Friday, November 16, 2018
   
Text Size
Login

Malaysian Journal of Learning and Instruction (MJLI) Vol. 14, No. 2 Dec 2017

Daisyane Barreto, Lucas Vasconcelos & Michael Orey
 
Hemgameh Kermani
 
Hou-Keat Khong, Nurul Husna Hassan & Norasrani Ramli
 
Haliza Harun, Norhana Abdullah, Nur Syuhada’ Ab. Wahab,  & Nurkhamimi Zainuddin
 
Fauziah Rahim & Lee Seung Chun
 
Tan Phei Ling, Lim Chap Sam & Kor Liew Kee
 
Nayef Jomaa Jomaa & Siti Jamilah Bidin
 
Mikail Ibrahim, Hazleena Baharun, Haliza Harun &  Normah Othman
 
(THE RELATIONSHIP BETWEEN TEACHERS' MASTERY EXPERIENCE AND TEACHER SELF-EFFICACY: A META-REGRESSION OF CROSS-SECTIONAL STUDIES)
Tunku Badariah Tunku Ahmad,Mohamad Sahari Nordin, Nordin Abd Razak, Mohd Burhan Ibrahim, & Joharry Othman
 
(DESIGNER (TEACHER) PERCEPTION TOWARDS QUALITY GUIDELINE FOR THE DEVELOPMENT OF INSTRUCTIONAL MEDIA WITH DIGITAL STORYTELLING CONCEPT FOR TOUCH SCREEN TABLET)
Hashiroh Hussain & Norshuhada Shiratuddin
 
(EFFECTS OF VARIOUS USER CONTROL STRATEGIES OF SEGMENTED ANIMATION ON STUDENT ACHIEVEMENT)
Anuar Hassan, Ahmad Zamzuri Mohamad Ali & Mohd Najib Hamdan
 

 
1Daisyane Barreto, 2Lucas Vasconcelos & 3Michael Orey
Watson College of Education
1University of North Carolina Wilmington, USA
2&3University of Georgia, USA
1Corresponding author: barretod@uncw.edu

ABSTRACT | FULL TEXT
Purpose - With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children’s motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game Club Penguin.

Method - This is a qualitative case study conducted in a North American elementary school after-school program. It involves two children ages eight and nine playing math games. Data sources in this study include interviews, observations and video recordings of game playing.

Findings - Participants in this study are not always motivated to play math video games. They can sustain engagement in game playing for seven to twelve minutes before seeking another game or activity. Participants show some signs of disengagement during math game playing.

Significance - Findings from this study can inform teachers, parents and instructional designers about what impacts children’s motivation and engagement levels while playing math video games.

Keywords: Video games, math games, motivation, engagement, case study, Pufflescape, Bits and Bolts.
 

 
COMPUTER MATHEMATICS GAMES AND CONDITIONS FOR ENHANCING YOUNG CHILDREN’S LEARNING OF NUMBER SENSE
Hengameh Kermani
Watson College of Education
University of North Carolina Wilmington, USA
kermanih@uncw.edu

ABSTRACT | FULL TEXT
Purpose - The present study was designed to examine whether mathematics computer games improved young children’s learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation.

Methodology - This study utilized a mixed methodology, collecting both quantitative and qualitative data. A random sample of 62 children distributed across four classrooms in a public pre-kindergarten center participated in the study. The four classrooms served as teacherfacilitated, peer-facilitated, individual play, and control classrooms. Several sources of data were used, including informal observations and the “Test of Early Mathematics Ability-3 (TEMA-3)” developed by Ginsburg and Baroody in 2003.

Findings - The results showed that mathematics computer games improved children’s understanding of number sense, especially when supported by a teacher’s skillful facilitation and scaffolding.

Significance - The results of the study are significant as they inform teachers who integrate computer mathematics games in their curriculum and highlight the importance of scaffolding in supporting children during play. The findings further emphasize that offering children computerbased games to play without proper support and scaffolding does not necessarily lead to better and improved learning of number sense.

Keywords: Mathematics computer games; number sense; teacher scaffolding; teacher facilitation; mathematical learning.
 

 
1Hou-Keat Khong, Nurul Husna Hassan & Norasrani Ramli
Universiti Kuala Lumpur Malaysian Spanish Institute, Malaysia
Corresponding author:hkkhong@unikl.edu.my

ABSTRACT | FULL TEXT
Purpose – The purpose of this study is to investigate student motivation and gender differences in learning Spanish as a foreign language in the Malaysian context.

