JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA TECHNICAL AND VOCATIONAL EDUCATION MALAYSIA JOURNAL

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1 JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA TECHNICAL AND VOCATIONAL EDUCATION MALAYSIA JOURNAL Jilid 4/ Version 4 I November 2015/ November 2015I ISSN: KETUA EDITOR/ CHIEF EDITOR Dr. Dayana Farzeeha binti Ali

2 JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA (PTVM) ini adalah kompilasi penulisan ilmiah yang telah dinilai dan disunting (refereed) oleh pakar-pakar dalam bidang pendidikan Teknik dan Vokasional. Penerbitan jurnal ini bertujuan untuk menengahkan penyelidikan-penyelidikan dalam bidang pendidikan Teknik dan Vokasional di Malaysia. Jurnal ini juga berfungsi sebagai platform kepada interaksi dan penyebaran ilmu dan dapatan penyelidikan di kalangan pendidik serta penyelidik di dalam bidang ini agar dapat meningkatkan lagi kecemerlangan pendidikan Teknik dan vokasional di Malaysia. Penerbitan jurnal ini merangkumi semua aspek pendidikan dalam bidang pendidikan Teknik dan Vokasional. Pihak sidang Editor jurnal PTVM amat mengalu-alukan hasil penulisan ilmiah samada berbentuk konseptual atau hasil penyelidikan untuk dimuatkan di dalam jilid jurnal seterusnya. Semua surat menyurat, langanan dan pertanyaan berkenaan Jurnal Pendidikan Teknik dan Vokasional Malaysia hendaklah dialamtkan kepada: Dr. Dayana Farzeeha binti Ali Ketua Editor Jurnal Pendidikan Teknik dan Vokasional Malaysia Jabatan Pendidikan Teknik dan Kejuruteraan Fakulti Pendidikan Universiti Teknologi Malaysia Skudai Johor atau emelkan kepada:

3 KETUA EDITOR/ CHIEF EDITOR Dr. Dayana Farzeeha binti Ali Universiti Teknologi Malaysia PENILAI/ REVIEWERS: Prof. Madya Dr. Jamalludin Harun Universiti Teknologi Malaysia Dr. Yusri bin Kamin Universiti Teknologi Malaysia Dr. Mimi Mohaffyza binti Mohamad Universiti Tun Hussein Onn Malaysia Dr. Aede Hatib bin Musta Jamal Universiti Teknologi Malaysia Dr. Wan Muna Ruzanna Wan Mohammad Universiti Kebangsaan Malaysia Dr. Mahyudin bin Arsat Universiti Teknologi Malaysia Dr. Haryanti bt. Mohd Affandi Universiti Kebangsaan Malaysia Pn. Fathiyah Mohd Kamaruzaman Universiti Kebangsaan Malaysia Dr. Muhammad Khair bin Noordin, Universiti Teknologi Malaysia Dr.Alias bin Masek Universiti Tun Hussein Onn Malaysia

4 JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA KANDUNGAN Dimensions Relationship of Learning Style and Academic Achievement of Electrical Engineering Students at Polytechnic Halaman 1 Norasyikin Omar, Mimi Mohaffyza Mohamad, Aini Nazura Paimin Penerapan Domain Psikomotor Dalam Pengajaran Amali di Bengkel 14 Nabilah Abu Bakar, Mimi Mohaffyza Mohamad Personalized Design For Learning Chemical Bond For Students With Different Cognitive Styles 27 Noor Dayana And Halim, Mohamad Bilal Ali, Norafandy Yahaya The Development of Online Management Organizer System (Omos) For University Administration 38 Ismaliza Ismail, Norasykin Mohd Zaid Pembangunan Modul Multimedia Interaktif Menggunakan Pendekatan Pengajaran Berasaskan Senario Bagi Tajuk Pembangunan Perisian Berasaskan CDROM Norasykin Mohd Zaid, Faridah Mohamad 47 Modul Akademik Teknologi Pembinaan Kerja Tetulang Keluli dan Kerja Konkrit Norfarahain Sahroni, Dayana Farzeeha Ali 58 Kesan Pentaksiran Berasaskan Sekolah (PBS) Terhadap Tahap Kemahiran Gerak Kerja Amali Kemahiran Hidup Sekolah Menengah Juliana Binti Abdul Jalil, Dayana Farzeeha Ali 71

