MARA University of Technology

FACULTY OF EDUCATION

EDU 702: RESEARCH METHODS IN EDUCATION

Lecturer: Dr. Johan @ Eddy Luaran

The Effectiveness of Using Multimedia on Teaching and

Learning Visual Arts among Secondary School

Name: Mohammad Shanizam bin Jasmani

ID no: 2013475344

Date of Submission: 20.12.2013

TABLE OF CONTENT

CHAPTER 1 (INTRODUCTION)………………………………………………………. 1

1.0 Introduction………………………………………………………………… 1

1.1 Background of study……………………………………………………….. 3

1.2 Problem statements……………………………………………………….... 5

1.3 Research objectives……………………………………………………….... 8

1.4 Research questions…………………………………………………………. 8

1.5 Operational definitions……………………………………………………...9

1.5.0 Multimedia…………………………………………………………. 9

1.5.1 Traditional and multimedia classroom…………………………….. 10

1.5.2 Multimedia and education…………………………………………. 11

1.6 Limitation of the study……………………………………………………... 12

1.7 Significance of the study………………………………………………….... 12

1.8 Conclusion…………………………………………………………………. 12

CHAPTER 2 (LITERATURE REVIEW)………………………………………………. 13

2.0 Introduction……………………………………………………………….... 13

2.1 Multimedia…………………………………………………………………. 13

2.2 The advantages of multimedia……………………………………………... 17

2.3 The limitations of multimedia……………………………………………… 18

2.4 Conceptual framework……………………………………………………... 19

2.5 Conclusion…………………………………………………………………. 20

CHAPTER 3 (RESEARCH METHODOLOGY)………………………………………. 21

3.0 Introduction………………………………………………………………… 21

3.1 Research design……………………………………………………………. 21

3.2 Population and sample……………………………………………………... 22

3.3 Instrumentation…………………………………………………………….. 22

3.4 Data collections…………………………………………………………….. 23

3.5 Data analysis procedure……………………………………………………. 23

BIBLIOGRAPHY………………………………………………………………………… 24

QUESTIONNAIRE………………………………………………………………………. 25

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CHAPTER 1

INTRODUCTION

1.0 INTRODUCTION

As technology advances and hardware and software improve, it becomes much more feasible

to integrate multimedia directly into the teaching and learning system. By incorporating

multimedia into the teaching, teachers can capture students’ attention, engage learners, inspire

creativity, explain the difficult concepts and theory and have fun with the students

(Schroeder, 2010).

According to (Mabalot-Bomogao, 2012) for the students, they can be involved in the use of

multimedia to contrast and convey knowledge. As for example, students can use concept

mapping software such as inspiration to brainstorm. They can also create digital movie to

demonstrate their artwork. According to Literacy, Learning from Multimedia Sources,

multimedia is often used to decorate text with the goal of making the text more interesting for

the readers (Colomina, 2010).

To improve the quality of learning visual arts in schools, using multimedia is very effective in

the teaching and learning situation. It benefits the students to understand as much information

as possible, to retain information longer, to grasp information easily and to gain knowledge

(Mabalot-Bomogao, 2012).

Multimedia can make learning become interesting and active for the students. The teacher

through the use of multimedia can design elements in delivering the oral lecture to the

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students. By using multimedia, teachers can conceptualize ideas for slides that are arranged in

logical progression (Colomina, 2010).

According to (Kian) on his previous research on Teachers as Multimedia Developers, in an

opening address at the conference on E-Learning held in Kuala Lumpur, Malaysia on 25th

May 2000, the Secretary-General from the Ministry of Education, Dr. Johari Bin Mat stated

that, "Technology has been and is becoming an important component of teaching and learning

in our educational system.......Information and Communication Technology (ICT) provides

powerful tools for accessing, storing, and disseminating information.....Our approaches to

teaching, preparing contents and delivering learning materials need to be adjusted according

to the existence of this technology. The classroom is no more a static physical set-up, but a

rather dynamic existence...Teachers should be able to integrate technology in their process of

teaching and learning...Technology supports learning. It will enable teachers to pursue

traditional goals with new fervor and success. This impact of technology will give a new

dimension to the quality of our education system...Technology supports the learners to bring

about significant change in learning”.