Method – Student motivation was measured by means of a selfreport questionnaire based on Gardner’s social psychological model. The questionnaire contained both close-ended and open-ended questions to provide both quantitative and qualitative information. The participants consisted of 448 students from Universiti Kuala Lumpur Malaysian Spanish Institute where Spanish is a compulsory subject.

Findings – The findings showed that the students were highly motivated toward learning Spanish. No significant differences were found between integrative and instrumental motivations and gender. Nonetheless, both quantitative and qualitative results suggested that the students were slightly more instrumentally inclined but simultaneously appreciated the target language and culture. This was particularly the case for the female students who showed significantly higher instrumental motivation in Spanish learning.

Significance – The study supports the claim that motivation is context-specific and at the same time provides a better understanding of a Malaysian situated phenomenon. Its findings have underscored that different learning contexts have different impacts on student motivation. It is hoped that the understanding of Malaysian student motivation may contribute useful insights to improve the curriculum and instruction of foreign language learning.
 
Keywords: Motivation; Instrumental motivation; Integrative motivation; Spanish as a foreign language; Technical education; Context-specific.
 

 
THE USE OF METALANGUAGE AMONG SECOND LANGUAGE LEARNERS TO MEDIATE L2 GRAMMAR LEARNING
1Haliza Harun, Norhana Abdullah, Nur Syuhada’ Ab. Wahab & Nurkhamimi Zainuddin
Faculty of Major Language Studies, Universiti Sains Islam Malaysia, Malaysia
1Corresponding author: haliza@usim.edu.my

ABSTRACT | FULL TEXT
Purpose – This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2).
 
Methodology – The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English. The protocols of learners’ verbalisation during a Concept-Based Instruction (CBI) language task were analysed to explore how learners used metalanguage to mediate, facilitate and regulate their L2 learning. A microgenetic analysis was conducted to examine how metalanguage was used as a mediating tool by the learners in the actual L2 learning process. It involved an investigation of the language learning instances that occurred in their natural context. Analysis of the protocols was performed using ‘Languaging Units’ that were based on the ‘Languaging Types Framework’ proposed by Swain et al. (2009). Additionally, descriptive statistics were employed to measure the frequency of the languaging units produced by learners in facilitating their L2 development.
 
Findings – Results revealed that through the Languaging Units identified, learners used the linguistic tool as a problem-solving tool to explore form-meaning relationships of the target concepts learnt. Findings corroborated the significant role of language, viewed from Vygotskian thought, in relation to mediating learners’ cognitive processes. The function of language in this context was twofold,  first as a communicative tool, and second as a psychological tool to support learners’ cognitive and linguistic development in their L2 learning.
 
Significance – This study is significant to L2 researchers and practitioners as it provides insights into how learners make use of their L2 knowledge to optimally support their cognitive processes in gaining understanding of the target language. This, in fact, has long been a neglected issue in the field of L2 learning, as discussion on metalanguage or a learner’s metalinguistic knowledge is more often associated with presenting a learner with the explicit input of grammar rules in promoting his/her L2 proficiency.
 
Keywords: metalanguage, grammar, Sociocultural theory, metalinguistic knowledge, Vygotsky
 

 
PROPOSING AN AFFECTIVE LITERACY FRAMEWORK FOR YOUNG LEARNERS OF ENGLISH IN MALAYSIAN RURAL AREAS: ITS KEY DIMENSIONS AND CHALLENGES
1Fauziah Abdul Rahim & Lee Seung Chun
School of Education and Modern Languages
Universiti Utara Malaysia, Malaysia
1Corresponding author: ziah@uum.edu.my

ABSTRACT | FULL TEXT
Purpose – This study investigated rural English teachers’ perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners.
 
Methodology – The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audiotaped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL).
 
Findings – The analysis of interviews indicated that the teachers acknowledged the critical need for creating effective and interesting activities that can engage young learners cognitively and affectively, while arguing that their training background and learning experiences primarily influenced their pedagogical approaches. Classroom observations noted that the optionist teachers were confident in their pedagogical delivery whereas the non-optionist teachers were more challenged in engaging their pupils through learning activities, and hence in need of more support. Based on the analysis of the affective teaching foci illustrated by the teachers in the classroom,  six components of an affective literacy framework were identified as a tool to support affective literacy development among rural young learners: learner diversity, engaging pedagogy, meta-cognitive assessment, emotional management, pedagogical resources and positive interaction.
 
