MARA University of Technology

FACULTY OF EDUCATION

EDU 702: RESEARCH METHODOLOGY

Lecturer: Dr. Johan @ Eddy Luaran

IMPROVING STUDENTS COGNITIVE USING INTERACTIVE VIRTUAL ART

Name: WAN ROZIAH BINTI WAN ALI

ID no: 2014690204

Email: rozywanali87@gmail.com

HP: 013-6913285

Date of Submission: 28 December 2014

CHAPTER 1

Introduction

1.1 Background

This chapter provides the background and rationale for the study.

1.1.1 ICT Literacy in Education

Malaysia has embarked on several technology initiatives to spearhead

the utilization of ICT particularly at the turn of the 21st century for rapid

economic growth and development. With the vision of becoming a developed

nation by the year 2020, the Ministry of Education (MOE) implemented

several ICT programs in schools nation-wide in an attempt to bring technology

into the classrooms starting with programs such as Computer Literacy Pilot

Project, Computer in Education, Computer Aided Instruction and Learning,

National Educational Network, Munsyi Network and Smart Schools (Mahmud,

2006). In 1999, a total of 88 schools were chosen to become smart schools

which showcased the state-of-the-art teaching and learning using technology

effectively and efficiently. Now, more than a decade later, in stages all

schools are upgraded as smart schools. According to the master plan, all

10,000 schools in Malaysia will become smart schools by 2010 (Multimedia

Development Corporation, 2005). Time by time, the technology are moving in

line aggressively with all elements in attempt to be a platform in shaping the

developed country

1.1.2 21st Century Skills

Hartley (2007) explains the use of digital cameras, video projectors,

electronic whiteboards, virtual environments, mobile technologies and various

types of control switches in teaching and learning. Miller and Robertson

(2010) found that using computer games led to significant gains in general

self-esteem and high speed of computation for primary school children. These

studies show how new technology can and will infiltrate the home and the

educational system. Children are even much more relaxed than adults in

using these new technologies. Therefore, ICT is likely to be advantageous for

the acquisition of 21st century, skills which include ways of thinking, ways of

working, tools for working and skills for living in the world (ICT in Primary

Education, 2012, Volume 1, pg.45).

1.2 Statement of the Research Problem

Nowadays, learning through multimedia approach has become essential.

Thus, the evolution of the ICT has changed our perspective in improving our

education sector. Malaysia previously implicated the conventional approach then

turn to the computer dependent approach.

Realizing the immense importance of teachers in equipping students with ICT

literacy that meets the demands of the 21st century, MOE implemented various

training and ICT courses to in-service teachers and pre-service teachers. ICT

training is conducted to pre-service teachers through subjects or courses by

respective institutions of higher learning. By 1994, ICT is taught as a core course in

all teacher training programs. To cater to the needs of in-service teachers, MOE

conducted ICT- related courses such as one year special teacher certificate course

in Information Technology, 14 weeks in-service course in Computer Education and

Computer in Education. Parallel to these efforts, the ministry also conducted

computer trainer-of-trainer courses, smart school teacher training courses and basic

computer literacy to in-service teachers nationwide (Ministry of Education, 2001). In

addition, in-service teachers are also provided with short term courses such as the

basic ICT skills courses and workshops in preparing educational courseware

conducted by the Educational Division and its network, State Educational

Technology Divisions and Teacher Activity Centers. By 2000, approximately 60,000

in-service teachers were trained through these ICT programs. Private organizations

such as IBM and Intel too collaborate with MOE in training teachers to integrate

technology in the process of teaching and learning. One fine example was the

program by Intel in which 15,000 teachers were trained in using ICT (Intel Teach to

the Future 2005). Educational portals and websites such as MySchoolNet,

EducationNet, KPMNet and EDUWEBTV are created for the teachers and students

to access instructional and learning materials, resources and information.

EDUWEBTV was introduced to teachers in 2009 and serves as the latest

educational online resources for both teachers and students (Mahmud & Ismail,

2009).

On the other hands, a growing body of studies including those in the research

compendium Critical Links, presents compelling evidence connecting student

learning in the arts to a wide spectrum of academic and social benefits. These

studies document the habits of mind, social competencies and personal dispositions

inherent to arts learning. Additionally, research has shown that what students learn

in the arts may help them to master other subjects, such as reading, math or social

studies. Students who participate in arts learning experiences often improve their

achievement in other realms of learning and life. This situation proves that study of

the arts contributes to the students‟ achievements and success. In a well-

documented national study using a federal database of over 25,000 middle and high

school students, researchers from the University of California at Los Angeles found

students with high arts involvement performed better on standardized achievement

tests than students with low arts involvement. Moreover, the high arts-involved

students also watched fewer hours of TV, participated in more community service

and reported less boredom in school.

