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CHAPTER 1

INTRODUCTION

1.0 Introduction

In an era of technology and interactive communication before in the run of vision

2020, multimedia instruction is now general thing among of us. The variety of

material and tool for teaching and learning now available for provide educators

quality in learning process. To achieve the target of vision 2020 education system

should applied multimedia application in learning process at the school to be equal

with other countries. Most countries such as USA, UK, Europe, Singapore and others

use multimedia technology in many aspects in working field or in education process.

Nowadays the globalization era in modern technology has become important tool for

academic purpose and for those who are in the business world in order for them to be

successful in their own field.

Multimedia is one of the interactive technologies that encourage students to the quest

for new knowledge. Student can transferring their experience, knowledge and ideas

by using multimedia material like iPod, laptop or computer as a visual stimulation

into their learning to improve their memory creativity and increase interest in

learning. Rather than traditional classroom, using paper and pencil and listening to

their teachers it seem very dull and boring to compared between by using multimedia

material, student will can do multiple and better work because it use image, visual,

and song that will catch the students eye to pay more attention.

We can see that visual arts play an important role in education and our life. It involves

aspect of understanding, appreciation and criticism. These processes affect the

aesthetic sense and creativity of individual in terms of perception and imagination. At

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the same time it also helps student to learn the value perspective and culture, which is

important in a global society. Besides, it also will motivate student that might be drop

out on school by helping them in their grades.

“With the arts, children learn to see,” said Eisner, Professor Emeritus of Child

Education at Stanford University. “We want our children to have basic skills. But they

also will need sophisticated cognition, and they can learn that through the visual arts.”

(Eisner, 2008).

Nowadays with applied advancement in multimedia technology, college and

university students are more skilled at using digital media in learning process compare

with school students. These scenarios happen because the uses of digital media among

teachers at school are very limited and lack of technology equipment at school.

Student expectation regarding using interactive multimedia in the classroom is

increased in order to have better quality in education. Teachers and school

administration should also be prepared to face with the advanced multimedia era by

adding the skill in multimedia in order to have an effective learning.

However teacher will feel that it difficult to teach using multimedia application ever

than before. One of the reasons are the software technology is getting more complex.

For example current multimedia software now includes image editing such as Adobe

Illustrator, Adobe Photoshop and Adobe in Design, drawing applications such as

Macromedia FreeHand, 3D Item such as Adobe Premier, Avid Xpress and 3D Max,

also presentation software such as Microsoft Power Point. Because of the varieties of

software package the teacher need to update the latest ones and it is hard to follow up

in the split of time. (Olsen, 2000).

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Combination of visual art and multimedia in education will help students to produce

better quality in work because the students will have a skill of art and design and

graphic art in the same time. This will help student to have a good future for those

who are not successful in SPM level. It is also full fills student time with meaningful

activities. As a result, the Ministry of education should re-examine the importance of

visual art education in curriculum school system.

1.1 Background of the Study

In this research the researcher focused on the technologies that have been uses in

academic context and specific in multimedia software such as Adobe Illustrator,

Adobe Photoshop, Google SketchUp 8, Computer Microsoft Paint, ArtRage 4 and

Paint tool SAI. This multimedia software provides the users favourable platform for

them to showing their skills and to apply in visual art education learning.

In recent years, with applied multimedia software and hardware technology like 3D

animation development, advertisement and education in learning process it get more

requests compared with traditional methods. From the research and observation also

has showed that student 21st century are attract to learning using interactive

multimedia in their lesson this can be prove by according to (Becker, 1992) “the

review of research on technology-mediated instruction have consistently found that

instruction of this type can have positive effects on student learning”.

Besides that, in this research also looking the benefit and drawback of learning using

multimedia software in visual art education. It focused on student, educators or

teacher and education system. Through the article and research we can see that

student get more interested using multimedia software in their learning process but

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when student spend more time and effort on this part it cannot balanced their time and

attention on the study for the other subjects.

According to (Kinney, 2000) “based on students responses to survey and

questionnaire, has showed that student prefer to learn through multimedia rather than

watching and listening to educators. Also they find that using multimedia more visual

than what educators usually write on the board. Since many of student has disaster

and negative experience in high school with lecture instructors, less of the material,

ineffective management classroom and not treat student in respectful manner. This

interactive multimedia software can created new opportunity and environment to

students improve skill and ability to meet standard level on the 21st century in

education field.