5 PERSONALIZED DESIGN FOR LEARNING CHEMICAL BOND FOR STUDENTS WITH DIFFERENT COGNITIVE STYLES Noor Dayana Abdul Halim ᵃ Mohamad Bilal Ali ᵇ Norafandy ahaya Faculty of Education, Universiti Teknologi Malaysia ᵃ, ᵇ, ABSTRACT Online learning has changed the ways in which education has been conducted. Unfortunately, many researchers claimed that the main problem with the online learning environment is the lack of personalization element and lacks the ability to satisfy the diverse learning needs of online learners. Therefore, this study developed a Chemical Bond website which integrated several animations by addressing students differences in cognitive styles. Cognitive style was selected as learners personalized aspect to be catered because Chemical Bond needs learners to visualize the abstract molecules concept. Thus, the animations developed to help students in different cognitive styles learn by their own pace. Based on the finding, it is shows that the developed website has significant effect towards students achievement. Keywords: cognitive styles, chemical bond, animations 1. INTRODUCTION Each individual has his own way of organizing and processing information. The tendencies of individuals to process information in particular ways are called cognitive style (Magoulas, Chen & Dimakopoulos, 2004). Riding and Rayner (1998) defined the term cognitive style as the way in which a person perceives and processes information. According to Lee (2007), cognitive style is an individual s habitual mode of perception, imagery, organization and elaboration when they are involved in expanding their knowledge or a problem-solving process. More recently, Chakraborty, Hwa Hu and Cui (2008) defined cognitive style as a fundamental characteristic that refers to individual differences in organizing and processing information. Witkin s Field Dependence theory is one of the most widely studied cognitive styles, with the broadest application into research in education, and this theory was proposed by Witkin and his colleagues in 1977 in order to separate individuals based on the total visual field aspect. Witkin et al. (1977) stated the differences between the FD and FI person. The FI person perceives surroundings analytically but the FD person tends to perceive everything globally. Compared to an FD person, an FI person is more organized and well structured. Conversely, an FD person is less structured and less autonomous. Therefore, this study intends to developed a website that suit the personalized design of field dependent (FD) and field independent learner and furthermore examine its effect on students performance in learning Chemical Bond. 27

6 2. LITERATURE REVIEW COGNITIVE STYLES IN LEARNING CHEMISTRY Generally, each student has different abilities and capabilities from another student. These differences include what their attitudes towards learning are, how they process information and how they respond to the learning. These differences may be influenced by their differences in types of cognitive styles. Chemistry requires students to visualise and imagine molecules when it involves the use of a model. According to Madar and Buntat (2008) the visualisation ability has a close relationship with cognitive style. Thus, students with different types of cognitive style have their own sensitivity and visualisation ability when involving the use of models in learning Chemistry. This was proved by Bailey and Garratt (2002), who that found different cognitive styles among students placed a variety of different interpretations into their lessons. Furthermore, many students regard Chemistry concepts as abstract and difficult to visualize. In reality, Chemistry requires students to have a high cognitive ability and a high level of thinking skill, together with a more analytical, inductive and creative behaviour (Mohammad Yusof and Noraini, 2010). According to Sathiamoorthy (1996), science subjects, especially Chemistry and Physics, need students to restructure and reorganize the concepts and knowledge involved. In this situation, Robert Wyss (2002) stated that FI learners can restructure the content more easily than FD learners can. Other than that, FI students are able to respond more relevantly, reflectively and critically towards the science concepts compared with the FD students. Results obtained by several researchers proved that most Chemistry students have an FI cognitive style (Garton et al., 1999; Mohammad Yusof and Noraini, 2010). Mohammad Yusof and Noraini (2010) conducted research on 110 Form 4 students from four different schools in Johor Bahru, using the GEFT instrument to determine cognitive styles among the students. As a result, the majority, at 54.5%, of the students were found to be FI learners. This is aligned with the results gained by Artwater and Alick (1990), which found that majority of Chemistry students involved in their research were categorized as FI learners. For Mohammad Yusof and Noraini (2010), it is important for teachers to know the types of cognitive style among their students as a way of encouraging them to learn Chemistry. Bassey, Umoren and Udida (2007) conducted a study with 200 senior Secondary Form 3 students to investigate the relationship between the students cognitive styles and their performance in Chemistry. Their findings showed that the implementation of cognitive styles gives students a proper understanding of the Chemistry concept. They also recommended that chemistry teachers accommodate cognitive styles in order to motivate students to learn this subject. More recently, Stamovlasis, Tsitsipis and Papageorgiou (2010) conducted a study with 329 ninth-grade junior high-school students to investigate the influence of different cognitive styles on understanding the particulate nature of matter in Chemistry. Based on the analysis, they proved that the three variables of cognitive style had an effect on the understanding of the structure of matter among students. Despite influencing the students achievement, learners with different types of cognitive style also react differently to the online learning medium (Chen & Ford, 2000). As suggested by Ruttun 28

