International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 4 No. 3 [September 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
STUDENTS' PERCEPTION ON THE UTILIZATION OF FQ E- TUTORIAL APPS AS A REVISION TOOL
Jamaah Suud1* and Noraimi Mahran2
1 Department of Electrical Engineering, Polytechnic Kuching Sarawak, Kuching, MALAYSIA
2 Department of Information Technology and Communication, Polytechnic Kuching Sarawak, Kuching, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 21 July 2022 Revised date : 26 July 2022 Accepted date : 2 August 2022 Published date : 6 September 2022
To cite this document:
Suud, J., & Mahran, N. (2022).
STUDENTS' PERCEPTION ON THE UTILIZATION OF FQ E-TUTORIAL APPS AS A REVISION TOOL.
International Journal of Education and Pedagogy, 4(3), 20-28.
Abstract: In recent years, there has been a rise in interest in the potential of mobile phone technology in the classroom.
This is because, in recent years, the technology found in a great percentage of mobile phones has advanced, making these gadgets more capable of aiding in educational endeavors. The FQ E-Tutorial is a portable educational app.
FQ E-Tutorial has been developed from final exam-based question of the Embedded System Applications course conducted at Polytechnic Kuching Sarawak (PKS). It involved 50 students who have enrolled in the Embedded System Applications course. Questionnaires were used to acquire the necessary information. After collecting the data, SPSS 26 was used to conduct a thorough quantitative analysis. Based on the finding obtained, students’ perception on the utilization of the FQ E-Tutorial application as a revision tool who have enrolled in the Embedded System Applications course has a good perspective towards the FQ E-Tutorial Apps with a very high level of acceptance in terms of their ease of use, usefulness, and attitudes towards using the apps. For future study, it is recommended that the research on the utilization of the FQ E-Tutorial application idea can be conducted in other courses to determine its utilization as a revision tool.
Keywords: revision tool, FQ E-Tutorial, Technology Acceptance Model, perception.
1. Introduction
There has been a recent growth in the number of projects devoted to creating educational apps for use on mobile phones. This is because of all the benefits that come with using mobile phone technology.
As stated by (Siraj, S., 2004), one of the benefits is that learners are no longer constrained by time and location when pursuing their education. Another is that the formality of the learning process, which has been criticized by some researchers for making students passive when acquiring new information (Attewell, J., 2005), is reduced. Students are more active in learning when mobile phone technologies are included in it since it makes it simpler for them to complete learning activities including accessing course materials, taking online quizzes, participating in an online discussion, and other similar tasks. Normally, the student will gain access to previous final questions through the institution's library document system. However, there was no mobile learning application that organized questions chapter by chapter with the additional final exam-based tutorial question with answers for the student’s revision tool. FQ E-Tutorial Apps mobile learning app is developed that may help students as a revision tool final exam-based question. The apps is free and available for download on all mobile devices which allows the lecturer to make mobile apps that transform the existing format of past final exam questions into a chapter-by-chapter arrangement with additional past final exam-based tutorial questions and answers replacing the gain access to previous final questions through the institution's library document system. Therefore, this study is conducted to investigate the students' perception on the utilization of the FQ E-Tutorial application as a revision tool. The paper is organized as follows: Section 2 presents the literature studies that discussed the existing mobile learning applications that have been developed by previous researchers and developers. In Section 3, the methodology is explained, which includes the respondent profile and feedback. Section 4 illustrates the results and discussions of the questionnaires and finally, the whole contents of this paper will be concluded in section 5.
2. Literature Review
There is a wide range of potential uses for ed-tech on mobile devices. One of these might be used to help students review previously learned material. Revision is defined as reviewing notes and/or other course materials before a test, assessment, or examination (Encarta World English Dictionary, Bloomsbury Publishing Plc, 2009). For this reason, creating mobile learning apps might be one of the most helpful ways to help students revise for tests. Several researchers (Ghani, M. T. A. et al., 2019) looked at the potential of video games for education. It is suggested that using digital games might have a motivating effect on the student and aid with early intervention. The researchers in this study employed the TAM framework to examine students' attitudes regarding mobile digital games as a means of learning Arabic in a university setting. This study's major research technique was a quantitative one based on the Technology Acceptance Model questionnaire. The study's assessment centered on four interconnected concepts that were adapted for this specific setting which are perceived usefulness, perceived ease of use, behavioral intention to use, and attitude. In addition, (Catingdig, J. et al., 2019) examined the use of the gaming-based student response system Kahoot to review wave theory. Sixty-six students in grades 11 and 12 from an all-boys school in the Metro Manila area of the Philippines took part. The participants included K-12 students from a variety of disciplines, including Science, Technology, Engineering, and Mathematics (STEM), Business, Administration, and Management (BAM), and Humanities and Social Sciences (HSS) (HUMSS).