A May 2005 Harris Poll on the attitudes of Americans toward arts education,

commissioned by Americans for the Arts, revealed strong public support. Among the

findings: 93% agree the arts are vital to providing a well-rounded education for

children, 86% agree an arts education encourages and assists in the improvement of

a child‟s attitudes toward school, 83% believe that arts education helps teach

children to communicate effectively with adults and peers, and 79% agree

incorporating the arts into education is the first step in adding back what‟s missing in

public education today.

Hence, realizing the importance of art contribution in students‟ achievement,

the Ministry of Education as a stakeholder invested the best-paying policy to achieve

Vision 2020 especially in the field of education. Malaysia and the Kingdom of Saudi

Arabia has joint Committee on Science and Technology. Both countries have agreed

during the meeting to focus on three areas of collaborations, namely the field of

education and training, joint R&D projects that has high visibility and high impact to

the community and matters related to policy and procedures between the countries

(Press Release, Ministry of Science, Technology and Innovation, Saudi Arabia, April

2014).

1.3 Research Objectives

This study is outlined based on several objectives which are:

1 To identify the level of students achievement in learning arts.

2 To determine the effectiveness of interactive learning in teaching Visual

Art.

3 To identify the ways to improve learning of Visual Arts.

1.4 Research Questions

In order to achieve the objectives of this study, the research questions are

devised as follow:

1 What is the level of students‟ achievement in learning arts?

2 Is there any changes in students achievements after using the interactive

learning in teaching Visual Art?

3 What are the ways to improve learning of Visual Arts?

1.5 Research Hypothesis

In this research, the researcher put some predictions of the possible outcome

of the study.

HO1: There is significance different in student‟s achievement after using

interactive software.

1.6 Operational Definitions

The following operational definitions of terms apply to this discussion:

1.6.1 Cognitive

Cognitive could be define as Psychological processes involved in

acquisition and understanding of knowledge, formation of beliefs and

attitudes, and decision making and problem solving. They are distinct from

emotional and volitional processes involved in wanting and intending.

Cognitive capacity is measured generally with intelligence quotient (IQ) tests.

Piaget (1936) was the first psychologist to make a systematic study of

cognitive development. His contributions include a theory of cognitive child

development, detailed observational studies of cognition in children, and a

series of simple but ingenious tests to reveal different cognitive abilities.

Before Piaget‟s work, the common assumption in psychology was that

children are merely less competent thinkers than adults. Piaget showed that

young children think in strikingly different ways compared to adults. According

to him, children are born with a very basic mental structure that is genetically

inherited and evolved on which all subsequent learning and knowledge is

based. Thinking skills (sometimes referred to as cognitive skills) is a broad

term that refers to the operation of various thought processes. Reasoning

ability, intuition, perception, imagination, inventiveness, creativity, problem-

solving skills and expression are among the thought processes associated

with study of the arts (Critical Evidence, pg. 13). Thus, within the context of

this study, cognitive can be define as the process of coming to know and the

stages of respondents move through as they gradually acquire the ability to

gain knowledge of art.

1.6.2 Interactive

According to Oxford Dictionary, interactive could be describe as

allowing a two-way flow of information between a computer and a computer-

user; responding to a user‟s input. It also known as computer program,

device, game, and etc. that (in response to a user's action or request)

presents choices (paths) depending on where in the program the user initiated

the action. By following different choices, the user can accordingly control or

change the action of the device or outcome of a game or program. In many

ways the web is the most interactive 'device' in the world. Interactive also

bring the meaning of live presentation in which the audience can participate.

The element should consist in interactive are text or font, sound, audio, video,

and colour. Within the framework of this study, interactive refer to the medium

element of learning process that will assist the student to gain further

information about the lesson, thus it triggered to stimulate the cognitive and

enhance the skill and knowledge in learning process.

1.6.3 Virtual Art

Virtual art can be considered a post-convergent (merge) art form based

on the bringing together of art and technology, thus containing all previous

media as subsets. According to Jacka, L & Ellis, A (2010), virtual worlds are

emerging as the new frontier in the use of ICTs for the engagement of

students in primary, secondary and tertiary education. In 2010 the use of the

virtual world, Second Life, was trialled as a pedagogical tool in the training of

Visual Art Education students studying at Southern Cross University. The

student physically located at three regional campuses, spent time in-world

discussing concepts, visiting art sites, creating 2D and 3D art work and

designing an exhibition space. Therefore, virtual art can be adopted in the

constructions of this study perfectly as an approach to deliver the better

lesson in classroom with engagement of art and technology as a whole.