7 (2009), the need to supports learners cognitive style satisfaction is the key role in online learning instruction. COGNITIVE STYLE IN ONLINE LEARNING The use of a computer or technology in the process of teaching and learning is expected to apply higher cognitive skills, such as collecting, analyzing, evaluating, summarizing and synthesizing information. These aspects have a relationship to the characteristics of cognitive style. This is because cognitive style, as defined by Riding and Rayner (1998), is the way a person perceives, memorizes and processes information. Therefore, it has been a major challenge for educational technologists and instructional designers to emphasize the characteristics of cognitive styles when designing and developing instructional media (Chen & Macredie, 2002; Altun & Cakan, 2006). Compared with other individual differences, cognitive styles play the most important role in the developing hypermedia systems because field dependency characteristics influence their ways of organizing and seeking information, navigating the contents and developing their understanding in online learning (Messick, 1976; Ruttun, 2009). Compared with an FD learner, FI learners tend to be successful in organizing, producing and structuring information in an online setting. In addition, Webster (2001) stated that if the cognitive styles are considered, it can provided designers with important information for designing more individualized interfaces and learning materials, which help the different learners to learn effectively in online learning. With respect to navigation, Ford and Chen (2000) claimed that different cognitive styles showed different learning preferences and required different navigational support (Chen & Ford, 2000). Researchers showed that FI students prefer visual navigation tools to allow them jump freely from one point to another point (Chen & Ford, 2000) and this was more likely to provide organization for ambiguous and restructured information [19]. However, FD students favor using tools that are well structured or in sequence, which can be followed from the beginning to the end, such as maps or menus (Chen & Ford, 1988). In online learning, the activities involved usually require students to be independent and explore by themselves. The approach used is more self-directed and often less guided. The nonlinear interaction in online learning gives benefits to FI learners. Therefore, FD learners, who are not capable of adapting to this type of learning method, tend to get lost without getting any information. Finally, this causes disorientation and the FD students may miss information (Chen & Ford, 2000; Daniels & Moore, 2000; Chen, 2002). This is why FI learners are more successful in online learning compared with FD learners (Chen & Ford, 2000; Oh & Lim, 2005). 3. RESEARCH METHODOLOGY RESEARCH DESIGN AND PARTICIPANT A quantitative approach with pre-experimental design of one group pre-test post-test design was employed in the present study. The participant was 39 of form 4 students from a school located at Johor Bahru, Malaysia. 29

8 THE CHEMICAL BOND WEBSITE The website was developed using Moodle 2.0 and was used to learn the chemical bond topic. The most important features in this website were the animations developed that were designed based on students cognitive style characteristics. Other than that, the website integrated several multimedia elements, such as video, to show the preparation of chemical compounds in a laboratory. Since cognitive style was selected as the individual differences to be addressed, therefore the characteristics of FD and FI learners were identified. TABLE I shows the characteristics of FD and FI learners, which were addressed in order to design and develop the animations. Table 1: Characteristics of FD and FI Learners Researchers Field Dependent (FD) Field Independent (FI) Ford and Chen Preferred the use of Favored the use of an [13] maps index Preferred a global view Favored procedural detail of information and analytical information Magoulas, Chen Preferred the overall Favored systematic and information information Dimakopoulos [1] Appreciated organization Considered alphabetical on the basis of relevance order for the directory categories organization Preferred structured Favored non-structured Dufresne and navigation tools and navigation tools Turcotte [37] fixed browsing patterns Preferred the content Preferred the content Chen [38] presentation that presentation that provides provides guidance. guidance. In the design phase, the screen interface, which focused on the content and presentation styles of the website, was designed by referring to the characteristics of the target users listed in TABLE I. This was mentioned by Donmez, Simsek and Arikan (2010), that all educational systems must probe those individual differences in terms of content and presentation. Figure 1 shows the example menus of Aluminum Chloride for FD users and Figure 2 shows the example menus of Aluminum Chloride for FI users. 30