Currently, the multimedia technology can help teachers in order to be able to address different

modes of teaching. The ability to incorporate multiple media elements in conjunction with

interactive features into teaching and learning will enhance and modify the traditional

instructional approaches. This will inevitably change the way teachers teach and students

learning.

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1.1 BACKGROUND OF STUDY

The role of the teacher is to provide information and content to the students in the traditional

education realm. This can be done in the form of many instructional media, such as diagrams,

notes, models and more. The information or content that is presented is based on the teacher's

curriculum and other relevant information for the class. By using technology, the very same

content can be converted into the electronic form and presented on the PC. The multimedia

technologies then will be used to transform the traditional materials into an interactive

multimedia courseware.

According to (Kian) on his previous research, with this transformation, multimedia is

changing the way for the students to communicate with each other. The way they send and

receive messages is more effective. The inclusion of media elements reinforces the message

and the delivery, which leads to a better learning and teaching environment. The power of

multimedia lies in the fact that it is multi-sensory, stimulating the many senses of the

audience, which consequently leads to better attention and retention rates. In other words,

multimedia provides "an individual or a small group using a computer to interact with

information that is represented in several media, by repeatedly selecting what to see and hear

next".

As such, many are turning to multimedia as a tool to a better communication and to foster

better feedback on the information exchanged. For many years, multimedia and multimedia

developers were housed in selected industries such as advertising, entertainment and

edutainment, games and corporate computer-based training (CBT) systems. However,

multimedia is now penetrating the education field and changing the way teachers teach and

students learning. With the advent of multimedia and technology in the classrooms, teachers

can equip themselves with these technological skills and become better communicators of

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their content materials, and thus enabling the students to learn in a more productive and very

effective way (Kian).

He is also stated that on the previous research by other researcher, "Multimedia provides a

means to supplement a presenter's efforts to garner attention, increase retention, improve

comprehension, and to bring an audience into agreement". In light of this, educators can thus

take advantage of the multi-sensory environment created by the multiple digital media

elements to create multimedia education materials that would not only stimulate a variety of

senses from the audience, but also elicit high attention and retention rates from them. This

alliance of sophisticated computing hardware and software technologies provides educators

with a powerful toolset for creating multimedia courseware content.

Besides that, multimedia offers an excellent alternative to traditional teaching. By allowing

the students to explore and learn at different paces, every student has the opportunity to learn

at his or her full potential in creating his or her own creativity. Thus, with the combination of

multimedia technology and educational content materials, the final interactive content can be

delivered in various and effective ways and made available for the different teaching and

learning modes such as teacher-centric, student-centric and mixed modes.

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1.2 PROBLEM STATEMENTS

This section discusses some problems with the current traditional educational system in

Malaysia. Those problems may not be always true because some of the problems are also

related to the proposed enhancements and do not focus on other issues such as the

international quality standards for educational systems.

As stated by (Sawsan Nusir, 2012) on the previous research, the issue that surrounds many

educators is the need to use multimedia in their lesson plans and curricula, the effectiveness of

using multimedia in teaching learning situation and the impact or problems in order to deliver

knowledge and information to the students to help them to learn better. There is now an

increasingly growing level of PC-users in the world, and computers are becoming integral

parts of people lives. As the next generation becomes more familiar with computers and the

Internet, they are going to expect information in the classrooms to follow in the same pattern.

Enhanced methods of learning extend the learning experience beyond the traditional physical

boundaries of the school. Teachers and students can securely access the system from any

location using the internet. This can be achieved using a range of different devices such as

desktops, laptops, wireless phones, etc. Elimination of physical boundaries has many benefits.

For example, the student learning experience can be achieved from home and is no longer

limited by physical or actual presence in the school. This means that parents can be actively

involved in the educational process through online visibility of student accomplishment and

greater involvement in the support of specific educational needs. External educators or

experts can be invited to deliver talks and presentations using web-conferencing technologies

and teachers can share learning resources and build upon other external resources to enrich

the process of creating educational content (Sawsan Nusir, 2012).

