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CONTENT ANALYSIS OF FORM ONE SCIENCE TEACHING COURSEWARE
BY
MURNI BINTI SALLEH
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
2006
iii
CONTENT ANALYSIS OF FORM ONE SCIENCE TEACHING COURSEWARE
BY
MURNI BINTI SALLEH
A thesis submitted in fulfilment of the requirement for the
degree of Master of Education
Institute of Education International Islamic University Malaysia
June 2006
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ABSTRACT
The Form One Science Teaching Courseware is one of the support tools in the ‘Pelaksanaan Pengajaran Sains dan Matematik dalam Bahasa Inggeris’ (PPSMI) [The Implementation of Teaching Science and Mathematics in English], which was launched in 2003. The implementation of the PPSMI itself had attracted the attention of the media who reported feedbacks from numerous parties including users, parents, practitioners and officers at the Ministry of Education as well as the politicians. Most of the time, the issues tend to focus more on the English language as the medium of instruction rather than the courseware content itself. Therefore, this observational research has focused on the Content Analysis of the Form One Science Teaching Courseware in order to study how does the courseware applies to the standard requirements as underlined by the multimedia experts Lee and Owens (2000). A total of hundred and forty subtopics from ten CDs of the courseware have been analyzed one by one based on the standard of the Media Specification and the Principles of Learning. The research findings show a number of improper and inconsistent applications of the standard such as inconsistent placing of buttons and the technical error in audio system. The findings reveal the need for improvement and development to the courseware for future utilization. Several suggestions and recommendations are forwarded by the researcher in this study such as consistency in the application of the Ministry’s copyright symbol and also consistency in terms of buttons activation. These highlighted recommendation and suggestion will benefit not only the Ministry of Education but also the developer, the teachers, the researchers and students who are involve in its utilization directly or indirectly.
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ملخص البحث
ارة عن برنامج حاسوبي وهو عب. يولثانا الأول المنهج التعليمي للمستوىبرنامج اللغة مهتخدا العلوم الطبيعية والرياضيات باس وسائل تعليمحدأعلى الاسطوانة
الذي يرمز له البرنامج تطبيق وقد أثار . م2003منذ سنة به العمل بدأ وقدالإنجليزية ومواقفراءالتي اهتمت بنشر آ الإعلام اهتمام وسائل )PPSMI( في اللغة الماليزية بـ
الموظفين كل و أمورهم أولياء و الطلابمثل حول تطبيقاته واستخداماتهمستخدمينالآان هذا الاهتمام يترآز في استخدام اللغة الإنجليزية و,وزارة التعليم والسياسيين ب
م هذا البحث الميداني بدراسة مواد هذا تلذلك يه. البرنامج نفسهاأآثر من مادة وانسجامه مع تطبيقه ودراسة مدى يولثانا لوستوى الأم التعليمي للالبرنامج
لي و " مثل) ملتميديا( خبراء الوسائط المتعددة لمعيار المطلوب الذي وضعها عا موضو بتحليل دقيق ومكثف لمئة وأربعينآما أن الباحثة قامت. )م2000 "(أووينزاعد على معيار الوسائل التعليمية الخاصة والقوةًمعتمد أقراصعشرة من جانبيا
آعدم ، مجتطبيقات سلبية لهذا البرناأظهرت نتيجة هذه الدراسة وجود عدة .التربوية من ّبدلا لتزام في وضع الأزار التحكمية والأخطاء التقنية في النظام السمعي الذي الا
باستخدام كالتمس على والحفاظ ،عليمي في المستقبل التالبرنامجتحسينها لتطوير وأخيراً . والانضباط في تشغيل الأزرار التحكمية،ارة التعليمشعار حقوق النشر لوز
قد تفيد وزارة التي مت الباحثة بعض المقترحات والتوصياتّفي هذا البحث، قد أوغير مباشر بطريق والمستفيدين التعليم، وواضعي المنهاج، والمعلمين، والباحثين
.مباشر
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.
________________________ Kamal Basha Madarsha Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.
_________________________ Nik Ahmad Hisham Ismail
Examiner
This dissertation was submitted to the Institute for Education and Human Development and is acceptable as a partial fulfilment of the requirements for the degree of Master of Education.
___________________________ Ahmad Marzuki bin Hj. Zainuddin Director Institute of Education
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DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
as a whole for any other degrees at IIUM or other institutions.