1.2 Statement of the Research Problem

Interactive multimedia technologies become one of the needed in our environment.

We can see that most of student at the university and college are expert in using

multimedia software such as adobe Illustrator, Photoshop, Flash and other in learning

process it has become successful software that can be applied in visual art education

and increase the interest among school student. According to (Oshodi, 1999) “state

that awareness created towards the use of information and communication technology

over the years is increasing in the classroom learning environment in the third world”.

Most of student regarding using the multimedia software in visual art education

received encouraging responses, “There are two factors that decide a student learning

style, the first one, being the level they understand in multimedia, (i.e. are they

already knowledgeable in multimedia to apply on visual art education?) And the other

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one is their personality type”, (i.e. are they can extravert, introvert, or have a neurotic

reaction in learning process?). Next there are two factors that influence students

ability to master multimedia software, firstly multimedia attitude it reflected by their

interest in computer drawing, photographing, designing, animating, or audio and

video clipping. (Chai, 2005).

“A secondly is their future expectation; visual art education using multimedia

software will help students recognition for a future career. For example if they plan to

find a job related to graphic or art and design after graduation, it would be a great

motivator for them to make an effort in this direction”. (Chai, 2005).

In addition applied interactive multimedia software alone will not stimulate

significant changes in visual art education learning. Teachers need to involved and

take part in the implementation of multimedia software to apply in education. Without

the involvement of teacher student will not take this advantage to potential benefit of

multimedia software on their own.

1.3 Research Objective

The research objectives of this study are:

i) To identify student perception towards using multimedia software in

improving their academic learning.

ii) To examine the effect of using multimedia software in learning visual art

education.

iii) To determine differences in student achievement after using multimedia

software in learning visual art education.

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1.4 Research Question

The research questions for this study are:

i) What is student perception towards using multimedia software in improving

their academic learning?

ii) What is the effect of using multimedia software in learning visual art

education?

iii) Are there any significant differences in student achievement after using

multimedia software in learning visual art education?

1.5 Research Hypothesis

The hypothesis for this research is:

H1: There is a significant difference in student achievement after using multimedia

application in learning visual art education.

H2: In the positive side we can see that by using interactive multimedia software in

visual art education it can attract student in learning process and increase their

attendant to attend the class.

1.6 Operational Definition

The operational terms for this research are:

1.6.1 Learning

According to (Bligh, 2000) multimedia learning requires the student to appreciate the

beauty of art (mostly visual art) it requires the student to have basic computer

knowledge and computer manipulating experiences such as internet browsing and

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searching in order to retrieve information, software, and images. It also requires more

interaction and communication in the learning environment than traditional learning

environment. In this study, multimedia learning have a connection with visual art

education and it give student experience of computer knowledge and increased

communication in learning environment.

1.6.2 Multimedia Software

According to (Hilgenfeld, 1994) reported that most experts advice teacher to make

their multimedia software interactive, motivating and relevant with plenty of action

and novelty. These generalities are insufficient guidelines for educators as strategies

exist that provide better guidelines. Also according to (Ipek, 1995) claims that

information in some multimedia software is presented in a format that must be read,

reading speed and reading rate are important learner characteristics to consider in the

development of multimedia modules. This study reveals teachers need to learn and

understand the skill to use multimedia software as an interactive and motivation way

in the learning process. Most of multimedia software requires teachers to understand

and follow the format and step of guidelines that can be used in multimedia module.

1.6.3 Technology

According to (Gonzales, 1998) technology is a powerful tool to support inquiry-

based learning that is constructivist, values conceptual understanding over procedural

efficiency, responsive to student’s prior knowledge and experiences builds connection

to the outside world and support development of higher order thinking skills, prepares

learners for lifelong learning and promotes educational equity. These studies represent

technology as an important tool to support learning process and give student

knowledge and experience to face the challenge in outside of world.

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1.6.4 The Effectiveness

According to (Pea, 1998) when we are trying to determine the effectiveness of

educational technologies we are confronted by several methodological and practical

issues, we need to remember that technology is only one component of an

instructional activity. Assessments of the impact of technology are really assessment

of instructional enable by technology and the outcomes are highly dependent on the

quality of the implementation of the instructional design example teacher design or

software design. This study is describe the effectiveness of using technology in

education is control by methodology and practical issues. The outcomes dependent on

the quality of teacher and software design.