A major problem with the current educational system in Malaysia and many other countries in

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the region is the large number of students per classes. This problem arises as a large

percentage of population in these countries is usually young or in the age of schools and in the

universities. Most people in this age category prefer joining higher education institutions

which is likely to increase the pressure on class size and teachers. Large classes may cause

several problems for the teachers. They are usually harder to control. It is not easy for the

teachers to ensure that all students are concentrating on the course material. It is not easy also

for students of large classes to focus especially where teaching traditional using the board or

through directly listening to the teachers. It will take more time from teachers to monitor

attendance. Teachers will also have a hard time and problems dealing with students on the

individual basis and interact with them, answer their queries or evaluate their understanding

in terms of learning (Sawsan Nusir, 2012).

Large classes imposed a further headache on the teachers to manage his/her exams. Another

problem with the large size is the problem of teachers’ ability to write and correct exams. It

may decrease the chances to give quizzes, homework and any extra works by teachers (Mai

Neo, 2001). Teachers will also have a hard time to grade main exams. Another thing is the

ability of students to generate media into their learning especially when it comes to present of

their artwork. Current traditional educational systems are also incapable of dealing with

students of special needs and disabilities. Students who have visual, or hearing problems may

not be able to see or hear well the class material especially when the class size is large. This

condition will make those students cannot understand about what they have learnt in school.

In the age of information evolutions, students are equipped with cell phones, laptops with

wireless internet and probably some other high technology gadgets. It is sometime boring and

uninteresting to present to them with the course material on a board or direct rehearsal. The

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educational system may need to utilize and compete with the new Information and

communication technologies and benefit from them. There are lots of possibilities of such

utilization such as using simulation and animation to present some of the complex boring

problems in a more appealing format. Such techniques are particularly useful for teaching

students in the classroom (Sawsan Nusir, 2012).

Rural areas usually face the problem of shortages in the number of teachers in their schools.

This is the challenge for the teachers in using multimedia into the teaching and learning.

Usually teachers may not be willing to teach in rural areas because of some factors.

Traditional educational systems may not provide a solution to this problem, but new

technologies might be helpful by recording different teacher courses or through an e-learning

system.

Acknowledging and dealing with those new technologies can help teachers develop students’

skills for a future that is different from the present. Teachers should be proactive in their

teaching methods and should help prepare those students to a different future. The role of the

teachers as multimedia developers is very important in order to enhance teaching and learning

of visual arts in the classroom. In Australia for example, the department of education focused

on such elements in their periodic publications. In one of those in 2003, they mentioned that

educators should prepare children to “think flexibly and creatively and to manage their

learning throughout life”. They should also help them improve “the ability to apply

knowledge to new situations and make informed choices and decisions will be of paramount

importance” (Sawsan Nusir, 2012).

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1.3 RESEARCH OBJECTIVES

The objectives of this study are:

i. To identify the significance of using multimedia in teaching and learning visual arts

ii. To identify the impact of using multimedia in teaching and learning visual arts

iii. To identify the problems that occur when using multimedia in teaching and learning

1.4 RESEARCH QUESTION

The following question will be drawn from the quantitative component of this study:

i. How significance is multimedia in teaching and learning visual arts?

ii. What is the impact of using multimedia in teaching and learning visual arts?

iii. What is the problem that will occur when using multimedia in teaching and learning?

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1.5 OPERATIONAL DEFINITIONS

There are varieties of terms that will be used in this study. The definition of this term has been

stated by several experts from previous research.

1.5.0 Multimedia

According to an article of (Multimedia as an educational tool), multimedia is a term

that frequently heard and discussed among educational technologists today. Unless

clearly defined, the term can alternately mean “a judicious mix of various mass media

such as print, audio and video” or it may mean the development of computer-based

hardware and software packages produced on a mass scale and yet allow

individualized use and learning. In essence, multimedia merges multiple levels of

learning into an educational tool that allows for diversity in curricula presentation for

students and teachers. Multimedia is the simultaneous use of a variety of media in a

presentation or self-study program. It consists all of the following elements that

include text, images, video, audio, animations, motion graphic and etc. The uses of

these types of media can make the teaching and learning system become more realistic

and engaging.

In this article also stated that, multimedia is the exciting combination of computer

hardware and software that allows you to integrate video, animation, audio, graphics,

and test resources to develop effective presentations on an affordable desktop

computer. Multimedia is characterized by the presence of text, pictures, sound,

animation and video, some or all of which are organized into some coherent program.