Name: Murni Salleh
Signature……………….. Date…………………
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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED
RESEARCH
Copyright © 2006 by Murni Binti Salleh. All rights reserved.
CONTENT ANALYSIS OF FORM ONE SCIENCE TEACHING COURSEWARE
No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.
1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print or
electronic) for institutional and academic purposes. 3. The IIUM library will have the right to make, store in a retrieval system and
supply copies of this unpublished research if requested by other universities and research libraries.
Affirmed by Murni Binti Salleh. …………… …………. Signature Date
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DEDICATION To my dearest husband, Mohd. Zaihasry b. Zainal and our little princesses: Nur Amni
Ilhamy and Iman Najihah, who give me love and support.
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ACKNOWLEDGEMENTS
In the Name of Allah, the Compassionate, the Merciful, Praise be to Allah, Lord of the Universe, and Peace and Prayers be upon His final Prophet and Messenger.
I would like to thank Assoc. Prof. Dr. Kamal Basha Madarsha for his supervision and guidance and Assoc. Prof Dr. Nik Ahmad Hisham Ismail as a supportive second reader of this research.
My appreciation is also dedicated to all lecturers of INSTED and teachers of Sekolah Menengah Kebangsaan Simpang Renggam, Johor Darul Takzim. To Mr. Zaidi Yazid, a Committee of Teaching Science and Mathematics in English from the Ministry of Education, your cooperation and attention in giving the authorized information source is highly appreciated.
A heartful thank you to my family members especially to my beloved parents: Bonda Hjh. Salmah binti Md. Nafis and Ayahanda Hj. Salleh b. Ismail; to my respected mother in-law and my late father in-law: Che Hasma binti Omar and Allahyarham Zainal b. Ariffin, my beloved siblings: Saleha, Salehuddin, Mohd. Salehin and Mardiah and also to my brothers and sister in-law: Nor Azah, Dr. Wahyu Hidayat, Mohd. Zairil, Mohd. Zainizam and Siti Nurzahirah Thanks to Sis. Wan Suraya and those who were involved directly and indirectly in the preparation of this research.
May Allah Bless all of you.
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CONTENTS
Abstract…………………………………………………………………………….. ii Abstract in Arabic………………………………………………………………….. iii Approval Page……………………………………………………………………..... iv Declaration Page……………………………………………………………………..v Copyright Page……………………………………………………………………… vi Dedication………………………………………………………………………….. vii Acknowledgements………………………………………………………………..... viiiList of Tables………………………………………………………………………... List of Figures……………………………………………………………………….. List of Codes and Short Forms………………………………………………………
CHAPTER 1: INTRODUCTION……………………………………………………1 Background of study………………………………………………………… 1
Implementation of Teaching Science and Mathematics in English…………. 3 The Utilization of ICT in Teaching ad Learning………………………… 4
The Strategy of the Implementation of PPSMI………………………….. 6 The Ministry of Education’s Courseware………………………………...8
Statement of Problem………………………………………………………... 10 Purpose of the Study………………………………………………………… 12 Research Questions………………………………………………………...... 12 Significance of the Study……………………………………………………. 12 Delimitation of the Study……………………………………………………. 13 Definition of the Terms……………………………………………………… 13
CHAPTER 2: LITERATURE REVIEW………………………………………….....14
Introduction………………………………………………………………….. 14 Computer Development in Education……………………………………….. 14 Trends in Educational Technology…………………………………….......... 16
Courseware Selection……………………………………………………. 18 Media Specification and Principles of Learning………………………… 19
Status of the Implementation of PPSMI (Teaching Science and Mathematics in English………………………………………………………
23
Form One Science Teaching Courseware……………………………….. 24 Issues on PPSMI………………………………………………………… 24
Content of the Courseware………………………………………....... 24 Language and Students’ Achievement………………………………. 26 Teachers’ Skills and Students’ Background…………………………. 27
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY……………………29 Introduction……………………………………………………………………….29 Methodology……………………………………………………………………. 29 Compilation……………………………………………………………………… Data Collection and Instrumentation…………………………………………….