1.7 Limitation of the Study

It was important to limit the respondents on this research. The respondents are only

focus to school student only. Males and females are involved from other contexts

which is education environment may be affected differently when using multimedia

software in visual art education. As an example male student might be interested and

faster understand the instruction of multimedia software compare with female student.

Also the second limit on this study is the sample size in this study is not perfect

sample size. In this research sample size only limited to 150 respondents consists of

student at SMK Sultan Salahuddin Abdul Aziz Shah in Shah Alam. The sample size is

small number in order to make a general conclusion based on how multimedia

software might affect their academic learning as well as their academic achievement.

The sample size may need a large number to get enough information in order to make

a general conclusion based on how multimedia software helps to improving student

achievement in learn visual art education.

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Apart from that is the place that study will be organized. The sample in this study

only made up of student at SMK Sultan Salahuddin Abdul Aziz Shah in Shah Alam

because this study only focus and conducted for student taking subject visual art

education in their field. Also the sample cannot be representative the rest of

population because the study only focuses in Malaysia context. The result is not exact

enough to conclude how multimedia software can help in improve their learning

academic achievement.

Besides that, the dealing out of the sample is also become the problems. This study

using random sampling which is the stratified sampling, it requires more effort on the

part of the researcher. As an example the researcher intends to compare the

achievement of students using multimedia software with that of students using

traditional learning. The researcher decides to establish the proportion of male and

female student in this study as the same of population.

In addition the suggested ways to using multimedia software in visual art education

might not be hundred percent successful to each student and teacher in teaching and

learning process.

1.8 Significance of the Study

The significance of the study is explored “student expectation regarding using of

application multimedia interactive in the classroom have increased as the

characteristic and behaviour off college age learner have changed with internet

exposure” (Tapscott, 1998). Student expectation regarding presentation styles that

combining text, visual images and multimedia have increased since characteristic off

the college age learner have changed. That happen is because the environment at the

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college and school learning is different. Each student reaction could be different

regarding using multimedia software in the classroom it depend on their educator.

This study is done to increase the interest visual art education among student because

many schools have lessen visual art education in favour pay attention to emphasis on

mathematics and science to effort the student competitive in a global economy.

According to (Barak Obama) “in addition to giving our children science and math

skills they need to compete in the new global context, we should also encourage the

ability to think creatively that comes from a meaningful arts education”.

It is hoped that the findings from this study can help educator in teaching process and

provide the quality of visual art education among school. It can be a different neither

using multimedia software nor not using multimedia in teaching and learning visual

art education. Also to help the student improve their creativity skill and multimedia

skill in order to be fully prepared entering the real world.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

In this study it described comparison between multimedia software and traditional

classroom tools of learning and teaching visual art education in improving student and

teacher at the school. The objective of this chapter is to analyze and review past

studies and get the data regarding using multimedia software in learning visual art

education. These also followed by deep discussion in learning theories. The second

part focused on the type of multimedia software and tool that has been applied in

learning visual art education classes. The last two part of this chapter is to identify the

benefits and drawbacks of using multimedia software in teaching visual art education.

Besides that, the chapter destine to identify the role of multimedia software in

improving student achievement learning process.

2.1 Learning Theories Related in Multimedia Software

Conceptually, learning framework describe to learning theory, teaching practice,

student-centred learning, and new technology in order to provide student with rich,

meaningful learning experiences that extend beyond the classroom. According to

(Wenger, 1999) the framework focused on developing a learning environment within

the theoretical framework of flexible learning, learning communities and communities

of practice. In this research there are three approaches of learning theory can be

related with multimedia software such as Behaviourist, Cognitivist, Connectivist and

Gagne’s Theory. According to (Orlich, 1998) “they represent broadly the major trends

in the way learning is conceptualised and provide some distinctively different

guidelines for instructional practice”.

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2.1.1 Behaviourist

The behaviourist was influenced by Thorndike (1913), Pavlov (1927) and Skinner

(1974). According to (Gredler, 2001) expresses behaviourism as being comprised of

several theories that make three assumptions about learning such as, firstly are

observable behaviour is more important than understanding internal activities. Then,

is behaviour should be focused on simple element: specific stimuli and responses.

Lastly are learning regarding change behaviour. Through multimedia software

behaviourist concept is not necessary because when you learning something related

basic knowledge and skill it require a behaviourist to instruction example software

Adobe Illustrator, Computer Microsoft Paint, Paint tool SAI and other.