9 Figure 1: Example menus of Aluminium Chloride for FD users Figure 2: Example menus of Aluminium Chloride for FI users INSTRUMENTS There were two instruments used in this study; a Group Embedded Figure Test (GEFT) to determine students cognitive style and Chemical bond Test to measure their achievements in Chemical Bond topic. The GEFT questionnaire consisted of 2 example figues and 25 complex figures and the test was divided into three parts. Part 1 consisted of seven items, Part II and Pat III consisted of nine figures each. Among the various instruments developed to determine the cognitive style, the GEFT questionnaire has been applied most commonly and frequently (Liao, 2007). There are two reasons why the researcher chose this GEFT instrument. Firstly,Cakan (2003) claimed that the GEFT instrument is a non-verbal test and only requires minimum level of language skill for performing the tasks. Secondly, Altun and Cakan (2006) stated that the instruments have psychometric properties, where it has been investigated in cross-cultural settings. Furthermore, Witkin and his collegues (Witkin et al., 1971) established the validity an reliability of the GEFT instruments with the value of.82. In order to access the students achievement in learning chemical bond, a performance test has been designed based on the syllabus in Integrated Curriculum for Secondary Schools (KBSM). The content for both pre-test and post- test was similar but the order of the items of the questions was different in order to aoid set response effect. Three subject matter experts 31

10 were requested to determine the content validity of this students to attain internal consistency measure. The value of Cronbach s α was 0.86 PROCEDURES In the beginning, students were required to answer a pre-test question about chemical bond which consists of seven structured questions. After that, students were also required to answer the Group Embedded Figure Test (GEFT) to determine their cognitive style. Before the learning process started, all students had the opportunity to explore the website first in order for them to be familiar with it. Every week, three different chemical compounds were presented to students. There is no fixed time for the students to use the website. However, the duration for students learning via the website was 4 weeks. During the learning process, students enrolled in the website which is refer to their cognitive styles where the content of the website is same but the design is different. 4. DATA ANAYSIS AND FINDING To study the effect of developed website on students achievement, the scores of each student were computed and analyzed using a comparison between scores obtained by students in pre and post chemical bond test. A paired sample t- test was administered to test whether there were any significant differences between the mean of the pretest scores with the mean of the posttest scores. The following results were obtained from the SPSS software, as Table 2. PREchemtest POSTchemtest Mean Table 2: Paired sample t-test results Paired Differences 95% Confidence Std. Std. Interval of the Error Deviation Difference Mean Lower Upper t df Sig. (2- tailed) Table 2 shows that the Sig. (p value) value is 0.000, which is less than For the confidence interval of 0.05 (5%), the website was claimed to have a significant effect on students achievements if the p value is less than 0.05 (p < 0.05). This concludes that the developed website was found to have a significant influence on students achievements in learning chemical bonds. In addition, interview sessions were conducted with four selected students based on their highest enhancement in post- test scores (two FD students and two FI students). In this study, the interview was carried out to triangulate the data obtained previously. According to Olsen (2004), data triangulation, such as an interview, is often used to validate the claims that arise from the results of the study. Therefore, the four selected students were asked about the difficulties in learning this topic. Based on the interviews conducted, all four of them agreed that the developed website helped them to understand the chemical bond topic more than before. Before they had learned using thewebsite, they had their own difficulties, such as determining the type of bond being unable to explain the process involved in the formation of bonding and also problems in drawing the dots and cross diagrams. However, after they had learned using the website for four weeks, they stated that they had a positive improvement in their understanding of this topic and this 32