In this study, multimedia can be defined as an integration of multiple media elements

(audio, video, graphics, text, animation etc.) into one synergetic and symbiotic whole

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that results in more benefits for the students.

1.5.1 Traditional and Multimedia Classroom

In this study, traditional classroom situation is teachers stand in front of the students,

giving explanations, informing, and instructing. As stated by (Joshi, 2012) on his

previous research, they usually use chalk to write something on the blackboard. These

technique needs slightly to be modified regarding with the development of the

technology. The using of multimedia in classroom cannot be denied anymore. That

will make possible for teachers giving more opportunity to students being happier and

more enjoy during the course. Traditional classrooms have different settings from the

multimedia classrooms. Students seat in rows and a chalkboard in the front. The

teacher is standing in front of the class giving a lecture. Compared with traditional

classrooms, multimedia classrooms setting differ greatly from traditional classrooms.

Inside the classrooms, all the equipment is available and makes the students feel

comfortable to study. The use of multimedia described here makes use of print texts,

film and Internet to develop and enhance linguistics and knowledge. Through the

interactions with multimedia texts on topic of interest, students become increasingly

familiar with academic vocabulary and language structures. As they pursue sustained

study of one content area through focus discipline research, the students become

actively engaged in the process of meaning construction within and across different

media. Using print, film and Internet as resources for studying provides students with

opportunities to gather information through stimuli that will stimulate their

imaginations, engage their interest and introduce them to the raw materials for analysis

and interpretation of both language and context. Students develop solid foundation in

several subject areas and become “content experts” in one. Thus they greatly increase

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their overall knowledge. Although various studies support the application of

multimedia in the classroom, another researcher point out that the design of

multimedia is useful when technology is to have any effect on learning. One of the

main purposes of software in writing is to facilitate the development of academic

writing skills for students through the use of the objects matter for writing assignments

or produce an artwork when it comes to presentation.

1.5.2 Multimedia and Education

According to (Mai Neo, 2001), the advancement of technology has made a significant

impact on the evolvement of teaching methods from traditional face-to-face teaching

to e-learning systems in all levels of education. Modern education and communication

environments can offer alternative ways in the teaching and learning process. In this

study, multimedia has been widely used in educational technologies. In this study, it is

also expected that future will see more of the utilization of such tools in education.

Some argue that multimedia and e-learning tools can be used as a supplement to

traditional classes and not as a replacement. Using interactive multimedia in the

teaching and learning process is a growing phenomenon in education. It plays a very

important role in assisting students in learning processes. Therefore, it can be

concluded that the multimedia can enhance and enable students to learn in a more

effective and productive way. More efforts are needed to create new programs using

multimedia elements and multimedia authoring tools to fulfill a content-rich learning

software and courseware to different students. Multimedia is not only animation or

image and video related products. Those maybe incorporated with programming and

other methods to provide a portal, an application, etc. in which data, video, and images

are mixed.

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1.6 LIMITATION OF THE STUDY

This study is only limited to identify the significance of using multimedia and how it will

contribute into teaching and learning visual arts subject. It was carried out among secondary

school both students and teachers of Sekolah Menengah Kebangsaan Sultan Abdul Jalil,

Kluang, Johor. In order to make this research more successful, a survey research has been

conducted because not every students and teachers have the courage and ability to use

multimedia as a method into their learning and teaching visual arts because of the several

factors that might be appear in the classroom.

1.7 SIGNIFICANCE OF THE STUDY

This research is conducted to investigate the effectiveness of using multimedia in teaching

and learning visual arts. This research will provide students with the elements of multimedia

in order to use it into their learning of visual arts. Besides that, this research will focus on the

use of multimedia in the classroom as tools to help students visualize, synthesize, convey and

construct their knowledge.

1.8 CONCLUSION

This chapter has covered the background of study, the problem statements, the research

objectives, the research questions, the operational definitions, the limitations and the

significance of the study. The literature review of the topics related to this study will be

presented in the next chapter.

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CHAPTER 2

LITERATURE REVIEW

2.0 INTRODUCTION

The purpose of this chapter is to review the previous research on the effectiveness of using

multimedia among teachers and students. The reviews will provide the theoretical framework

for this research. This chapter will discuss about the multimedia, the advantages of using

multimedia and the limitations in teaching and learning visual arts.