2.1.2 Cognitivist

The cognitivist theory is related to the long-term and short-term memory according by

(Shermis, 2003). One of these memories is the cognitive theory of information

processing used in the teaching of computer learning. This theory also provides an

actively act to acquire, restructure and investigate the knowledge to make it

meaningful. This theory is more pressing to knowledge and knowledge of the past and

present. It helped student receive the information of software design that showed in

the form of symbols, shaped and other channel so that information more organize and

easily accepted.

2.1.3 Connectivist

Learning theory of Connectivist derived by Siemens (2004) and Downes (2006).

According to (Siemens, 2006) now there is a new learning theory called Connectivist

under discussion and receiving increasing attention in the academia. George Siemens

presents Connectivist as a “learning theory for digital age” to examine the effect that

technology has had on how we live, how we communicate and how we learn. In this

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theory it views the learning process of connecting specialized information sets. The

second part it draw the information acquire outside of our main knowledge and last

part to ability synthesize and recognize connections. Today, due to the information

explosion, learning is not fully under the control of the educator and learner.

Technology performs many of the operations such as information storage, research

and programmer software. Accordingly, some of knowledge will lodge in the

machines while some will reside in humans. These theories elaborate the test for

educators, how to design instruction for both of machines and humans, and how the

two of that can have dealing each other.

2.1.4 Gagne’s Theory

Based on (Azlan A.A) “according Gagne’s theory that describe by Flynn (1992) there

are nine key element that can be use in designing the software. Through Gagne’s

theory in multimedia software it attract student attention to produce new environment

software field include several part of graphic elements applicable to a multimedia

presentation designed to attract student attention. The objective of this theory is to

motivate student know what are the learning task to be achieved. Moreover to deliver

some interesting ways include form, text and attractive animation. In this software

what goals and vision need to achieve from the students will be explained later.

Learning multimedia software can give student using and trying the software to obtain

the knowledge and skills of programming method and education syllabus.

Furthermore, this software also increase stimulus each student that applied it on the

study. Those given the reason why some elements are included to create an inviting

atmosphere in this software such as the use of certain icons to provide information

and supporting also instruction information to users about certain things required

during it. Also training and practise in the form of technical like drawing using the

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software and understand the instruction of tool are include to tracked progress or level

of students that has been achieved. All of this can provide a positive feedback, in the

form of computer graphic, text, and audio visual method. This good feedback will

created interest; impulsion and motivation among consumer to continue improve their

knowledge and skills as well as be able to apply the knowledge learned. Students will

be given the opportunity to demonstrate or mastery that skill before moving into other

skills. There are several ways that can be used by students on this software such as

moving the mouse or pressing a button on the keyboard and drawing tablet. The

computer will guide students to use the help button or give permission to other

activities. This software will provide feedback; analyze student strengths and

weakness to apply in visual art education. Assessment and feedback for student can

improve their memory and help student to applied knowledge in learning experiences.

2.2 Multimedia Software and Models of Instructional Design

In the field of technology in net art multimedia software is one of the interactive new

media in visual art education. Multimedia is a technique that combines data, text,

images, graphic, animation, sound and video. It was also something that we can setup

control and changes it with our creativity thinking. This creativity has started been

given attention and become an essential in a software. Software was proven to be

most appropriate as a help, on the hand in teaching and on the other hand in learning

themes in the subject visual art education. Every day more and more teachers are

enable and educated, both trough their primary university studies and through various

forms of permanent education to use the multimedia, but rare are the ones who have

the knowledge, courage and motivation to use specific software in their lessons.

Software represent the main working environment for both teacher and student,

according to (Cicin Sain, 2008) professional in field of business information and

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communication technologies, software is always obtained/purchased/created first and

depending on minimal configuration it requires, computer are upgraded/purchased

accordingly. List of essential requirements concerning software had to be made in

order to select and present software that best suits needs of teachers and student in

activities recommended for visual art education such as Adobe Illustrator, Adobe

Photoshop, Adobe Flash CS5 Professional, Macromedia Director MX 2004, 3D Max,

Microsoft Window Paint, Paint tool SAI, and Google Sketch Up 8. However software

that will be selected to be used in visual art education classes had to meet the

following essential requirement included smooth and stable work even on the slower

and older PCs, freeware or open source license, easy to install, straight forwardly

understandable for teachers and student and compatible with the general and specific

multimedia rules. Furthermore in developing multimedia software there are many

design models that can be applied some of the models are ADDIE model, ASSURE

model, Hanaffin & Peck model, Dick & Carey model, Robert Glasea model and

Waterfall model. According to (McArdle, 1991) “instructional design simply means

using a systematic process to understand a human performance problem, figuring out

what to do about it and then doing something about it”. In other worlds, instructional

design know as pedagogical or teaching device that makes instruction more engaging,

effective and efficient in using software.

