suggested to all schools for utilization.

At present. the nation is experiencing a development in the role of teachers' tivity centre and multimedia in education. According to a letter dated 14 August 1990

·ch was addressed to all State Education Director, the then Head of Director stated that

PKG

is a logistic centre for matters of teaching and learning. It also ftmctions as a centre

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where discussions among teachers regarding issues and professional disputes can take place. It was also expected upon PKG to carry out research activities to observe the applicability of teaching and learning processes. It also has a role in identifying and overcoming problems with regard to teaching and learning in a combined effort. Through its multi activities, PKG will be able to boost teachers' interest towards increasing their quality of professionalism. As a whole, its roles as a resource centre, social activity ccntre, an agent of change and problem solver, is a collaborative and wholly approach to Dnprove reaching and learning in schools.

Apart from PKG, it was found that using computers to learn in schools can improve and bring changes to students' performance and attitude. A comprehensive study

reported that students enjoy being actively engaged in computer-based instruction and being able to make mistakes without embarrassment; computer give students the feeling

ofbeing in control; students were found to persist in tasks requiring higher-order thinking skills; time-on-task was significantly increased; and in many cases, students' self-esteem

was

increased dramatically when they used computers. Thus it is sensible for us to execute a shift in paradigm in the teaching and learning process. Realizing this, the Ministry of Education started towards computer-based education. As a start, they formed Exemplary Electronics Resources Centres or Pusat Sumber Elektronik Contoh (PSE) in 14 selected secondary schools in each state as pilot projects. The project was launched on 18 Mac 1996 by tile then Education Minister, Datuk Seri Mohd Najib bin Tun Abdul

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PSE is an institution which evolved through several transformations. It started 1rith libraries which stored books and printed materials. When the libraries mmodated other education materials such as projectors, films and microfilms, they known as resoUl1Ce centres. In schools, they are known as Pusat Sumber Sekolah.

urther advancemenJts and achievements in electronic technology brought changes to urce centres. Apart from their current collection, they now have celluloid materials, 'o-video tools, and also compact discs. At a level where these resource centres are

Ie

to provide printed texts electronically and connect to the Web, they are known as E

p :esource Centres or Pusat Sumber Elektronik (PSE).

Schools which were involved in the piloting of the PSEs were provided with a server and 14 computers of 486 or Pentium 60 series which were connected with the

networks LAN (Local Area Network) and WAN (Wide Area Network). The schools are connected to Jaring and the database in BTP. With software such as Internet Navigator, Microsoft Window NT Server 3.51, Microsoft Mail Server V3.2 and CD ROM titles in Packard Bell package, teachers and students have the convenience of accessing IDfClmnation from the CD ROMs and through the Internet, and also communicating via E-

The use of computers in education throughout the nation reflects us as an already _1DgI"lD:g society. The current age of knowledge revolution and globalization calls for us not only utilize the tools of technology, but to master the skills to operate them and IlUbRCtuently put it to good use. The provision of infrastructure and tools of new

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Faculty of Cognitive Science and Human Development