2.1 MULTIMEDIA

The roles of interactive multimedia and its effectiveness have been the subject of many

studies. According to the researcher by (Sawsan Nusir, 2012), results indicate that using

multi-modal instruction is more effective than using any single mode. In other words, this

finding demonstrates that media do impact learning, through the instructional possibilities that

they enable. For example, based on Sawsan’s on the previous research, one could state that

when used appropriately, the video medium should be more effective than radio, since the

latter cannot provide visual information. The presentation of ideas in visual form has proven

to be particularly important as it critically helps the educational process.

In a review by various researchers of studies that have investigated the effectiveness of

multimedia in learning suggested that the people who used computer-based multimedia

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instruction performed better in terms of test scores, compared to those who received

instruction through traditional classroom lectures.

He is also stated that, on the previous research by other researcher, study shows that the use of

animation in teaching cell biology and all fields of biology are beneficial. It was found that

scalable interactive animation with hot keys and rollover help to enhance the learning in

effective way. Animated illustration accompanied with audio, video, and kinetic are much

better to the cell biology learners than static illustrations (Sawsan Nusir, 2012).

Another review from various researchers addressed the effects of using simulation to teach

complex physiological models to 96 students of college of medicine. They also found that the

effectiveness of the designed simulator and the conventional text lessons are equivalent.

Using additional guidance to the designed simulator helps to improve the learning process.

Another project conducted by other researcher was based on the results of a test on a number

of interactive multimedia packages for grade I to IV. These multimedia packages are usually

used for subjects like science, mathematics, geography, history, etc. It was concluded that

interactive multimedia is much better than traditional educational methods, which depends on

classrooms and lecturers using chalk and talk (Sawsan Nusir, 2012).

Sawsan’s study confirmed previous findings on the positive effect of media richness within e-

learning educational systems on the user’s intention to use such systems. E-learning systems

that present its materials using text, audio, and video stimulating a higher perceived

usefulness (PU) and concentration than their counterparts which used text only, text and

audio, or text and video, or audio and video.

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As stated by (Sawsan Nusir, 2012) on his previous research, e-learning should not be a

replacement to the traditional learning, but an improvement to the efficiency of learning

process. Academic institutions adopt a number of learning strategies to enrich learning

process, and this is called blended learning. The experimental research shows a high retention

rate of improvement for learning by reading and practicing.

Many studies conducted by several researchers have found that the effectiveness of

multimedia is equivalent to traditional way of teaching. Moneta et al. explored the

effectiveness of interactive multimedia online courses versus the traditional lecture based on

studying an introductory computing course (Losike-Sedimo, 2006). It was concluded that well

designed e-learning modules have its pros, but could not prevent the cons found in traditional

modules.

Active engagement, participation in groups; frequent interaction and feedback is provided;

and connections to real world contexts are made. Traditional teaching methods are quite poor

at providing such contexts and in fact, the characteristics of innovative uses of computers are

conducive to learning that is all of those listed (Hammer & Kellner, 1999).

Due to the lack of sufficient proficient English language teachers in Philippines public

schools, alternative ways are used to bridge this need. Atienza et al. and the department of

education at the University of the Philippines created handheld electronic reader that helps

students to pronounce English words correctly and to supplement English materials for third

grade students at Philippines elementary schools. The electronic reader was used to monitor,

test and evaluate the performance of 300 students. Results show that the electronic reader

improved significantly the learning process (Sawsan Nusir, 2012).

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Recent studies attempted to evaluate the cognitive load (CL) to learn and understand online,

multimedia curriculum. These studies concluded that as the interactivity of the presented

materials increase, the CL decrease. Gender differences were statistically significant, where

males are overloaded with reading scientific articles, while females are engaged with chat

rooms and search activities. Scientific articles, online notebooks, flash animations and online

tests, might need high mental effort, while chat rooms, videos, and interactivity need low

mental effort.

Most of the e-Learning materials designed linearly forcing its users to sequential learning, so

that all users are forced into same path pedagogy regardless of their experience and their

needs. Because of that Hammer and Kellner asserts the need for designing interactive

nonlinear e-learning educational systems. Those are intelligent enough to dialogue with the

learners according to their actions and responses. Also the e-learning educational systems

should attract different learners regardless of their experience (Hammer & Kellner, 1999).