Significance – Providing pedagogical examples of how teachers frame the task of teaching English in rural areas, this study illustrates the realities of their struggle, which teachers in similar situations may face in helping pupils learn English effectively. Positive affective literacy environments would provide opportunities for young learners not only to make meaning but also to reach new language materials and express themselves in new ways. The dimensions that constitute the affective literacy framework makes available an initial reference for teachers to stimulate pupils’ learning in challenging contexts where English is used minimally.
 
Keywords: Affective literacy; English language teaching; teachers’ knowledge; teacher reflection; teaching in rural areas.
 

 
DIAGNOSING PRIMARY PUPILS’ LEARNING OF THE CONCEPT OF AFTER IN THE TOPIC TIME THROUGH KNOWLEDGE STATES BY USING COGNITIVE DIAGNOSTIC ASSESSMENT
1Tan Phei Ling, 2Lim Chap Sam & 3Kor Liew Kee
SMK(P) Methodist, Penang, Malaysia
2School of Educational Studies, Universiti Sains Malaysia,
Malaysia
3Universiti Teknologi MARA, Kedah, Malaysia
1Corresponding author: tanpheiling@gmail.com

ABSTRACT | FULL TEXT
Purpose – Knowledge state specifies pupils’ mastery level and informs about their strength and weaknesses in the tested domain. This study attempted to diagnose primary pupils’ learning the concept of after through their knowledge states by using Cognitive Diagnostic Assessment (CDA).
 
Methodology – This study employed a survey research design to gauge pupils’ knowledge states for the concept of “finding the date after a specific number of days from a given date” [abbreviated as the concept of after]. Quantitative data from the pupils’ pattern of response to the items in Cognitive Diagnostic Assessment (CDA) were collected and analyzed. Items in the CDA were designed by three experienced Mathematics Education researchers and content validated by a panel of seven expert primary mathematics teachers. It was then administered to 238 Grade Six pupils from 11 primary schools in Penang, Malaysia. The pupils’ item responses were interpreted into knowledge states and mastery levels.

Findings – The overall analysis showed that there were 18 knowledge states diagnosed in the concept of after. This large number of knowledge states indicated the specificity of pupils’ mastery level and thus provided detailed information about their strengths and weaknesses in the concept of after. The findings of this study imply that primary pupils face different levels of difficulty when they are learning the topic of Time.
 
Significance – This method of diagnosing pupils’ knowledge in terms of mastery level of each attribute tested is different from a conventional diagnostic test which provides only the final score for each pupil. By knowing the pupils’ knowledge states, teachers can make use of this fine-grained information to enable them to carry out differentiated instructional planning and other remedial work more effectively. Pupils can also use this information to monitor their own learning by maintaining their strengths and overcoming their weaknesses to cope with their own studies.
 
Keywords: knowledge state, time, date, Cognitive Diagnostic Assessment, concept of after, mathematics
 

 
PERSPECTIVES OF EFL DOCTORAL STUDENTS ON CHALLENGES OF CITATIONS IN ACADEMIC WRITING
1Nayef Jomaa Jomaa & Siti Jamilah Bidin
School of Languages, Civilisation and Philosophy
Universiti Utara Malaysia, Malaysia
1Corresponding author: nayef.jomaa@yahoo.com

ABSTRACT | FULL TEXT
Purpose - Citation is vital in academic writing but particularly challenging for novice writers who use English as a second or foreign language. While much is known about citations types and functions, scarce knowledge is available about what makes citing a complicated procedure. Hence, this study explores the difficulties in citing and integrating information from academic sources into the literature review chapter of PhD proposals.
 
Methodology - The study, which falls under New Rhetoric studies, involved conducting individual discourse-based interviews with six male Arab doctoral students who were selected purposefully from the Information Technology department of a Malaysian public university. The participants’ literature review chapters were employed in a stimulated recall to retrieve their inner perceptions when writing their PhD proposals. Hand analysis, mind mapping, and visual mapping were used in the analysis of the data. Multiple codes were initially obtained and further reduced to form four major themes and several sub-themes.
 
Findings - The findings revealed that challenges in citation included addressing the credibility of information in published sources, adopting a stance toward the citations, insufficient knowledge about using citations, and second language difficulties.
 
