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FAKULTI PENDIDIKAN

GGGB6013 – KAEDAH PENYELIDIKAN 1

INDIVIDUAL ASSIGNMENT

(TUGASAN 3)

PREPARED BY:

LAVANEESH RAMA P94008

LECTURER:

Dr. AZLIN NORHAINI BINTI MANSOR 3.1 RESEARCH DESIGN

In this research, researcher is using the quantitative method. The reason for using quantitative method is to quantify the results, measure the data, and transform the data into a usable statistic. This helps researcher to summarize the data gained in a non-complex way.

The study uses experimental approach which requires two groups of students: an experimental group and a control one. The program of animated software is used in teaching vocabulary to the experimental group while the traditional method was used with the control group subjects.

3.2 THE VARIABLES OF THE STUDY

The study included independent variable and dependent variable. The independent variable in this study is the teaching method that includes the animated software method and the traditional method. The dependent variable is represented in the students’ achievement in English language vocabulary.

3.3 INSTRUMENTATION

To achieve the aims of the study, the researcher used achievement test and questionnaire. A pre-post achievement test is prepared by the researcher to measure the students’ achievement. It was used as a pre test applied before the experiment and as a post test applied after the experiment. The test aimed at measuring the effects of using animated software on vocabulary in English language . A set of questionnaire is distributed to the students to react either agree or disagree on how animated software helps the students in learning and comprehend information better. The questions are in closed and open-ended question as to obtain specific react towards the treatments given to them. The data collected will be analysed using percentage.

3.4 THE PILOT STUDY

The test was applied on a random sample of (30) students from a school in Malaysia. The results is recorded and statistically analyzed to assess its validity and reliability. The items of the test were modified in the light of the statistic results.

3.5 THE VALIDITY OF THE TEST

The referee validity, the test is introduced to a jury of specialists in English language and methodology in Universiti Kebangsaan Malaysia, and experienced supervisors and teachers in governmental schools. The items of the test will be modified according to their recommendations.

The internal consistency validity, the internal consistency validity indicates the correlation of the score of each item with the total average of the test . It also indicates the correlation of the average of each scope with the total average. This validity is calculated by using (Pearson Formula).

3.6 RELIABILITY OF THE TEST

The test is reliable when it derives similar results if it is administrated twice in the same condition. The researcher computed the test reliability coefficient through:

(A) Kooder Richardson: (K-R21): relies on calculating the percentages of the correct answer to the items on the variance of every item.

(B) Split- Half Method: depends on splitting the test in two parts and calculating the correlation between the parts then making a correlation for the correlation coefficient by Spearman Brown Prophecy Formula.

Difficulty Coefficient, means the percentage of the students who did not answer the test correctly to the total number of students who answered the test. Result can be calculated from the following equation:

Difficulty Coefficient =

373888064135X 100

X 100

-23495254635No. of the students who did not answer the test correctly

The total students who answered the test

Discrimination coefficient, means the test’s ability to differentiate between the high achievers and the low ones.

36912555715No. of the student who has the correct answer from the high achievers

No. of low achievers

achievers00No. of the student who has the correct answer from the high achievers

No. of low achievers

achievers12242805715No. of the student who has the correct answer from the high achievers

No. of high achievers

achievers00No. of the student who has the correct answer from the high achievers

No. of high achievers

achieversDiscrimination

3424555163195Coefficient =

12242807302503634105825500

3.7 MEASUREMENT SCALE AND RATING SCALE

Interval Scales @ Rating Scales

An interval scale has measurements where the difference between values is meaningful. In other words, the differences between points on the scale are measurable and exactly equal. An Interval Scale has an arbitrary Zero point with further numbers placed at equal intervals. A very good example of Interval Scale is a Thermometer. The data obtained from the Interval Scale can be used to calculate the Mean scores of each attributes over all respondents. The Standard Deviation (a measure of dispersion) can also be calculated. Therefore interval scale is used to show the indepth of this research

Likert scale, are survey questions that offer a range of answer options — from one extreme attitude to another, like “extremely likely” to “not at all likely.” Typically, they include a moderate or neutral midpoint. Is popular because they are one of the most reliable ways to measure opinions, perceptions, and behaviors.

Compared to binary questions, which gives only two answer options, Likert-type questions will get more granular feedback. This method will uncover degrees of opinion that could make a real difference in understanding the feedback. And also pinpoint the areas might need improvement.

The questionnaire is the most well-known information-gathering instrument used by researchers. It is a form constituting a list of questions covering a certain part of the study, or the whole study, to provide certain information to a researcher who needs to address a specific problem. In this study the researcher used a closed-questionnaire which consisted of a list of questions answered by the respondent through the five points. The questionnaire would be examined in percentage of frequency for each question. This research utilises a questionnaire adapted and adopted according to a study conducted by Shteiwi ; Hamuda with a much more simplified version. The questionnaire is designed to help participants acknowledge their perception, factors and solutions to their difficulties in communicating in English.

3.8 POPULATION AND SAMPLING

In this study the population will be students’ in a selected national curriculum school in Malaysia. This is due to the reason that the students’ at this level of education are mainly exposed to the animated software system. This study focuses on participants from the same school and age. The number of students that participate in this study will consist of 30 students’from different genders and academic achievement. All the students will be asked to give feedback by completing the questionnaire given by the researcher.

3.9 DATA COLLECTION PROCEDURES

The data is collected from the students involved in the programme. The students are given a set ofquestionnaire and asked to answer honestly, this is to ensure that the research questions is answered. All the data were tabulated into form of tables and percentages. It also will be analysed using the quantitative method.

Below is the data collection procedure that has been interpreted into the form of flow charts.

1.The techniques of teaching the experimental group were based on teaching vocabulary by using animation which was hypothesized to enhance using vocabulary correctly while the control group was taught by ordinary method.

2. The researcher carried out the experiment . The lesson is presented according to the lesson plan, applied the activities, used suitable materials and enthusiasm in order to achieve the aims of the lessons.

3. The pre-test of vocabulary achievement is prepared by the researcher with the key answers and distribution of the marks. It was applied upon the experimental and the control groups. The results is recorded and statistically analyzed.

4. The process of teaching the two groups followed the time planned of the experiment.

5. After the experiment the post- test vocabulary achievement is applied upon the two groups. The result is recorded and statistically analyzed.

6. A set of questionnaire is distributed to the students to evaluate the attractiveness and the animation factor that lead to the achievemnt of the animated programme. The results is recorded and statistically analyzed.

3.10 DATA ANALYSIS PROCEDURES

The data analysis is made utilizing (SPSS). The researcher utilized the following statistical methods:

1) Frequency and Descriptive Analysis in summarizing and describing the data by tables and some statistical measurements such as mean and standard deviation.

2) Split Half Method to measure the reliability of the test.

3) Pearson Correlation Coefficient for Validity is used to determine whether there is evidence of a linear relationship between two variables.

4) The Independent Samples T-test is used to examine if there is statistically significant differences between students mean scores of the control group and the experimental group in the vocabulary achievement test.

5) The Paired Sample T –test used to examine if there is statistically significant differences between students mean scores of pre and post application of the vocabulary achievement test of the experimental group.

REFERENCES

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Instrument, Validity, Reliability

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