Students were split into two groups; group A utilized Kahoot during a wave-style review, while group
B used the traditional method of having the instructor display objects onto a screen and wait for students to respond. The number of sessions and the number of formative assessments given in waves were the same for both groups of students. The results demonstrated a statistically significant variation in students' final exam scores. Kahoot users in Group A performed far better on the final exam than those in Group B. When asked about their experience using Kahoot to review wave concepts, a high percentage of students reported the following positive outcomes which are they enjoyed playing the game, they agreed that they learned something from the game, they intend to recommend the game to others, and they felt good about the experience overall. Finding also indicates a significant relationship between students' evaluations of their learning and development and their final exam scores. Research by engineering students (Tai, Y. et al., 2020) found that they were able to utilize mobile app authoring tools to create an English-learning app, with the help of comments from English teachers. This work is an early example of cross-disciplinary cooperation. To help students use what they already know about English while creating mobile app designs, the learning design refers to frameworks for developing socio-technical creativity. Students' work was assessed using their developed applications and presentations, as well as instructor comments and student reflections. The findings suggested that the engineering students' and English teachers' shared usage of mobile applications in their everyday lives acted as a border object for the free exchange of ideas and the coordination of their respective bodies of knowledge.
3. Methodology
The method section describes actions to be taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information. The objective of this study is to investigate the students' perception on the utilization of the FQ E-Tutorial application as a revision tool. This study employed a descriptive quantitative design that used questionnaires in the collection of data. A total of 50 students who have enrolled in the Embedded System Applications course participated in the study. The questionnaire was adapted from Davis's Technology Acceptance Model (Motteram, G., 2013) which consisted of three main parts which are ease of use, usefulness, and, attitudes towards using the apps of FQ E-Tutorial Apps. The participants had to fill in the questionnaires developed using a 5-point Likert Scale with number 1 indicating strongly disagree, ascending to number 5 for indicating strongly agree.
Table 1: Interpretation Level Analysis
Mean Score Interpretation
4.01-5.0 Very High
3.01-4.0 High
2.01-3.0 Medium
1.01-2.0 Low
0.5-1.0 Very Low
(Kassem, H. M., 2019)
This quantitative-based research approach focused on 50 students who had enrolled in Semester 4 Session 2 2021/2022 session for Embedded System Applications Course (DEC40023) in Polytechnic Kuching Sarawak. The researcher used questionnaire forms as the research instruments. To accelerate data collection, the questionnaire is built in a Google form and distributed through the Whatsapp group. A pilot test for the questionnaire was tested on students from Semester 1 2021/2022 session
before the form was distributed to the actual respondents. Based on the Alpha Cronbach value (Cronbach, L. J., 1951), the reliability coefficient of the research questions is 0.96. The questionnaire used in this research consisted of two main parts: Part A – Respondents’ demography and Part B – Research questions that cover the students’ perception level in terms of ease of use, usefulness, and attitudes towards using the apps. There are 51 students population and 50 students have responded to the distributed questionnaires. This sample research population is based on (Krejcie, R. V. & Morgan, D. W., 1970). Data from the questionnaires were analyzed using descriptive statistics, which included the calculation of means and percentages. After that, a descriptive analysis was performed based on the interpretation taken from (Kassem, H. M., 2019), and the results are shown in Table 1.
4. Results and Discussion
Table 2 shows the frequency and percentage of respondents by demographic profile. Table 2 displays the frequency distributions of the variables that were derived from the response to the various demographic questions.
Table 2: Frequency and Percentage Distribution of Respondents by Demographic Profile
Variables Frequency Percent (%)
Gender Male 36 72
Female 14 28
Semester 4 46 92
5 2 4
6 2 4
Program DEE 32 64
DEP 18 36
Age 17-20 44 88
21-24 6 12
25 and above 0 0
A total of 50 respondents were involved in the survey. A total of 36 respondents (72%) are male while 14 respondents (28%) are female. About 46 respondents (92%) are in semester 4, 2 respondents (4%) are in semester 5, and 2 respondents (4%) are in semester 6. A total of 32 respondents (64%) are from DEE while 18 respondents (36%) are from DEP. Overall, there are 44 responses (88%) and their ages range from 17 to 20. This is followed by 6 respondents (12%) aged 21 until 24 years old.
