Potential of Interactive Multimedia Learning Courseware Using Three Different Strategies in the Learning of Biology for Matriculation Students in Malaysia

Khan, Fazzlijan Mohamed Adnan; Masood, Mona

doi:10.1016/j.sbspro.2014.01.604

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Not only suitable for use in engineering learning, English, and mathematics, interactive multimedia learning is also appropriate for use in science learning. The application of interactive multimedia learning to biological matriculation in Malaysia can improve the quality of biology learning [30] In biology learning. A study was also found on interactive multimedia with a cooperative approach to learning cell respiration which can improve higher-order thinking skills [31].…”

Section: Discussionmentioning

confidence: 99%

Analyzing the Validity of Interactive Multimedia-based Learning on Acid Rain Content

Marisda

Rahmawati

Riskawati

et al. 2022

KSS

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The primary abilities of physics students at the University of Muhammadiyah Makassar against the scientific concepts learned at the secondary school level vary, resulting in a complex integrated science learning process. The university follows the conventional methods of learning science with little or no use of modern technology. Thus, the present study was conducted to develop interactive multimedia learning using the Macromedia Flash program on integrated science content. The research consisted of two stages. While the first stage included the identification and content analysis of integrated science materials, the second stage comprised designing interactive multimedia learning and testing its validity. Validation was carried out on seven participants and analyzed using the Aiken validation. The validation results showed that the interactive multimedia developed is valid and can be used in Integrated Science lectures. Keywords: interactive multimedia, integrated science, media development

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Section: Discussionmentioning

confidence: 99%

Analyzing the Validity of Interactive Multimedia-based Learning on Acid Rain Content

Marisda

Rahmawati

Riskawati

et al. 2022

KSS

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“…Chemistry students in Malaysia face problems in learning the subject (Khan & Masood, 2014). Studies show that most students did not enjoy their learning environment during the lab session, tutorials, or lectures.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies show that most students did not enjoy their learning environment during the lab session, tutorials, or lectures. Thus, the students who had the same problem may seek help from their course mates and discuss it with them (Khan & Masood, 2014). Lack of understanding while learning new knowledge can result in misunderstandings and misconceptions (Üce & Ceyhan, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This problem can be solved using a few teaching methods such as blended learning and online tools, as suggested by educators (Siew-Eng & Muuk, 2015). Previous studies show only a small number of learning implementations in the digital ecosystem at matriculation colleges in Malaysia (Razak & See, 2010;Misran, Abd.Aziz, Arsad, Hussain, Zaki & Sahuri, 2012;Khan & Masood, 2014;Ping & Maniam, 2015). To date, the students still attend tutorials, and they remain as passive listeners while the teacher is delivering the content.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Small Private Online Course (SPOC) on Students’ Achievement in Pre-University Chemistry

Shahbani

Rashid

Bakar

et al. 2020

IJLTER

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The purpose of this study is to identify the effect of Small Private Online Course (SPOC) on the students' achievement in chemistry subject at the pre-university level. For this purpose, three types of learning series were designed, which are Learning Series One, Learning Series Two, and Learning Series Three. Learning Series One and Learning Series Two comprised of face-to-face (F2F) learning and SPOC in a different order while Learning Series Three consists of F2F learning only. Two experimental groups and a control group involved 66 students who were studying chemistry subject at a pre-university college were randomly selected. They learned the chemical bonding topic of the subject for twelve weeks using the assigned learning series. After justifying the reliability and validity, the pre-test and post-tests for achievement have been used as research instruments for students' assessment of achievement in the different groups. The study outcomes show that there is a significant difference among different learning series in the achievement test scores in favour of Learning Series One, which initially implemented SPOC followed by F2F learning. Based on the results obtained, the researcher recommended that SPOC has to be introduced and widely implemented in teaching Chemistry subject at the matriculation college as it produced a positive impact on the achievement of the students. More studies have to be carried out for other subjects in the future using SPOC for the teaching and learning process as the effectiveness of the online learning has been proved by the literature.

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“…The existence of interactive multimedia is not only beneficial for students but also useful for teachers, with the presence of interactive multimedia encourages teachers to always be creative in changing teaching methods to improve student achievement [26]. Interactive media makes it easy to teach basic concepts [81]. Interactive media existence in learning has an important role, so it must be a special concern for teachers and agencies.…”

Section: Figure 3 Illustrations In Achieving Goalsmentioning

confidence: 99%

Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability

Komarudin

Mukhadis

2020

Jurnal Pendidikan Teknologi dan Kejuruan

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There are three problems in teaching engineering, especially in the field of electricity, those are: (1) students are unable to read electricity wiring; (2) students do not understand the basic concepts of electricity; (3) students do not understand the basic concept of the relationship between the electrical components. The purpose of this article are: (1) to describe multimedia, especially interactive multimedia engine management systems, prior knowledge, problem-solving; (2) to describe the relationship between interactive multimedia and prior knowledge; (3) to describe the relationship between interactive multimedia and problem solving; and (4) to provide the concept of interactive multimedia engine management system. The collection of information in this article uses a literature review or library research. Problem-solving is an attempt to solve problems through high-level thinking (high order thinking). Prior knowledge is the initial knowledge students have when entering topics with the same background. The existence of interactive multimedia or multimedia has a positive impact on prior knowledge. Some interactive multimedia research has a positive impact on the ability of problem-solving.

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Potential of Interactive Multimedia Learning Courseware Using Three Different Strategies in the Learning of Biology for Matriculation Students in Malaysia

Cited by 6 publications

References 4 publications

Analyzing the Validity of Interactive Multimedia-based Learning on Acid Rain Content

Analyzing the Validity of Interactive Multimedia-based Learning on Acid Rain Content

Effect of Small Private Online Course (SPOC) on Students’ Achievement in Pre-University Chemistry

Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability

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