2.2.1 Adobe Illustrator

According to (Vereker, 2008) “indicated that Adobe Illustrator is an excellent CAD

application used for detailed technical drawing and art illustration. Based on

Wikipedia.com, “Adobe Illustrator is a vector graphics editor developed and marketed

by Adobe system”. This software will help students practice their skill and drawing

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using pen tool to apply in visual art education because one of the syllabus students

need to learn creating the logo sample in figure 2.1.

Figure 2.1 Adobe Illustrator

2.2.2 Adobe Photoshop

Adobe Photoshop refer as pixel-based editing programme developed and published by

Adobe systems. It is the current market for commercial image manipulation and the

leading programme in the world. According to (Burke, 2011) indicates that Photoshop

is a market standard images for mood or story board, magazines and posters. Based on

Wikipedia.com, “Photoshop was released on February 19, 1990 for Macintosh

exclusively”. This software will help student to handling the color and editing the

images. Sample in figure 2.2

Figure 2.2 Adobe Photoshop

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2.2.3 Macromedia Media Director

Based on wikipedia.com “adobe director known as (Formerly Macromedia Director)

is a multimedia application authoring platform created by Macromedia which is now

an apart of adobe systems”, nowadays macromedia director was chosen to be the

primary authoring tool for the graphic learning. According to (Neo M. N., 2001)

“Director is currently the de facto authoring tool for creating multimedia application

such as kiosks, product brochures, interactive advertising applications, and

multimedia presentations it also very popularly used in the Multimedia University for

multimedia application development and interactive presentations” as a sample in

figure 2.3

Figure 2.3 (marketsmaster.org)

2.2.4 Google Sketch Up 8

Wikipedia.com described Sketch Up is a “3D modelling program for applications

such as architectural, interior design, civil and mechanical engineering film and video

game design”. “Sketch up was independent from 2000 to 2006 and then owned by

Google from 2006 to 2014. The programs are easy to used also there is an online open

source repository of free-of-charge model assemblies such as windows, doors,

automobiles, 3D warehouse and other”. In the syllabus visual art education student

need to know and learned 3D programming we can see sample in figure 2.4.

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Figure 2.4 Google SketchUp

2.2.5 Adobe Flash CS5 Professional

In Wikipedia.com Adobe Flash Professional is a “multimedia authoring program used

to create content for the Adobe Engagement Platform, such as web application games

and movie and content for mobile phone and other embedded devices”. Future Splash

Animator was developed by Future Wave Software, a small software company whose

first product, Smart Sketch, was a vector-based drawing for pen-based computers. In

December 1996, Macromedia bought Future Wave and so re-branded and released

Future Splash Animator as Macromedia Flash in 2005 and in 2007 Adobe Flash

Professional the next version of Macromedia Flash was released. Sample in figure 2.5

Figure 2.5 Adobe Flash CS3

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2.2.6 3D Max

3D design software 3D Max is a fundamental computer aided design (CAD) course

for students who majored in design. It not only can help students to learn and master

3D design tool and improve their innovative ability in a short time but also can

promote training higher technical personal skilled in applied advertising for society.

In the 1990s the 3D design software was applied in the field of CAD design, leading

to a qualitative leap of the product design and development. Due the advantage of

strong function, technological innovation and ease of learning and master, 3D Max

stand out among other 3D software and become popular with art designers, teachers

and students, from article (Teaching Practice of 3D Max Course for Animated Ads by

Jinting Lu 2013). When reading drawings using 3D Max student need to transform all

the 2D diagrams to the original 3D elements through imagination so the efficiency is

reduced and mistakes easily occur, “however 3D software especially 3D Max not only

can transform the designing methods from 2D to 3D smoothly (Shown in Figure. 2.6)

but also can enhance the ability of student spatial abstract thinking and image

thinking” according by (S.F.Cai, 2009).

Figure 2.6 3D model for CNICE toothpaste animated ad.