Educators should incorporate entertainment through education and should get students

involved actively in classes. This can be achieved through showing them that the things they

use and appreciate such as games, social websites, etc, can be used and utilized in the class as

well for educational purposes.

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2.2 THE ADVANTAGES OF MULTIMEDIA

According to an article on (Multimedia as an educational tool), the pedagogical strength of

multimedia is that it uses the natural information-processing abilities that already possess as

humans. The eyes and ears, in conjunction with the brain, form a formidable system for

transforming meaningless sense data into information. The old saying that "a picture is worth a

thousand words" often understates the case especially with regard to moving images, as the eyes

are highly adapted by evolution to detect and interpret movement.

For the student, one advantage of multimedia is that the application looks better. If the

courseware includes only a few images at least it gives relief from screens of text and stimulates

the eye, even if the images have little pedagogical value. More often than not, the inclusion of

non-textual media into courseware adds pedagogical value to the application. For example, a

piece of courseware describing a dig at an archeological site would be more valuable to the

student, if it included images of the site, such as enhanced aerial images showing features like

old field boundaries, or diagrams illustrating where the digging and scanning took place. In this

respect, using the text only, even in a creative way, has obvious limitations as compared to the

use of both text and pictures (Multimedia as an educational tool).

According to an article of (Science Education Resource Center, 2012), many media sources such

as feature films, music videos, visualizations and news stories have very high production quality

capable of showcasing complex ideas in a short period of time. This helps develop quantitative

reasoning. Media offers both cognitive and affective experiences. It can provoke discussion,

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which are an assessment of one's values and an assessment of self if the scenes have strong

emotional content. The uses of media sources help connect learners with events that are

culturally relevant. As a result, a positive consequence of utilizing media is that instructors must

keep their materials and examples up-to-date. News stories can be used to connect theories

taught in the classroom with real world events and policies.

Popular media such as films and music are a familiar medium to students that helps gain

attention and maintain student interest in the theories and concepts under discussion. Students

can see the theories and concepts in action. In more than a figurative sense, theories and concepts

leap from the screen. Students can hone their analytical skills by analyzing media using the

theories and concepts they are studying (Losike-Sedimo, 2006). The use of media in the

classroom enables students to see concepts and new examples when they are watching television

or listening to music. Students can experience worlds beyond their own, especially if the media

is sharply different from their local environment (Science Education Resource Center, 2012).

.

2.3 THE LIMITATIONS OF MULTIMEDIA

Multimedia has other weaknesses too. While proponents of this new technology are very

enthusiastic about its potential, they often leave the financial and technical issues unattended.

Development costs in multimedia are very high and the process of developing effective

multimedia takes time. Time spent on developing the multimedia package requires money so that

the true cost of an interactive programmer mounts with each delay (Multimedia as an educational

tool).

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Further, if the prerequisites for using multimedia include access to computers with related

software, the user must possess a minimum level of computer literacy in order to exploit the

capabilities of this medium for learning. And finally, training of the educator who is unfamiliar

with the production and design of multimedia courseware or packages can be equally

complicating. Besides that, using multimedia sometimes can become a distraction and it requires

a complete understanding of copyright law.

2.4 CONCEPTUAL FRAMEWORK

Figure 2.1: Framework of using multimedia

This framework in Figure 2.1 shows that how multimedia can be used in teaching and learning

visual arts. Designing an interactive educational multimedia needs to present the learning

material in an adequate form and needs to provide the facilities to enable the process of learner

activities. In designing new technologies for learning it is very important to know the types of

multimedia that would be used in learning before making a decision of what types of multimedia

that would be used (Hon Loong Lam, 2009). In addition to that, it is important to know how

multimedia is used in teaching and learning visual arts.

One of the most important issues in designing a course material is how to transfer the course

OVERVIEW

Multimedia

definition, types

of multimedia.

DECIDE

Define goals and

assess resources.

DESIGN

Classroom

management

issues.

DELIVER

Production of

audio, video, etc.

EVALUATE

Reflection

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contents to students via a combination of text, graphics, sound and animation (Cason, 1998). The

use of multi-sensing communication can lead to a better learning result, increasing the

motivation for students to learn, achieving larger volumes of knowledge transfer and more

attractive ways in presenting and delivering the educational content.