4.1 Students’ Perception on the Ease-of-Use FQ E-Tutorial Apps as a Revision Tool
Table 3 shows the mean score and level of acceptance interpretation for the Ease of Use item.
Respondents were tested with 4 items and the mean score were shown in Table 3 below. Thus, the study found that the highest mean score was 4.38 for item B2 (FQ is easy to get the information needs). Meanwhile, items B1 (FQ E-Tutorial is easy to use application) and B4 (FQ is easy to understand) both had a 4.34 mean score each and followed by item B3 (FQ is a user-friendly application) had a 4.32 mean score.
Table 2: Mean Score and Level of Acceptance for Ease of Use Item
Item Mean Std.
Deviation
Interpretation Ease of use
B1. FQ E-Tutorial is easy to use application. 4.34 0.55733 Very High B2. FQ is easy to get the information needs. 4.38 0.53031 Very High
B3. FQ is a user-friendly application. 4.32 0.58693 Very High
B4. FQ is easy to understand. 4.34 0.55733 Very High
From Table 3, the result indicated that all the respondents were a very high acceptance level towards the ease of use of FQ E-Tutorial. Respondents agreed that the FQ is easy to get the information needs, FQ E-Tutorial is easy to use the application, FQ is easy to understand, and FQ is a user-friendly application. This finding is supported by (Alkhateeb, M. A. et al., 2019) state that utilizing mobile applications such as GeoGebra and Sketchpad helped students better grasp geometric concepts. It has been shown that Sketchpad aids in both listening in the classroom and grasping geometrical ideas (Gecu, Z., 2012; Leong, K., 2013; Ruthven, K. et al., 2003). The Application's interactive features aid educators in inspiring students to use their intuition, make accurate predictions and investigate geometrical correlations. According to studies (Abramovich, S., 2013), (Chaamwe, N., 2010), and (Hollebrands, K., 2007), technology now offers dynamic software instruments targeted at math teaching-learning inside circumstances that allow students to comprehend mathematics in a meaningful way. Therefore, the educational applications on mobile devices allow students to engage with the gadgets in a broad variety of ways, link information, and portray it in several forms.
4.2 Students’ Perception on the Usefulness of FQ E-Tutorial Apps as a Revision Tool
Table 4 shows the mean score and level of acceptance interpretation for the Usefulness item.
Respondents were tested with 5 items and the mean score were shown in Table 4 below. Thus, the study found that the highest mean score was 4.34 for item C4 (FQ helps me to mark out the weak area where I need to put extra effort). Meanwhile, item C5 (FQ help me to understand the exam question style and format) had a 4.34 mean score, followed by item C3 (FQ trains me to manage my exam time well) had a 4.26 mean score, C2 (FQ help me to familiarize myself with exam questions) had a 4.24 mean score, and C1 (FQ sharpens my skill to answer exam questions) had a 4.22 mean score.
Table 4: Mean Score and Level of Acceptance for Usefulness Item
Item Mean Std.
Deviation
Interpretation Usefulness
C1. FQ sharpens my skill to answer exam questions. 4.22 0.61578 Very High C2. FQ help me to familiarize myself with exam
questions
4.24 0.65652 Very High
C3. FQ trains me to manage my exam time well. 4.26 0.69429 Very High C4. FQ helps me to mark out the weak area where I
need to put extra effort.
4.34 0.65807 Very High
C5. FQ help me to understand the exam question style and format.
4.32 0.71257 Very High
From Table 4, the result indicated that all the respondents were a very high acceptance level towards the usefulness of FQ E-Tutorial Apps. Respondents agreed that the FQ helps them to mark out the weak area where they need to put extra effort, FQ help them to understand the exam question style and format, FQ trains them to manage their exam time well, FQ help them to familiarize themselves with exam questions, and FQ sharpens their skill to answer exam questions. The finding in line with (Rusli, F. N., 2019) state that the Users of the MAWL app for welding education at polytechnic institutions showed great agreement on the simplicity of use, learnability, contentment, utility, motivation, and agreement on engagement, according to a study of the app's effectiveness. These show that the MAWL app has the potential to aid students' welding education by providing them with information that is both interactive and easily accessible.