30 30
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Procedures of Data Collection………………………………………………. Data Analysis………………………………………………………………… CHAPTER 4: ANALYSIS OF FINDINGS…………………………………………
35 36 39
Introduction……………………………………………………………………… 39 Media Specification………………………………………………………………39 1. The Look and Feel of the Theme…………………………………………. 40 2. The Interface and Functionality……………………………………………41 Size ……………………………………………………………………… 44 ‘Z’ Pattern……………………………………………………………….. 45 Title…………………………………………………………………….... 45 Margin of the Screen…………………………………………………….. 46 Frame Design……………………………………………………………..46 Background Screen Colors……………………………………………..... 47 The Ministry Education’s Copyright Symbol………………………….... 47 Availability……………………………………………………………..... 48 Button Functionality……………………………………………………... 50 Activation………………………………………………………………... 50 Blinking………………………………………………………………….. 51 Mouse-over Functionality……………………………………………….. 52 Hyperlink………………………………………………………………… 53 Design………………………………………………………………….... 54 The Placing of Buttons…………………………………………………... 55 The Appearance of Pop up Box…………………………………………..55 3. Interaction and Feedback Standards……………………………………..... 56 Question Format and Instruction………………………………………… 57 Answer and Feedback………………………………………………….....59 Display of the Answer and Feedback…………………………………..... 60 Appearance of Answer and Feedback…………………………………… 61 4. The Video and Audio Treatments………………………………………….62 Audio…………………………………………………………………….. 63 Video…………………………………………………………………….. 65 Photography………………………………………………………………65 5. Text Design and Standards………………………………………………... 66 Margin of the Lesson Content…………………………………………… 67 Text Color……………………………………………………………….. 68 Text Size……………………………………………………………….... 69 Text Arrangement……………………………………………………….. 70 Text Effect……………………………………………………………….. 71 Font Style…………………………………………………………………71 Technical Error…………………………………………………………... 72 Incorrect Spelling………………………………………………………… Picture Without Label and Unwritten Instruction………………………..
72 72
6. Graphic Design and Standards…………………………………………..... 73 7. Animation and Special Effects…………………………………………..... 74 Principles of Learning…………………………………………………………….75 1. Use Review in Learning…………………………………………………... 75 2. Include Introduction and Specified Objectives…………………………….77 3. Effective Verbal Content………………………………………………….. 78
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4. Use Examples and Demonstrations……………………………………….. 81 5. Build in Student Success………………………………………………….. 82 6. Tailor Course to Audience…………………………………………………84
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8. Include Smooth Transitions…………………………………………… 9. Use Clear Assignment and Direction……………………………….....
109110
10. Maintain Proper Standards……………………………………………111 11. Monitor, Circulate and Check Work………………………………… 112 12 and 13. Ask One Question at a Time and Work in Feedback……….. 112 14. Follow Feedback with Appropriate Techniques…………………….. 112 15. Material should Motivate……………………………………………. 113 16. Connect Material to the Real World……………………………….... 114 Recommendation for Future Research…………………………………….... 114 Conclusion………………………………………………………………………. 115
BIBLIOGRAPHY…………………………………………………………………... 117 APPENDIX A: Media Specification Review Form……………………………….... 121APPENDIX B: Principles of Learning Checklist……………………………………124APPENDIX C: Committee Report…………………………………………………..130APPENDIX D: List of Topics and Subtopics……………………………………..... 131APPENDIX E: The Visuals of Form One Science Teaching Courseware…………..135
7. Keep Pace Brisk with Variations…………………………………………..84 8. Include Smooth Transitions………………………………………………..86 9. Use Clear Assignment and Direction………………………………………88 10. Maintain Proper Standards……………………………………………..... 90 11. Monitor, Circulate and Check Work…………………………………….. 90 12 and 13. Ask One Question at a Time and Work in Feedback…………..... 90 14. Follow Feedback with Appropriate Techniques……………………….....91 15. Material should Motivate…………………………………………………92 16. Connect Material to the Real World……………………………………... 93 CHAPTER 5: SUMMARY AND RECOMMENDATIONS……………………….. 95 Introduction……………………………………………………………………….95 Summary and Recommendations………………………………………………... 95 The Application of the Media Specification in the Form One Science Teaching Courseware…………………………………………………………95 1. The Look and Feel of the Theme………………………………………96 2. The Interface and Functionality………………………………………..96 3. Interaction and Feedback Standards…………………………………... 100 4. The Video and Audio Treatments……………………………………...102 5. Text Design and Standards…………………………………………..... 103 6. The Graphic Design Standards………………………………………... 104 7. The Animation and Special Effects…………………………………… 104 The Application of the Principles of Learning in the Form One Science Teaching Courseware…………………………………………………………104
1. Use Review in Learning……………………………………………..... 105 2. Introduction and Specified Objectives…………………………………105 3. Effective Verbal Content……………………………………………… 106 4. The Use Examples and Demonstrations……………………………….107 5. Build in Student Success……………………………………………….107 6. Tailor Course to Audience……………………………………………..108 7. Keep Pace Brisk with Variations………………………………………108
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APPENDIX F: Interface Design……………………………………………………..137APPENDIX G: Form One Science Teaching Courseware…………………………..142APPENDIX H: Flow Chart of the Lesson Content………………………………..... 143APPENDIX I: Flow Chart of the Checking Understanding…………………………144APPENDIX J: Flow Chart of the School Project…………………………………....APPENDIX K: Approval Letter from Educational Planning and Policy Unit of Ministry of Education ……………………………………………………………....APPENDIX L: Approval Letter from Johor State Education Department………….