According to the characteristics of the 3D Max course, the following aspects should

be strengthened in order to guarantee the teaching effect. In learning process teachers

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should not only focus on the animated drawing and designing example but also make

the concept of 3D Max often-used function clear. For example when teaching “feature

modelling”, teachers should consciously enable students to distinguish the 3D Max

features from the features in life and know the 3D Max features being the basic units

of constitute models, which can be driven by its size or parameters and be controlled

by student. In addition teachers should demonstrate the concrete examples. Only in

this way, can students get the firm knowledge in a limited classroom teaching time.

2.2.7 Microsoft Window Paint

Microsoft Paint is an application that is included with windows. As with other paint

applications Microsoft Paint allows you to create your own images from scratch or

take photographs and digitally manipulate them with enhancements and filters. The

application is easy to use with a simple interface, but is more limited compared to

Illustrator or Photoshop. The draw feature of Microsoft Paint provides the user with

the ability to create and manipulate drawings. The advantages of MS paint are its

ability to create an image and save it as a bitmap. The bitmap, with some

modification, can then be inserted into most documents as graphic images, from

article (Draw & Paint applications by Lorraine Chiarelli & Rita Kotzias 2001).

Sample in figure 2.7

Figure 2.7 (www.instructables.com)

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2.2.8 Paint Tool SAI

Paint Tool SAI is high quality and lightweight painting software, fully digitizer

support, amazing anti-aliased paintings, provide easy and stable operation, this

software make digital art more enjoyable and comfortable. Based on Wikipedia.com

this software develops and published by SYSTEMAX Software. Began on August

2004 and the first alpha version was released on October 2006. The painting

application is available in both Japanese and an official English translation. Sample in

figure 2.8

Figure 2.8 (nsmbxomega.deviantart.com)

2.2.9 Design Model

There are a lot of model that we can use in preparing interactive multimedia such as

ADDIE Model, ASSURE Model, Hanaffin & Peck Model, Dick & Carey model and

others. ADDIE Model is the model of instruction design, which is often used as a

principle to their models of other forms of instruction (McGriff, 2000). In general it

may be represented with (Analyze – Design – Develop - Implement and Evaluate).

Generally when participation in interactive multimedia and software learning the

researcher using ASSURE model by Robert Gagne’s as a guide. ASSURE Model

means (A- Analyze Learners, S- State Objectives, S- Select Methods, Media and

Material, U- Utilize Media and Materials, R- Require Learner Participation, E-

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Evaluate and Revise). Analyze Learner is uses to analyze the subject to teach and the

process of learning example what is using multimedia software through visual art

education? How to use multimedia software for visual art education? Second is State

Objective uses to describe this multimedia software for visual art education, field of

subject to improve student knowledge and skill, activities and time when using this

software. Also to state objective this interactive software example to attract student in

learning visual art education, to improve teaching and learning process, and to prepare

student toward 21 century era through multimedia approach. Next, Select Methods

uses to determine method, media, and material that will apply in learning process.

Then, Utilize Media and Material is for preview the material, the learners, the

environment, the learning experience through teaching aids. Besides, Require Learner

Participation is giving student the tutorial regarding about software and step by step

process of application. Lastly, Evaluate and Revise is to know the effectiveness of

interactive software by using question for the students.

2.3 Benefit of Multimedia Software

2.3.1 Students

Based on research by National Center for Technology Innovation and Center for

Implementing technology in Education (CITED) 2009, has found that combining arts

with technology can create new and exciting ways to keep students motivated and

engaged in the learning process and the world around them. Besides that applied

interactive multimedia software in learning process can create creativity activity and

communication between teacher and classmates. Multimedia software also prepared

and offer student idea learning and new tool which are give students entertaining in

visual art education classes. The combination of text, sound and graphic hold the

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student pay attention and shaped the student to be innovative by making their study

more meaningful. This interactive also provide them opportunity to express creativity

and knowledge regarding the content. In addition multimedia brings and forced

student talent in various way it can encourage student to become designer for example

when they created or designing their slides for presentation or using software to

implement traditional technique that process actually improving their skill to become

designer and increase their performance to represent their knowledge with classmates.

2.3.2 Teacher or Educators

Multimedia software is helping teacher or educator making the lesson more

informative and interesting because by using that interactive teacher can catch student

attention, explain difficult concept of leaner, inspire creativity idea and have a fun

with student. This interactive also shaped and build communication interaction

between student and teacher because when applied this software in learning process

student are more interact to asking the question on how to use the software and

instruction. Besides when applied this software teacher might need to spend money to

purchase this software but it only a one time after that it can used unlimited times so

teacher can save their cost-effective.