Various researcher mentioned that “Educators should have access to appropriate ways to design

software packages that will take advantage of multimedia capabilities without losing the focus

on the user's needs or the content being presented” (Sawsan Nusir, 2012).

2.5 CONCLUSION

Researchers from the previous study have proved that multimedia is very effective in order to be

used as a teaching and learning method. It is very important for the students and teachers to use

multimedia rather than traditional method because of the technological developments. By using

multimedia, they can develop their skill and think in a creative way in order to produce the

artwork when it comes to presentation and deliver the information in an effective and creative

way so that it will become interesting for the audience to see.

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CHAPTER 3

RESEARCH METHODOLOGY

3.0 INTRODUCTION

The aim of this study was to learn the knowledge and understanding of multimedia in the

teaching and learning process of visual arts. This chapter discusses the research method used to

achieve the research objective and answer the research question of this study. It consists of

research design, the population and sample, the instrument used and an approach to data

collection and analysis procedure. The methodology will be used in this study was quantitative.

The quantitative data provide a sense of how most students and teachers responded to the related

topic. This provided general level of knowledge and understanding of multimedia and the

effectiveness in teaching and learning process.

3.1 RESEARCH DESIGN

In the quantitative approach, a survey design is carried out using questionnaire. This research can

be said to be a descriptive research as it is only have been set out to find out on their knowledge

and understanding of multimedia itself. This type of research design was used because of the

difficulty in conducting other research types such as experimental research. Other research type

required for an extensive time allocation. As the researcher had to another to a specific time

constraint, a descriptive quantitative design was employed as it was seen as the most practical

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way in conducting this study. The quantitative research method will be the basic research design

for this study. It will have to use a questionnaire in which for each respondents will be given

several question to answer based on their knowledge and understanding of multimedia.

3.2 POPULATION AND SAMPLE

The target population of this study was students and teachers of Sekolah Menengah Kebangsaan

Sultan Abdul Jalil, which is situated in Kluang, Johor. The students of this sample will be

described as students who are taking visual arts subject of different classes. For the teachers of

this sample, it can be described as teachers who are teaching visual arts subject at that school.

The sample of students and teachers for this study will be selected by using systematic random

sampling by class.

3.3 INSTRUMENTATION

The instrumentation will be used in this research was a questionnaire. This type of

instrumentation was used as it was considered as being most cost-effective and very convenient

for the researcher. The construction of the questionnaire took several factors into account.

The questions were divided into two part namely part one and part two. Part one were consisted

of questions on personal background and the understanding of multimedia. Part two consists of

question on the knowledge, opinion and experience of using multimedia into teaching and

learning process.

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Each questionnaire was attached with a letter that explained the purpose of study and how to

return back the questionnaire. In addition, the note emphasized the importance of completing the

questionnaire and that the confidentially of the respondents would be maintained throughout the

study.

3.4 DATA COLLECTIONS

The study will be conducted at Sekolah Menengah Kebangsaan Sultan Abdul Jalil, Kluang,

Johor. On a set date, 50 set of questionnaires were distributed to students and teachers of the

school. The purpose of this data collection is to analyze the information based on the related

topic of this study. The permission to conduct this research was given by the teachers who are

teaching visual arts subject to use his/her time to answer the questionnaire. Only three teachers

and the others were from form four and form five students answer the questionnaire. A total of

50 questionnaires were distributed and returned and were fully answered.

3.5 DATA ANALYSIS PROCEDURE

Upon receiving the data, the results will be calculated and presented in tables and were also

converted into percentage using SPSS. Statistical analysis was used in presenting the data

demographic findings. In answering the research questions, descriptive statistics such as

percentage was used. This type of analysis was the most convenient to be used as the research

has employed a descriptive methodology which means it was set out only to describe the overall

findings of the research.

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Bibliography (n.d.). Retrieved from Multimedia as an educational tool:

http://cemca.org.in/ckfinder/userfiles/files/Section2.pdf

Cason, N. F. (1998). Interactive multimedia: An alternative context for studying works of art. Studies in

Art Education , 336.