1.7 Limitation of the Study

1.7.1 Motivating and constraining influences upon technology

integration

Globalizations was changed the nature of learning platforms. In terms

of Educational policy and curriculum context, students‟ access to technology

at school and at home has increased astronomically over the last few years.

The purpose of technology is to enable people. It should be a means to an

end, not an end in itself. In fact, all institutions want to be seen to be very

much part of the 21st century, and want to compete with others and be the

first to do everything even it seems to be problematic. This is because many

senior administrators either do not understand technology-enabled learning,

technology diffusion or issues of access to technology as they should.

Sometimes the learning design agenda is too dogmatic, forcing everyone to

come on board or risk getting categorised as people who are not forward-

looking and do not want to be proactive in embracing technology-enabled

learning practice. However, Malaysia itself are integrating their facilities in

upgrading educational sector through implementation of ICT in both rural area

and urban area school as a part of achieving Vision 2020. Malaysia is parallel

with the other developed country to start with the new alliance in initiative to

make educational better growth to increase competency in nationwide just to

make attachment with the technology.

1.7.2 Use of ICT within participating schools

Poor access to ICT facilities seems to have been an important factor

behind many of the critical judgements. In all of the schools, making use of

computers to support teaching and learning depended primarily on gaining

access to specially equipped ICT rooms. These were greatly in demand and

often timetabled for other uses. Generally, the schools in Malaysia are still in

moderate of using ICT even the facilities are provided by MOE especially

those in rural area and unreachable by the facilities. Therefore, the national

policies towards developing the educated nation were seen clearly by initiated

some policies such as National Education Blueprint(NEB) and strategies in

overcoming poverty in education.

1.7.2 Technology and Learning Development

It is ironic that on one hand we see the rapid deployment of technology

creating the need for the development of sustainable models of life-long

learning, and on the other hand to see that the technologies used in our

educational systems have changed very little over the last fifty years. Where

they have been used, it has typically been to enhance traditional models of

delivery and instruction of education. This situation very influencing the growth

of nation at all as it is in line with globalization.

1.8 Significance of the Study

Improving the quality of education through the diversification of

contents and methods and promoting experimentation, innovation, the

diffusion and sharing of information and best practices as well as policy

dialogue are UNESCO‟s strategic objectives in Education (UNESCO, 2002).

This is because information and communication technologies (ICTs) have

become key tools and had a revolutionary impact of how we see the world

and how we live in it. This phenomenon has given origin to the contemporary

and advances in our ways of life. ICT is having a revolutionary impact on

educational methodology globally. However, this revolution is not widespread

and need to be strengthened to reach a large percentage of the population.

The purpose of developing virtual art learning using interactive

approach via Computer Aided Leaning is to improve learners‟ cognitive in

pedagogy. It is much beneficial rather than using primitive or conventional

way of teaching. Multimedia implementations are reliable and can contribute

to improved student learning outcomes in other subjects too. Schools

integrating the arts into the curriculum as part of a comprehensive education

reform strategy are documenting positive changes in the school environment

and improved student performance. The government believed the arts are

vital to a well-rounded education.

In addition, multimedia arts learning experiences contribute to the

development of certain thinking, social and motivational skills that are

considered basic for success in school, work and life. These fundamental

skills encompass a wide range of more subtle, general capacities of the mind,

self-perceptions and social relationships. The integration among society are

linked together through the globalization.

Integrations of ICT as a means of development where it give

paradigms which is, ICT play a part in development and constitutes a

potentials means of closing the gap among nation.

CHAPTER 2

Literature Review

2.1 Introduction

From the entire sources collected, the researcher have combine the view of

other's interest in this particular area of studies and would help to see the

component of other research in related to multimedia and interactive

integration in arts education.

2.2 Multimedia in Classroom

Implementing multimedia activities in a classroom environment requires some

planning. Many issues will occur, such as what are the goals of activity and

define the standard and benchmark to be addressed. Steven Covey offered

this advice in his book, Seven Habits of Highly Effective People (2013) to

begin with the end in mind means to start with a clear understanding of your

destination. It means to know where you're going so that you better

understand where you are now so that the steps you take are always in the

right direction. Adopting that advice to the implementation of multimedia

activities means we should begin by determining the desired outcomes and

defining how they will be measured, and, then, design the learning activity.