4.3 Students’ Perception on the Attitudes Towards Using FQ E-Tutorial Apps as a Revision Tool
Table 5, the result indicated that all the respondents were a very high acceptance level attitude towards using the FQ E-Tutorial Apps. Respondents were tested with 4 items and the mean score were shown in Table 5 below. Thus, the study found that the highest mean score was 4.32 for item D3 (I recommend students taking this subject should use FQ). Meanwhile, items D1 (The use of the FQ to do exam revision is a good idea) and D2 (I have a positive outlook on the use of the FQ) both had a 4.30 mean score each and followed by item D4 (I prefer to use FQ as a revision exam question) had a 4.26 mean score.
Table 5: Mean Score and Level of Acceptance for Attitudes Item
Item Mean Std.
Deviation
Interpretation Attitudes
D1. The use of the FQ to do exam revision is a good idea.
4.30 0.64681 Very High
D2. I have a positive outlook on the use of the FQ 4.30 0.64681 Very High D3. I recommend students taking this subject should
use FQ
4.32 0.62073 Very High D4. I prefer to use FQ as a revision exam question. 4.26 0.69429 Very High
From Table 5, the result indicated that all the respondents were a very high acceptance level attitude towards using the FQ E-Tutorial Apps. From Table 5, the result indicated that all the respondents were a very high acceptance level of attitudes toward using the FQ E-Tutorial Apps. Respondents agreed that the student who recommends taking this subject should use FQ, the use of the FQ to do exam revision is a good idea, the student has a positive outlook on the use of the FQ, and the student prefers to use FQ as a revision exam question. This finding is supported by (Chen, Y. C. et al., 2019) state that participants who used the mobile AR learning materials had a more optimistic outlook on attention and relevance than those who did not use AR. Mobile Augmented Reality (AR) learning resources give students engaging visual experiences and mix subjects of study with actual items in their lives, which effectively maintains their attention and feels relevant to their learning and lives (Civelek, T. et al., 2014). Learners in the AR group reported better levels of confidence and satisfaction with their educational experience than those in the non-AR group, and this was true for both high and low anxiety learners. High-anxiety students in the AR group scored higher on the
confidence and satisfaction subscales than low-anxiety students, whereas high-anxiety students in the non-AR group scored worse on both. The use of mobile augmented reality (AR) learning tools has the potential to boost the confidence and pleasure of students who experience high levels of arithmetic anxiety.
5. Conclusion
This study aims to identify the students’ perception on the utilization of the FQ E-Tutorial application as a revision tool. For this research, the authors adopted the Technology Acceptance Model. Based on the finding obtained, the student's perception on the utilization of the FQ E-Tutorial application as a revision tool is a very high level of acceptance in terms of ease of use, usefulness, and attitudes.
Participants' responses to the utilization of the FQ E-Tutorial application as a revision tool reveal a very high level of acceptance of the ease of use of the FQ E-Tutorial application as a revision tool.
Respondents agreed that the apps is easy to use application. They also agreed that they easy to get the information needs, the apps is a user-friendly application, and the apps is easy to understand.
Participants highly accepted the usefulness of the FQ E-Tutorial application as a revision tool. They all agreed that the FQ E-Tutorial application sharpens their skill to answer exam questions, help them to familiarize themselves with exam questions, trains them to manage their exam time well, and helps them to mark out the weak area where they need to put extra effort and help them to understand the exam question style and format. The Attitudes of the student towards using the FQ E-Tutorial application as a revision tool indicate that the participants are at a very high acceptance level. The respondents agreed that the use of the FQ E-Tutorial application to do exam revision is a good idea.
They also agreed that they have a positive outlook on the use of the FQ E-Tutorial application, they recommend students taking this subject should use the FQ E-Tutorial application and prefer to use FQ as a revision exam question. In conclusion, the overall results of this study proved that the utilization of the FQ E-Tutorial application will be able to help students in revising a preparation before facing a test or examination. As this study is limited to the Embedded System Applications course, perhaps in the future, the research idea on the utilization of the FQ E-Tutorial application can be conducted in other courses to determine its utilization as a revision tool.
6. Acknowledgement
We acknowledge the Polytechnic Kuching Sarawak, Malaysia for motivation support and provision of enabling working environment. Also appreciate the conference organizer of the 3rd International Conference on Education, Engineering, Inter-Disciplinary, Social Science and Technology given the opportunity for us to join the conference.
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