11 was proved with their increment in the posttest. Conclusively, the Chemical Bond website was found to have a positive impact on students achievements in learning about chemical bonds. 5. DISCUSSION After conducting a statistical analysis on pre-test and post- test scores, it was found that participants have a positive improvement after learned using the website. This also indicates that the developed website helped students in developing conceptual understanding for this topic. Furthermore, this is in line with previous researchers, where animations help students to attain better conceptual understanding in learning chemistry (Bunce, 2001; Yezierski & Birk, 2006). One of the main reasons was the animation that integrated in the website. Williamson et al. (2009) also strongly suggested the use of animation to show a chemical process and the use of computer models to foster visualization skills among students. Research conducted by Ozmen, Demircioglu and Demircioglu (2009) which developed several animations to overcome students alternative concepts in chemical bonding. The subjects for their study were comprised of two different groups: a comparison group taught with traditional methods and an experimental group who received computer-animated instruction. Their findings proved that the developed animation improved students conceptual understanding of chemical bonding. Despite the technology support, this research provide students with the animation that were concerned with their preferences (cognitive style characteristics). This factor was beneficial for their learning and helped them to construct their own knowledge based on their preferences. This is agreed by several researchers (Clarke, 2003; Hew & Brush, 2007; Simsek & Cakur, 2009), who stated that the concern with the personalization for students will have an effect on students learning and achievements. As expected, the developed animation that considered cognitive style characteristics was found to have influenced students enhancement. This is aligned with Webster (2001), who mentioned that the identification of cognitive styles in designing learning materials can help facilitate students achievements. In addition, when the information is designed into their preferred way of construction, such as their cognitive style mode of representation, it is interesting to note that it affects learning performance as well as their ways of constructing knowledge (Riding & Rayner, 1998). 7. CONCLUSION In conclusion, the objectives of this research were achieved. The website for learning chemical bonds was developed and the learning contents were designed according to the cognitive style characteristics of field dependence and field independence. In addition, this research agreed with the suggestion made by previous researchers which stated that the identification and use of cognitive style characteristics when implementing learning strategies or in designing learning material interfaces could benefit students in processing and retrieving information and, furthermore, could help to facilitate their achievements. This could be done by providing the interfaces according to the different preferences and modifying the interactions with the computer system according to the cognitive styles of the users. Therefore, this research looked at the relevance of cognitive styles in terms of individuals differences and finally found that it could be a significant factor in the production of learning 33

12 materials and an environment that would help students to learn more effectively and further engage in meaningful learning. ACKNOWLEDGEMENT The authors would like to thank the Universiti Teknologi Malaysia and Ministry of Higher Education Malaysia for their support in making this project possible. This work was supported by the Fundamental Research Grant Scheme (R.J F604) initiated by the Ministry of Higher Education. REFERENCE Altun, A., and Cakan, M. (2006). Undergraduate Students Academic Achievement, Field Dependent/Independent Cognitive Styles and Attitude toward Computers. Educational Technology and Society, 9 (1) Altun, A., and Cakan, M. (2006). Undergraduate Students Academic Achievement, Field Independent Cognitive Dependent/ Styles and Attitude toward Computers. Educational Technology and Society, 9 (1) Arshad, Mohammad Yusof and Nasikin, Noraini (2010) Gaya Kognitif Dan Pola Penyelesaian Masalah Kimia Pelajar Tingkatan Empat Aliran Sains. Gaya Kognitif Dan Pola Penyelesaian Masalah Kimia Pelajar Tingkatan Empat Aliran Sains. pp Unpublished. Artwater dan Alick (1990). Proactive Inhibition and Associative Facilitation as Affected by Degree of Prior Learning. Journal of Experimental Psychology Bailey, P.D. and Garratt, J. (2002) Chemical Education: Theory and Practice. University Chemistry Education, 6, Bassey S. W., Umoren G., and Udida L. A. (2007). Cognitive Styles, Secondary school Students Attitude and Academic Performance in Chemistry in Akwa Ibom State- Nigeria. Homi Bhabha Centre for Science Education, Mumbai. February Bunce D. M., (2001). Does Piaget Still Have Anything to Say to Chemists? Journal of Chemistry Education, 78 (8), Cakan, M. (2003). Psychometric data on the Group Embedded Figures Test for Turkish undergraduate students. Perceptual and Motor Skills, 96, Chakraborty, I., Hu, P. J.-H., and Cui, D. (2008). Examining the effects of cognitive style in individuals' technology use decision making. Chen L. H. (2010). Web-based learning programs: Use by learners with various cognitive styles. Computers and Education. 54,

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