Sik-Lanyi and co-workers present two papers: "Multimedia Program for the

Training of the Vision of Children with Visual Impairment and Amblyopia" and

"Using Virtual Reality to Improve Space and Depth Perception".

2.3 Arts Integration and Students Learning

Since the publication of Champions of Change: The Impact of the Arts on

Learning (Fiske, 1999), research has increasingly examined the correlation

between arts learning and general student achievement (Deasy & Fulbright,

2001; Various, 2000). Arts education in its various forms—from traditional art

classes to extracurricular arts activities, from music to drama to visual arts—

consistently associates with higher individual achievement. At the school

level the phenomenon holds true: the 1999 evaluation of arts integration that

appears in Champions of Change found that Chicago Arts Partners in

Education (CAPE) schools showed growth along several different measures

of student achievement. And when compared to other schools in Chicago

serving comparable student populations, CAPE schools attained stronger

standardized test score increases over time on the city‟s standardized test

scores (Catterall & Waldorf, 1999) The growing recognition of a link between

arts learning and achievement creates an emergent, critical question for

research, one that presses beyond questions of whether the arts impact

student learning and moves into deeper explorations of how the arts might

facilitate student growth. If learning with and through the arts is correlated

with higher achievement and other evidence of learning, what special qualities

or processes of arts education might be supporting students‟ growth?

2.4 Arts Integration and Student Achievement

The arts are a result of the unique ability of the modern human mind to make

connections among the basic skills in social relations, natural science,

technology, and language. Until early humans learned to connect those

separate areas of intelligence, there was no art, science, or religion. Students

learn to integrate knowledge and processes from many subjects to create and

understand this more advanced form of human activity known as art. The arts

are important because, along with science and religion, they are defining

characteristics of humans.

2.5 Learning Techniques

2.5.1 Conventional methods

The researcher has done various, journal, book, newspapers, and

Internet research on the learning method field, then found that there

are numerous methods of learning and teaching in the field of

education. This is done to gain enough information on children in the

early primary grades physiology in learning.

2.5.2 Computer Aided Learning Based

There are several technology based learning adopted in our

environment today. For example, internet technologies such as online

education, video conferencing and computer-based simulation.

Enhancing World Wide Web developments, the new opportunities for

interactivity and flexible access to various media are challenging the

traditional experienced in shaping learning environments for online

education. This Computer Aided Learning based was effectively

applied in Malaysia as the approach in developing good achievement

among the learner as it in line with ICT and globalization. The

implementing of tutorial interactive fun learning like „Oh My English‟

and „Art Attack‟ in television is efficient and reliable to the situation

today. However, the integration should be implementing wisely in

classroom too as the way to make fun learning hence it could rapidly

increase the learners cognitive and comprehension. Usable systems

lead to more productivity and satisfaction for the user. Nielsen (1993)

associated usability with five attributes that are case of learning of the

interactive system, high efficiency of performance to achieve high level

of productivity, user retention over time of the system, low user's

error rate when using the system, and subjective user satisfaction of

the system.

2.6 Theoretical Framework

Figure 1.1: Theoretical Framework

2.6.1 Theory Descriptions

In the 21st century, learning through multimedia approach has become

essential. Thus, the evolution of the ICT has changed our perspective in improving

our education sector. Malaysia previously implicated the conventional approach then

turn to the computer dependent approach. Implementing multimedia activities in a

classroom environment requires some planning. Many issues will occur, such as

what are the goals of activity and define the standard and benchmark to be

addressed. Multimedia arrangement in delivering input need to be present

meaningfully as to trigger the cognitive among participants. The element should

consist in interactive are text or font, sound, audio, video, and colour.

The researcher is identified three theories used in this research regarding the

cognitive which is sensory memory, working memory, and long term memory. Allan

Paivio introduced the theory of Dual Coding Theory (DCT). It is a theory of human

cognition which looks at the way we store information in either distinct verbal or non-

verbal forms which can interact to enable us to form meaning. It suggests two

distinct subsystems contributing to cognition;specialized language (verbal), and

images(non-verbal). Paivio (2001) stated that human cognition is unique in that it has

become specialized for dealing simultaneously with language and with nonverbal

objects and events. There are basic principles of DCT as the basic units of the verbal

and non-verbal coding systems are referred to as logogens which correlate to our

verbal representations and inner speech, then imagens refer to our mental images or

imagery. The second major aspect of the DCT is the connections within and between

the verbal and nonverbal memory subsystems when Paivio said there has levels to

understand which it stimulate an enhancement of human cognition and deduction.