Significance - The findings highlight that EFL Arab students lacked both awareness of using citations and advanced skills in academic writing. Consequently, the study has pedagogical implications in that it points to a need to enhance EFL Arab students’ skills in citing, evaluating, and writing academically. This could be probably achieved through developing discipline-specific teaching materials that take into consideration the different practices of citation in various academic disciplines.
 
Keywords: Academic writing, citations, challenges, Arab postgraduates, discourse-based interviews
 

 
ANTECEDENTS OF INTRINSIC MOTIVATION, METACOGNITION AND THEIR EFFECTS ON STUDENTS’ ACADEMIC PERFORMANCE IN FUNDAMENTAL KNOWLEDGE FOR MATRICULATION COURSES
1Mikail Ibrahim, Hazleena Baharun, Haliza Harun & Normah Othman
Faculty of Major Language Studies, Universiti Sains Islam
Malaysia, Malaysia
1Corresponding author: mikail@usim.edu.my

ABSTRACT | FULL TEXT
Purpose - This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy on one hand, and students’ academic performance on the other.
 
Methodology – A total of 471 second-year students (233 males and 238 females) were randomly selected to participate in a survey, following a stratified random sampling. Hypothesized relationships of academic intrinsic motivation, metacognitive strategy and their predictors were then tested by using Structural Equation Modeling.
 
Findings - Using bootstrapping (data-based resampling), the findings confirmed the proposed model which suggests that goal orientation and perceived values contributed to students’ academic performance directly and indirectly via intrinsic motivation and metacognition. Additionally, the findings also indicate that goal orientation was the main determinant of intrinsic motivation and metacognition, followed by perceived value. It was also found that religious motives within a perceived value construct contributed  significantly to students’ academic performance in a direct and indirect manner via intrinsic motivation and metacognitive strategy.
 
Significance – The study suggests the importance of goal orientation especially mastery and performance as well as perceived value and most significantly, religious motive in students’ intrinsic motivation and their use of metacognitive strategies. The study also highlights the significance of intrinsic motivation and metacognitive strategies in students’ academic performance. Hence, it is recommended that learners should be helped to adopt appropriate academic goals, and be encouraged to use metacognitive strategies to enhance their learning attainments.
 
Keywords - Intrinsic motivation, metacognitive strategy, goal orientation, perceived value, academic performance
 

 
(THE RELATIONSHIP BETWEEN TEACHERS’ MASTERY EXPERIENCE AND TEACHER SELF-EFFICACY: A META-REGRESSION OF CROSS-SECTIONAL STUDIES)
1Tunku Badariah Tunku Ahmad, 2Mohamad Sahari Nordin
3Nordin Abd Razak, 4Mohd Burhan Ibrahim & 5Joharry Othman
1,2,4,5 Kulliyyah of Education,
International Islamic University Malaysia
Kuala Lumpur, Malaysia
3School of Educational Studies, Universiti Sains Malaysia,
Malaysia
Corresponding author: msahari@iium.edu.my

ABSTRAK | TEKS PENUH
Tujuan – Analisis-meta ini pertamanya bertujuan menentu sah kekuatan pertalian (ES) antara pengamalan masteri dengan efikasi kendiri guru. Kedua, kajian ini juga meninjau faktor moderator yang mungkin mempengaruhi ES tersebut.
 
Metodologi – Data analisis adalah bersumberkan sejumlah 26 kajian emperis terdahulu yang pada keseluruhannya melibatkan penyertaan 10,752 orang guru dengan berasaskan kriteria pemilihan konvensional. Untuk mengesan variabel moderator, prosedur regresi-meta telah digunakan.
 
Dapatan – Keputusan analisis-meta menyokong jangkaan bahawa pengalaman masteri mempengaruhi efikasi kendiri guru secara positif. Juga, sifat sampel, instrument mengukur efikasi kendiri guru dan budaya lokasi tempat bertugas secara kolektif berperanan sebagai moderator dalam mempengaruhi kekuatan pertalian pengalaman masteri-efikasi kendiri guru.
 
Signifikan - Hasil kajian menyumbangkan kepada pemahaman dan penyelidikan dalam bidang kognitif sosial dan efikasi kendiri. Seterusnya, terdapat implikasi praktikal yang wajar diambil kira oleh pembuat dan pelaksana dasar yang berkaitan dengan pembangunan professional guru.
 
