The application of analysis data software packages, such as SPSS, appears challenging for those who lack experience in quantitative researches particularly amongst novice users. Prior studies have proven that SPSS novice users face some difficulties in analyzing data correctly for their research purposes. The existing modules that serve as references are insufficiently interesting to promote SPSS learning and does not support on students' cognitive ability. Hence, a module using four-step approach based on learning via case study example and infographic called 'ReSt' module was developed as an effort to assist novice users in learning quantitative data analysis methods using the SPSS. With that, the research design employed in this study was the survey method in order to determine the ReSt module usability level perception. A total of 78 novice users who comprised of undergraduate and postgraduate students participated in this research throughout a two-day SPSS basic course in order to evaluate their perception regarding the usability level of the module. A usability questionnaire categorized four primary domains, which are usefulness, ease of use, ease of learning, and satisfaction was applied to evaluate the ReSt module usability level perception. The outcomes revealed that the usability level of the proposed module had been high among the novice users, for the contexts of usefulness, ease of use, ease of learning, and satisfaction. Therefore, the use of the ReSt module for SPSS novice users is indeed relevant and appropriate, thus fulfill the usability amongst novice users to function as a reference in data analysis learning using the SPSS, especially amongst core quantitative researchers.

This study discusses personality patterns of the students from computer science and information technology programs, personality congruence level in determining the selection of computer science and information technology’s program, factors of program selections in computer science and information technology and correlations between those factors and personality congruence level. The participants were 154 of first year students from 2012/2013 batch from Faculty of Information Science and Technology (FTSM), Universiti Kebangsaan Malaysia (UKM). The instrument used for this research is a set of online questionnaire (Self-Directed Search (SDS) – Form Easily, a translated version from Amla, (1984) and factor of program selections (Norlia Melawi, 2000). Iachan Congruence Index has been used to measure personality congruence degree. The results demonstrate that student personality pattern, SKI produces low congruence degree, meaning that the factors of program selection are weak, thus not reflecting the present program student had assigned with (what they get). However, program selections are done based on their own preferences and interests, also influenced by other factors such as environment, rewards and family. Despite that, all the factors are not related with their congruence personality degree.

Using software packages to analyse quantitative data, such as SPSS, appears to be challenging amidst unskilled novice users. Studies have shown that example-based learning is an easy-to-understand method for novice, while infographic display is an effective strategy to aid the learning processes. As a result, a module with four-step approach based on case study examples and infographic called ‘ReSt’ (Research and Statistics) was developed, mainly to assist novice users in analysing quantitative data using SPSS within the actual research context. The ADWa model (amalgamation of ADDIE and Waterfall Model) was incorporated as an instructional design model for the ReSt module. The four-step approach is an innovation that depicts the flow of research process. The example-based learning was integrated into ReSt module to facilitate users in relevant information-seeking processes and to help them to concentrate on studying the problem-solving steps provided. The display of infographic information allows difficult information to be processed in a simple form to enhance the learning process. In fact, the cognitive load theory is the main foundation of the ReSt module design. It is hoped that the ReSt module would be able to serve its purpose in guiding novice users to learn quantitative data analysis using SPSS by enhancing their skills. Keywords: PSS; novice; cognitive load theory; example-based learning; infographic

Lab test is a benchmark to test students’ proficiency in understanding the courses that have labs component in programming. This study was undertaken to examine the relationship between students’ confident level and the lab test achievement in autonomous learning lab for programming course. The objectives of this research discusses on (i) relationship between students’ confident level and lab test achievement, (ii) students’ confident level in facing the lab test, (iii) student’s achievement in lab test. This research has been done to year one, semester one session 2013/2014 for basic programming course, TK1114 at the Faculty of Technology and Information Science (FTSM), Bangi. 162 year one students responded to the online questionnaire. This research is a quantitative research that used Pre-Test and Post-Test experimental research design. Students need to respond to the online questionnaire right after they completed the lab test. Data had been analyzed using IBM SPSS version 22. The results show that (i) there is no significant relationship between students’ confident level and the lab test achievement for both Pre-Test and Post-Test. The Pearson correlation statistic shows the p-value for the Pre-Test is 0.543 and 0.687 for the Post-Test (p>0.05). Meanwhile, the result for (ii) students’ confident level has shown an increment for the mean score Pre-Test (4.24) to Post-Test (4.56) and (iii) lab test achievement has shown an increment from the Pre-Test (6.01) to Post-Test (7.17). T-Test has been used to analyze both students’ confident level and student lab test achievement. Further research will be undertaken to assess student interest in the content of learning and teaching modules on-line to help increase student achievement and interest in programming.