2.4 Drawbacks of Multimedia Software

2.4.1 Student

There are several disadvantages regarding using multimedia software in the classroom

which is, once the students get the interest in software there will not pay attention

when teacher or educator give the demonstration or tutorial regarding the hole process

of learning visual art education and when they learning in traditional environment

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they are not interest to attend the class and not focus on the study because they

interact using software compare to various media like pencil and paper. Besides that,

applied software in visual art education will reproduce student knowledge and interest

in graphic world and build-career in this field compared to become the artists,

painters, sculptures and others.

2.4.2 Teachers or Educators

According to (H.B Shan, 2011) Teaching literatures also emphasize that teachers

should mobilize all the students to arouse their interest in the teaching process.

Multimedia may require more effort and energy to educators improve their level and

understand each of the software also when applied multimedia software in learning

visual art education teacher or educator need to spend more time and two hours that

have been given for this subject is not enough because creating multimedia require

more time to complete the process of learning. Also this interactive might need the

wide variety of gadget that supporting the software which is internet browsing to

complete their format.

2.5 Conceptual Framework

Based on research methodology “The role of social networking sites in improving

UITM’S undergraduate’s academic learning”. In this research the conceptual

framework is adapted from a book titled Blended learning in higher education:

Framework, principle and guidelines by Garrison and Vaughan (2008). According to

Miles and Huberman (1994, P18) state conceptual framework is “The key factors,

concepts or variables and the presumed relationship among them”.

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Also in this study, based on student’s perception toward in learning multimedia

software, may effects learning process especially in visual art education subject and

how this interactive software would affect student’s academic achievement in learning

process will be describe in deeply. There are three variable will perceive the

interactive multimedia software in improving school student learning process. As has

been showed in figure, the effectiveness of interactive multimedia software will

influenced student academic achievement. This factor also gives student’s either in

positive and negative side. Besides, it also intended to see the effectiveness

multimedia software toward student academic achievement. The use of interactive

multimedia software in visual art education field can give impact on student learning

process.

Student

Multimedia Software

Learning Process

Academic

Achievement

Use

Influence

Affects

Influence

Figure

26

CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will discuss the following; Research Design, Population and Sample

Instrumentation.

3.1 Research Design

This is a quantitative approach. According to (Shamsuri, 2004), quantitative studies

always make our experimental more clearly in other words, the percentage of the

number makes it easier for the reader understanding and interpreting the facts for

number involving arrangements. It’s also easier to make the collection, comparison

and summation. This study employed an experimental research. The design meant to

identify student at SMK Sultan Salahuddin Abdul Aziz Shah, perception towards

using multimedia software in improving their academic learning, to examine the

effect of using multimedia software in learning visual art education, and to determine

differences in student achievement after using multimedia software in learning visual

art education. Students from SMK Sultan Salahuddin Abdul Aziz Shah in Shah Alam

have been chosen as the samples for this study and set of questionnaires was used as

the instrument in the research to gather the data needed.

3.2 Population and Sample

In this study, random sampling method used is stratified random sampling. Target

population for this study is students at SMK Sultan Salahuddin Abdul Aziz Shah in

Shah Alam who are taking visual art education subject. The researcher intends to

compare the achievement of students using the multimedia software with that students

using traditional method to obtain more accurate data and achieve the goal of an

27

application evaluation. It also believes that gender is important variable that may

affect the outcomes of study, the researcher to ensure that proportion of males and

females in the study as the same population. The sample size for this study is 150

respondents.

3.3 Instrumentation

The instrument used for data collection in this research study is questionnaire. The

questionnaire will be create by researcher the items in the questionnaire are designed

in order to analyze the differences student achievement using multimedia software in

learning visual art education. This section relates to the process of application

development involving the use of multimedia software and interactive elements found

in the application. The assessment, are made based on the use of text, graphics,

colour, audio, video and animation in software such as Adobe Illustrator, Adobe

Photoshop, Google Sketch up 8, Computer Microsoft Paint, and Paint tool SAI. In

completing the questionnaire respondents are required to choose either strongly agree

with the questions provided, or agree, not agree or disagree or strongly disagree.

Table 3.1: Descriptions of the Questionnaire

SECTIONS

DESCRIPTIONS

NUMBER

OF

ITEMS

Section A:

Demographic

Information

In this section it carries out general questions on

demographic data of the respondent which is

gender, race, age, and status. Also it focused on

student or people that have taking visual art

education subject.