The overarching concept of the DCT is that these subsystems can in theory operate

independently, in parallel, or in a connected way to enable us to develop memories

and meaning. Thus there has significance on this theory of learning when correlation

between DCT and students cognitive or achievements.

Working Memory(WM) is a psychological construct that refers to the

“processing space” in the mind/brain when a person computes information. For

example, where listeners fleetingly store and process linguistic data to analyze it for

comprehension. WM is the system that holds multiple pieces of transitory information

in the mind, it can be manipulated. According to Baddeley & Hitch, 1974; Daneman

& Carpenter, 1980 WM is the theoretical construct that has come to be used in

cognitive psychology to refer to the system or mechanism underlying the

maintenance of task-relevant information during the performance of a cognitive task.

WM capacity are vary between peoples as particular activity may be well within the

capacity of one person but exceed that of another.

Atkinson & Shiffrin introduced multi store model (Atkinson, & Shiffrin 1968)

describes memory in terms of information flowing through a system. Accordingly, it

can be described as an information processing model (like a computer) with an input,

process and output. Information is detected by the sense organs and enters the

sensory memory. If attended to this information enters the short term memory.

Information from the STM is transferred to the long-term memory (LTM) only if that

information is rehearsed. Rehearsal was initially described by Atkinson and Shiffrin

as maintenance rehearsal, but Shiffrin later suggested that rehearsal could be

elaborative (Raaijmakers, & Shiffrin, 2003). If rehearsal does not occur, then

information is forgotten, lost from short term memory through the processes of

displacement or decay. Sensory Memory is specific information from the world

enters the brain for example Iconic Memory (vision) and Echoic Memory (hearing)

where it stays here for a few seconds and attended continues into the short-term

memory store. (STM) or Working Memory as information here is available for further

processing. Material is quickly lost (decays) if not given attention. Rehearsal

determines what is stored in the long-term memory store. LTM is information where

rehearsed short-term memory is „permanently‟ stored. It is mainly Semantic but can

be visual and auditory. For example, in radio convey and receive must in line to give

meaningful understanding. Kinaesthetic is strongly contributed to the meaningful

understanding to the receiver.

Therefore, through the multimedia which is interactive it can stimulate the

stimuli sensory to build working memory and long term memory then come out with

the prior knowledge among the participants. Regarding this, Paivio and Baddeley &

Hitch observed that Multimedia learning has potential to trigger the cognitive to help

student to enhance their skill of knowledge in learning arts. Thus, it promotes

conceptual understanding.

CHAPTER 3

Methodology

3.1 Introduction

This chapter describes the methodology that will be used in this study. It includes the

introduction of the chapter, research design, research instrument, the populations as

well as the sample of this study, data collection procedures, and the description of

how the data will be analysed.

3.2 Research Design

The researcher used the quantitative approach because this study is lead to

experimental. Through the implementation, this course uses the DDD-E

Model (Decide/Design/Deliver and Evaluate) as a guide for educationist.

3.2.1 DECIDE: Teachers have many teaching tools to use in the classroom

such as books, videos, paper, pencils, maps, and multimedia

technology. Multimedia technology should simply be considered

another tool in a teacher's arsenal today, to be used whenever it can

best serve to enhance the curriculum. The DECIDE Phase sets the

stage for a multimedia activity, and focuses on determining if

multimedia is an appropriate tool, outlining the instructional goal,

reviewing relevant standards, and specifying assessment measures.

3.2.2 DESIGN: After the researcher has determined the standards, learning

outcomes, and assessment measures, it‟s time to design the

lesson/multimedia activity. There are many issues that must be

considered when designing an activity, including: Available resources,

Grouping strategy and appropriate length or duration.

3.2.3 DELIVER: The Development phase encompasses the actual execution

of the multimedia activity by the students. During this phase, the

teacher's role consists of being an instructor, facilitator, and trouble-

shooter. If the students do not have the pre-requisite knowledge or

skills related to the activity, the teacher may have to review/teach some

aspects of content or media production. Classroom management

issues are important to ensure the timely, successful, and effective

completion of the activity.

3.2.4 EVALUATE: Reflection and evaluation are important throughout the

planning, design, and development of a multimedia activity. The

students should have a checklist to follow when they create a

multimedia product, and the researcher should be providing formative

evaluation of students' activities throughout the process. At the end of

an activity, summative evaluation takes place. It is also important for

researcher and the students to take the time to reflect on the activity --

students should note what they learned, and teachers should note

aspects of the lesson that may require revisions for the future.