145 146147
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LIST OF TABLES
Table No. Page No.
1.1 Status of the Implementation of PPSMI 10
2.1 The Components of Score A Programme
17
2.2 Standard Elements of the Interface and Functionality
19
3.1 Total Number of Subtopics of the Form One Science Teaching Courseware
31
3.2 The Code Used in the Lesson Content 32
3.3 The Code and Short Forms Used in the Checking Understanding
32
3.4 The Code and Short Forms Used in the School Project 33
3.5 The Code and Short Forms for General Use
33
3.6 The Short Forms for Audio and Navigation Buttons
33
3.7 Combination of Data within the Lesson Content 38
3.8 Combination of Data within the School Project 38
4.1 Inconsistent Frame Size
44
4.2 Consistent Application of the Ministry Trademark 48
4.3 List of Button Back and Next which are Not Blinking at All
52
14
4.4 Inappropriate Button Link to the Screen 53
4.5 Inappropriate Placing of Button on the Screen
55
4.6 Questioning Techniques Applied in the Lesson Content 57
4.7 The Screen with Immediate Feedback 60
4.8 The Screen without Immediate Feedback 60
4.9 The Feedback Prompts Out
61
4.10 Inappropriate Pop-up Design
62
4.11 Two Narrators in One Subtopic
63
4.12 Technical Error 65
4.13 Inappropriate Left Margin
68
4.14 Inconsistent Text Colors
69
4.15 Review in the Activity Form
76
4.16 Introduction and Specified Objectives in the Lesson Content 78
4.17 List of School Projects
94
15
LIST OF FIGURES
Figure No. Page No. 3.1 The Use of Codes and Short Forms in Data Collection
34
4.1 Layout of Lesson Content for CD1 42
4.2 Layout of Lesson Content for CD2 to CD10
42
4.3 Layout of Checking Understanding
43
4.4 Layout of School Project
44
16
LIST OF CODES AND SHORT FORMS
C Content U.S Upper screen
A Activity B.S Bottom screen
EV Evaluation CD Compact Disc
ENC Enhancement Ply Play
RMD Remedial Stp Stop
ENR Enrichment Rpt Repeat
AS Activity Sheet Bck Back
EXT Extension Nxt Next
ST Subtopic Intro Introduction
Intro Introduction A Activity
R3 Round 3 IS Information Sources
R1 Round 1 MM Main Menu
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MM Main Menu S no Which main screen is referred to
R2 Round 2 S no. no Which sub screen is referred to
AS Activity Sheet S no. no. no Which sub-sub screen is
referred to
18
CHAPTER 1 INTRODUCTION
BACKGROUND OF STUDY
In the new millennium the issue of school going children carrying heavy bags laden with thick books and materials are discussed by all levels of the society not only here in Malaysia but in other parts of the world as well. Previously, various discussions were done and suggestions were forwarded through the media printed and electronic. Then from there on, with the advancement of information technology, development of new computer hardware and newfound technology from around the globe, and reports of improvement and availability of various teaching methodologies from Western Europe, creates the public awareness and the dire needs of improving our educational practices by utilizing and relying more on the improved educational technology available in the market. By then, we also have many officials in the Ministry of Education and among
educationists who have personally experienced the effectiveness of utilizing
information and communications technology (ICT) during their studies abroad. Thus,
with proper timing and being at the right place at the right time and with the right
support obtained from the government of the day, the educational field in Malaysia
also experienced vast improvement in all aspects. Before 1969, all Malaysian students
who completed their secondary education must sit for the Cambridge O-Level
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Examination which was prepared by the University of Cambridge in England. During
that period, the examination papers were prepared and sent for moderation by the
Cambridge University. From 1969 until 1979, the Government of Malaysia then
conducted the Malaysian version of the O-Level examination then called the
Malaysian Certificate of Education (MCE), which is recognized by the UK
Examination Board. Both the Cambridge O-Level Examination and the MCE are
conducted in English (Khairul Anuar, personal communication, August 17, 2005).