4 items:

Question

1- 4

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Section B:

Multimedia

Software

Background

This section include several questions that related

to the connection respondent in multimedia

software which is what are the type of the

software that has been used also this question

want to identify either student is know anything

regarding about the software that will be applied

in this research.

3 items:

Questions

5 - 7

Section C:

Perception towards

Multimedia

Software

This section seeking the answer regarding student

perception either this multimedia software is

helping in improving student academic learning.

Also this section same as with section D and E it

included 5 point like scale to measuring

respondent agree or disagree.

10 items:

Question

8 – 17

Section D:

Multimedia

Software Effects

This section want to identify the effects that

multimedia software brought towards respondent

academic learning either it give the positive or

negative impact toward student academic

achievement.

7 items:

Question

18 - 24

Section E:

Multimedia

Software Improve

Academic

Learning

In addition this section is focus on how

multimedia software helps in improving student

academic learning. It provided how multimedia

software manage to helps student in their

academic and draw attention in visual art

education subject. The last section also included

open-ended question regarding respondent

opinion.

7 items:

Question

25 - 32

29

This table were created to get the result and make conclusion either multimedia

software is helping improving student at the school in their academic learning and the

effects of using multimedia software in their academic achievement. Data that will be

collected for the 150 respondent focused on Shah Alam area.

3.4 Data Collection

The respondent of this questionnaire are student SMK Sultan Salahuddin Abdul Aziz

Shah in Shah Alam. Before the respondent started to answer the questionnaire there

are few thing that they should know so it will be have short of briefing and

explanation on this procedure it may take four minutes. The questionnaire will hand

out on weekdays during the office hour, class sessions and lunch break. The time that

will be need and taking to complete the questionnaire is around seven to ten minutes.

The survey process was handled and monitored by the researcher to verify the data

that given by respondent are valid and any problem that faced by respondent on that

time can be manage or organize. The questionnaire is collected after respondent

complete answering the question.

The data collection was followed by:

Design of Questionnaire:

In this data the questionnaire has five sections which is section A: Demographic

Information, Section B: Multimedia Software Background, Section C: Perception

towards Multimedia Software, Section D: Multimedia Software Effects, and

Section E: Multimedia Software Improve Academic Learning.

30

Sample Selection:

In this data the respondent of this questionnaire are 150 students from SMK

Sultan Salahuddin Abdul Aziz Shah in Shah Alam.

Questionnaire Distribution:

The questionnaire will hand out on weekdays during the office hour, class

sessions and lunch break.

Time Taken:

The time that will be need and taking to complete the questionnaire is around

seven to ten minutes.

Survey Process:

The survey process was handled and monitored by the researcher to verify the

data that given by respondent are valid and any problem that faced by respondent

on that time can be manage or organize.

Questionnaire Collection:

The questionnaire is collected after respondent complete answering the question.

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3.5 Data Analysis

The data that has been collected from questionnaire was to analyze and provide the

answer to the research question on this research. In other to get the data the Statistical

Package for Social Science (SPSS) version 17.0 software was used. Based on

introduction (SPSS) is “programming language for conducting statistical analysis, it

has to managing, analyzing and presenting data”. In this system also used to key-in

and illustrated the data in order to getting statistic and gathered the information.

Table 3.2 Summary of Data Analysis

Research objective Section Analysis

To identify student perception

towards using multimedia

software in improving their

academic learning.

C

(Question 8 – 17)

Data was analyzed to the

frequency, mean and

standard of each item.

To examine the effect of using

multimedia software in

learning visual art education.

D

(Question 18 – 24)

Data was analyzed to the

frequency, mean and

standard of each item.

To determine differences in

student achievement after

using multimedia software in

learning visual art education

E

(Question 25 – 31)

Data was analyzed to the

frequency, mean and

standard of each item.

32

E

(Question 32)

The open-ended question

was analysed and

categorized under 3

different groups:

a. Yes

b. Unsure

c. No

Data was analyzed to the

frequency, mean and

standard of each item.

In addition by using software SPSS version 17.0 we can get descriptive statistic about

item we analyse. The quantitative data from section A, B, C, D and E based on the

questionnaire it were analysed and describe in the form of chart and table. For the

open-ended questions, the researcher will read the respondent answers, then analysed

and categorized them into three different group which is Yes, No and Unsure. After

the researcher has determined the data either it were positive and negative way the

data will key-in and analysed.