Kata Kunci: Efikasi Kendiri Guru; Pengalaman Menguasai Kepakaran; Latihan Dalam Perkhidmatan; Analisis-Meta; Budaya Kerja.
 
 
ABSTRACT | FULL TEXT
Purpose - The objective of the meta-analysis was first to substantiate the magnitude of the effect size (ES) of the relationship between mastery experience and teacher self-efficacy. Second, the meta-analysis was also aimed to search for the research characteristics that moderate the mastery experience-teacher efficacy relationship.
 
Methodology - A total of 26 original studies, involving 10,752 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure.
 
Findings - The results supported the expectation that mastery experience positively influences teacher self-efficacy. Collectively sample charactistic, self-efficacy measure and work culture impacted the variability of the effects size.
 
Significance - The findings add understanding about teacher selfefficacy. The findings also offer practical implications to researchers on teacher self-efficacy, and policy maker and administrators of teacher professional development programs.
 
Keywords: Teacher Self-Efficacy, mastery experience, in-service training, meta-analysis, work culture.
 

 
(THE DIFFERENCES IN USERS’ QUALITY GUIDELINE FOR THE DEVELOPMENT OF INSTRUCTIONAL MEDIA WITH DIGITAL STORYTELLING CONCEPT FOR TOUCH SCREEN TABLET)
1Hashiroh Hussain & 2Norshuhada Shiratuddin
1IPG Kampus Sultan Abdul Halim, Sungai Petani, Kedah, Malaysia
2Kolej Awang Had Salleh, Universiti Utara Malaysia, Malaysia
1Corresponding author: hashiroh@gmail.com

ABSTRAK | TEKS PENUH
Tujuan - Kajian ini dijalankan untuk mengukur kualiti garis panduan pembangunan media pengajaran berkonsepkan penceritaan digital (MPBPD). Kualiti diukur dengan membandingkan perbezaan persepsi pereka bentuk (guru) yang berpengalaman dan tidak berpengalaman yang membangunkan bahan pengajaran multimedia.
 
Metodologi – Proses pengumpulan data melibatkan dua fasa aktiviti utama iaitu mengukur kualiti garis panduan dan menilai perbezaan persepsi pereka bentuk mengikut pengalaman mereka membangunkan bahan mutimedia. Pengukuran kualiti garis panduan menggunakan instrumen Q-Qguide (dengan nilai Cronbach alpha iaitu 0.97) telah melibatkan 70 orang responden guru sekolah di Zon Utara, Malaysia. Satu sesi temu bual yang melibatkan tujuh orang responden telah dijalankan bagi memberi justifikasi yang kukuh terhadap dapatan. Ujian min dan ujian t digunakan untuk mengukur dimensi kualiti garis panduan.
 
Dapatan – Dapatan kajian menunjukkan bahawa garis panduan tersebut dianggap berkualiti. Dimensi kualiti yang diukur adalah kebergunaan, mudah guna, mudah faham, ketertarapan dan interaksi tablet. Tambahan lagi, responden juga bersetuju bahawa kepentingan garis panduan ini adalah berguna sebagai rujukan pereka bentuka yang menghadapi masalah dalam peringkat proses pembangunan. Di samping itu, tidak terdapat perbezaan signifikan antara dua kumpulan responden yang berpengalaman dan tidak berpengalaman membangunkan bahan multimedia terhadap keseluruhan kualiti garis panduan. Hal ini menunjukkan kebolehlaksanaan garis panduan ini.
 
Kepentingan – Pelaksanaan garis panduan MPBPD untuk tablet skrin sentuh adalah penting bagi memberi panduan kepada pereka bentuk (guru sekolah) untuk membangunkan aplikasi MPBPD untuk proses pengajaran berbantukan teknologi mudah alih.
 
Kata kunci: Media pengajaran, Penceritaan Digital, Kualiti
 

ABSTRACT | FULL TEXT
Objective – The aim of this study is to measure the quality of a guideline proposed for the development of instructional media with a digital storytelling concept (in Malay, the MPBPD which is Media Pengajaran Berkonsepkan Penceritaan Digital). The quality is measured by comparing the perception of teachers who were either experienced or inexperienced instructional media designers.
 