Since 1980 and until today the whole scenario have changed and the Form Five
students sit for Sijil Pelajaran Malaysia (SPM) which is said to be on par with the
British O-Level examination but are conducted in the Malay Language so as to
upkeep the spirit of nationalism and patriotism for the love for the nation. In
preparation for the examination, the whole school syllabuses from the primary school
are taught in the Malay Language. The irony of the situation occurred when the
student managed to secure a seat in top foreign universities, problems arise as they are
not competent in English.
The Government has to establish a special preparatory program to ensure that the
students are competent in English. Crash programs are conducted and students were
later sent abroad to continue their studies. The numbers of seats available for
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Malaysian students in foreign universities dwindled and focus are towards local public
universities and colleges. Learning from such setback the Government decided to
enhance the competence of the Malaysian-grown colleges and universities with
diversified programs. Twinning programs with foreign universities are made
available here and we saw the establishments of many private colleges and
universities licensed by the Ministry of Education. During the late nineties and with
the emergence of the new millennium we were shocked to learn that our graduates are
very weak in terms of communication English and the various grammar usage as who
came here to continue their education. We realized that our graduates lack and are
weak in the English thus unconfident to communicate effectively rendering them a
lesser chance to be accepted for employment with multinational corporations in
Malaysia (Norzilawati, 2004). As the government is working very hard to entice
foreign multinational corporations to invest and set up their operations here or at least
move their far east headquarters here, we also saw that our home grown graduates are
left behind and graduates from our neighbors are readily accepted (Khairul Anuar,
personal communication, August 17, 2005).
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Implementation of Teaching Science and Mathematics in English
The government then under the former Prime Minister Tun Dr. Mahathir Mohamed
thus decided on a very drastic move to ensure that the Malaysian graduates are not
treated as secondary citizens or minority groups. He imposed the learning of
Mathematics and Science in English. According to the PPSMI Committee and its
reports, the Malaysian Cabinet meeting had agreed to the strategy and the schedule for
the implementation of the teaching of Science and Mathematics in English. As a
result of this consensus, the Ministry of Education on July 20th made an
announcement to launch the implementation with immediate effect. The same
reference also presented the rationale behind the announcement as well as the
recognition by the Cabinet that mastery of English is important and crucial for all
Malaysians. This is because in the era of globalization and ICT, English is to become
the language for Science and Technology, English is regarded as essential for
technology transfer and English is regarded as an essential and widely used language
in trade and international relations.
This thus cause a furor not only among the educationists and parents but it does
become a political issue that was debated in both the Lower and the Higher House of
Parliaments. Even in political rallies, public debates and the media- both printed and
22
electronic, are kept busy by both the backbenchers and the opposition, in reporting the
pro and cons of this issue of English usage in education especially in the subject of
Science and Mathematics. The Ministry responsible for education in Malaysia were
since then busy formulating the implementation for the Teaching of Science and
Mathematics in English, also known as Pelaksanaan Pengajaran Sains dan Matematik
dalam Bahasa Inggeris (PPSMI) since 2003 (Urusetia PPSMI, 2004).
The Committee of Teaching and Learning Science and Mathematics in English
stated the rationale for choosing Science and Mathematics are justified as both
subjects are two main fields in which knowledge development is fastest and most of
the information in these two fields is written in English. At the same time, Science
and Mathematics do contribute towards the development of the nation (Lokan et.al.,
1997) and early exposure provides students with the opportunities to access
information in Science and Mathematics as well as improve the student proficiency in
the use of English in Science and Technology (Hatipah, 2003).
The Utilization of Information and Communication Technology (ICT) in Teaching
and Learning.
With the advancement of computers, Internet, broadband facilities and various physical developments in the field of