3.3 Methods of data collecting

Designed for the purpose of collecting data, there are several process are

adapted and constructed to go with the necessitate of this study

3.3.1 Sampling

In obtaining the information towards this programme, the researcher

need a sample in this research study that is a group of secondary

student in a school, focusing on art class which is called as population

within around 40 students is required as respondents. The purpose of

choosing these sample is because as the participants will undergo the

major projects for their SPM. At this range of age, they needs the

critical thinking skills which closely related to the cognitive stimulation.

In this study, the researcher use stratified random sampling because

every unit have equal chance to be selected as a sample. The test is

given to the selected subgroup or strata for the sample in the same

proportion as they exist in the population. For the further process, the

researcher intends to compare the achievement of student with

integration of virtual learning with that of the students with conventional

approach. That is mean, the result of pre-test before integrating the

interactive learning programme(Independent variable) and the ability or

outcome(dependent variable) after post-test are obtain through the

cognitive skill that the sample improved.

3.3.1 Instrumentations

3.3.1.1 Questionnaire

Designed for the purpose of collecting data, questionnaires from the

studies by Ikhsan et.al(2013), Bello and Tijani(2010) and Adediwura

(2012) are adopted and constructed to go with the necessitate of

this study. The questionnaires are comprised of two main sections

which is Part 1 and Part 2. The questionnaire is distributed via

online to the art teachers to obtain the objectives.

Figure 1.2: Sample of Questionnaire (Part 1)

Figure 1.3: Sample of Questionnaire (Part 2)

Figure 1.4: Likert Scale‟s Description

3.3.1.2 Observation Scheme

The second instruments that will be used in conducting this

research is an observations scheme. The observation scheme is

systematically structured in order for the data from the observation

to be systematically recorded and analysed. This scheme consist of

five criteria which are „students interaction‟, „engagements in class

discussion‟, „students response‟, „students knowledge/thinking

skills‟, and „students participations‟. In this observation scheme,

each criterion is provided with four qualities ranging from one as the

most positive description and the last one as the most negative

description. Each quality represents the criteria tat are being

observed. The researcher will have to choose the quality that best

describes the students in natural setting of the observations.

Likert Scale Description

1 Strongly Disagree

2 Disagree

3 Slightly Disagree

4 Slightly Agree

5 Agree

6 Strongly Agree

3.3 Data Collections

The procedure to collect the data for this study is done in several stages. The

summary of that stage is presented in the following flow chart:

Figure 1.5: The summary of data collection stages

The stage of data collection in this research is starting with the pre-test which

is before the real data collection process of this study is carried out; it will be

conducted on a smaller population of the same intended samples such as some

secondary art student from form four and five in a school. The result from pre-test

will help to improve and amend the questionnaire. Then the online questionnaire will

be distribute to the random art teacher from secondary school in Malaysia as to

gather the data collection and will be analysed in percentage. After that the

programme will be developed and presented interactively to the intended sample in

real school setting and the observation will happen and analysing the data in

Pre-Test

Distribute online questionnaire

Analysed data from questionnaire

Develop the Programme

Observe classroom

Analysed data from classroom

Post-Test

Evaluation

classroom using systematically prepared observation rubric scheme. The last step

the researcher need to conduct is post-test which the evaluation is begin trough the

prior knowledge presented by each sample in the classroom.

3.4 Data Analysis

The data collected from the close-ended items are analysed using the

Statistical Packages for Social Scientists (SPSS) Version 2.0. The mean

scores of each items in the questionnaire are calculated by frequency and

mean value and standard deviation according to the research question

respectively. In order to analysed the data from observation in the classroom,

the researcher use the Rubric and observation scheme which is

systematically structured with the criterion is provided with four qualities

ranging.

Research Questions Instruments Type of Analysis

1) What is the level of

students achievement in

learning arts?

Questionnaire Frequency and

Percentage

Mean and Standard

Deviation

2) Is there any changes in

students achievements

after using the interactive

learning in teaching

Visual Art?

Observation Rubric and observation

scheme

3) What are the ways to

improve learning of

Visual Arts?

Questionnaire Frequency and

Percentage

Mean and Standard

Deviation

Figure 1.6: The summary of data analysis procedures

3.5 Summary

This chapter has demonstrated the overall methodology used in this study

which includes the introduction, research design, research instruments and data

collection procedures, populations and sampling, as well as data analysis

respectively.

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