Methodology – The process of data collection involved two phases of activity: firstly, measuring the quality of the proposed guideline and secondly, evaluating the perception variances of the designers based on their experience in developing teaching materials. The guideline is measured using Q-Qguide instrument (with Cronbach alpha value of 0.97) which involved 70 respondents who were school teachers in the northern region of Malaysia. Interview sessions involving seven respondents were also conducted to further strengthen the findings. Mean and t-tests were used to measure the quality dimension.
 
Findings – Findings showed that the guideline was clearly perceived to be of quality. The quality dimensions measured were perceived usefulness, perceived ease of use, and perceived ease of understanding, applicability and interaction. Furthermore, the respondents also agreed on the significance of the guideline as a guide to those designers who faced problems in the development stage. Besides, there was no significant difference in the perception between the experienced  and inexperienced respondents on the overall quality of the guideline. This demonstrated the viability of the guideline.
 
Significance – The implementation of the MPBPD guidelines for touch screen tablets is essential in guiding the designers cum school teachers to develop MPBPD applications using mobile teaching-assisted technology.
 
Keywords: Instructional media, Digital storytelling, quality.
 

 
(EFFECTS OF VARIOUS USER CONTROL STRATEGIES OF SEGMENTED ANIMATION ON STUDENT ACHIEVEMENT)
1Anuar Hassan, Ahmad Zamzuri Mohamad Ali & Mohd Najib Hamdan
Fakulti Seni, Komputeran & Industri Kreatif, Universiti
Pendidikan Sultan Idris, Malaysia
1Corresponding author: anuar5225@gmail.com

ABSTRAK | TEKS PENUH
Tujuan - Kajian ini bertujuan untuk menilai kesan animasi bersegmen dengan pelbagai strategi kawalan pengguna terhadap prestasi pelajar. Lima strategi kawalan tersebut ialah strategi Kawalan Pengguna Linear (KPL), Kawalan Pengguna Rawak (KPR), Kawalan Program (KP), Kawalan Berterusan (KB) dan Tanpa Kawalan (TK).
 
Metodologi - Reka bentuk kajian berbentuk kuasi eksperimen dan data kajian dianalisis melalui pendekatan kuantitatif. Seramai 265 orang pelajar semester 2 kursus Diploma Sistem Rangkaian dari lima buah Politeknik dipilih sebagai sampel kajian. Penilaian dilakukan melalui ujian pos.
 
Dapatan - Secara keseluruhan, ujian statistik ANCOVA digunakan untuk menjawab persoalan kajian. Dapatan kajian menunjukkan terdapat perbezaan yang signifikan dari sudut prestasi ujian pos antara kumpulan pelajar yang menerima strategi kawalan paparan animasi bersegmen yang berbeza.
 
Kepentingan - Dapatan kajian menunjukkan faktor reka bentuk paparan animasi bersegmen yang disertakan dengan strategi kawalan pengguna yang bersesuaian berkemampuan mengatasi masalah keciciran maklumat. Strategi KPR dan KPL didapati membantu dalam memperuntukkan masa yang bersesuaian bagi memori sensori pelajar untuk mengekstrak maklumat bermakna daripada animasi untuk diproses di dalam memori jangka pendek yang agak terbatas sebelum didaftarkan ke dalam memori jangka panjang. Kedua-dua strategi ini juga didapati berupaya meningkatkan prestasi pencapaian pelajar.
 
Kata kunci: Animasi, kawalan pengguna, kawalan program, segmentasi
 
 
ABSTRACT | FULL TEXT
Purpose - The aim of this study was to evaluate the effect of segmented animation with various user control strategies on student achievement. The five user control strategies were Linear User Control (KPL), Random User Control (KPR), Program Controlled (KP), Open User Control (KB) and Without Control (TK).
 
Methodology - The research design was quasi-experimental and the research data were analyzed using a quantitative approach. 265 second semester students pursuing their Diploma in Networking System in five polytechnics were involved in the study. A post test was used to measure the learning outcome.
 
Finding - Overall, the ANCOVA statistical tests indicated significant differences in post test achievements among students who received different control strategies of segmented animation.
 
Significance – The research findings suggest that segmented animation with appropriate user control strategy is capable of addressing information loss limitations. Random user control (KPR) and linear user control (KPL) strategies seem to be useful in allocating appropriate time for students to extract meaningful information from an animation, to be processed in limited short-term memory before it is registered in long-term memory. Both of these strategies are found to capable of improving student achievement.
 
Keywords: Animation, user controlled, program controlled,segmentation.