Center, S. E. (2012, May 15). Pedagogy in Action. Retrieved from Why use media to enhance teaching

and learning: http://serc.carleton.edu/sp/library/media/why.html

Colomina, B. (2010). Introduction to Multimedia Reviews. Society of Architectural Historians. Journal of

the Society of Architectural Historians , 459.

Hammer, R., & Kellner, D. (1999). Multimedia pedagogy for the new millennium. Journal of Adolescent &

Adult Literacy , 522-526.

Hon Loong Lam, P. V. (2009). Retrieved from The role of structured multimedia to improve the teaching

impact in process integration: http://www.aidic.it/cet/09/18/125.pdf

Joshi, A. (2012). Multimedia: A technique in teaching process in the classrooms. Current World

Environment .

Kian, K. N. (n.d.). Retrieved from TEACHERS AS MULTIMEDIA DEVELOPERS: USING MULTIMEDIA

AUTHORING TOOLS TO ENHANCE TEACHING AND LEARNING IN THE CLASSROOM:

http://www.ascilite.org.au/ajet/e-jist/docs/Vol7_No1/CurrentPractice/Teachers_mm_dev.htm

Losike-Sedimo, N. (2006). Bringing Teaching To Life: Using Multimedia To Engage and Empower

Students. Edith Cowan University Research Online .

Mabalot-Bomogao, M. (2012, February 5). Sun.Star Baguio. Retrieved from Effective Instruction Using

Multimedia: http://www.sunstar.com.ph/baguio/feature/2012/02/05/effective-instruction-using-

multimedia-204494

Mai Neo, K. T. (2001). Innovative teaching: Using multimedia in a problem-based learning environment.

Educational Technology & Society .

Sawsan Nusir, I. A.-K. (2012). STUDYING THE IMPACT OF USING MULTIMEDIA INTERACTIVE PROGRAMS

AT CHILDREN ABILITY TO LEARN BASIC MATH SKILLS. Retrieved from

http://dppd.ubbcluj.ro/adn/article_5_2_3.pdf

Schroeder, B. (2010, August 4). Global Grid For Learning. Retrieved from 10 Reasons to Use Multimedia

in the Classroom: http://www.globalgridforlearning.com/10-reasons-to-use-multimedia-in-the-

classroom

Science Education Resource Center. (2012, May 15). Retrieved from Pedagogy in action: why use

multimedia to enhance teaching and learning: http://serc.carleton.edu/sp/library/media/why.html

25 | P a g e

MARA University of Technology

QUESTIONNAIRE

The Effectiveness of Using Multimedia on Teaching and Learning Visual Arts among Secondary

School

I am very pleased to inform that you have been selected to participate in this research. I

appreciate if you could spend a few minute of your time to fill in the attached questionnaire.

Please be assured that all responses will strictly be used for academic purpose only. Thank you

for your effort, times and cooperation in order to complete this questionnaire.

Researcher

Faculty of Education

University Technology MARA (UiTM)

This research will be used for academic purpose only. All details that have been given are

CONFIDENTIAL and will only used for the purpose. Thank you for your commitment and

cooperation.

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INTRODUCTION

This part has five questions. Please tick (√) your answer in the box given.

Part 1

Please tick (√) in the box.

1. Gender

Male

Female

2. What is your race?

Malay

Chinese

Indian

Other

3. What is your age?

13-15 years old

16-18 years old

19-21 years old

22 and above

4. Do you know the meaning of multimedia?

Yes

No

Maybe

5. Do you know how to use multimedia into teaching and learning?

Yes

No

Maybe

27 | P a g e

Part 2

This part of questions contains statement about the use of multimedia. You will be asked to

express your agreement on each statement. There is no right or wrong answers.

Please tick (√) in the box.

No. The statement Strongly

disagree

Disagree No

opinion

Agree Strongly

agree

1. Multimedia is very effective to

be used in today’s learning

system

2. Multimedia is very fun and

interesting to be used

3. Multimedia is very easy to use

in classroom

4. Multimedia gives much easier

for students and teachers to

deliver information

5. Multimedia can create an

interesting environment in

classroom

6. Students can get a better

understanding when using

multimedia to provide

information

7. When using multimedia, I can

be more creative in order to

present my artwork

8. When using multimedia, I can

enhance my skill in producing

my artwork

9. I think, it is very effective to

use multimedia in classroom

rather than traditional method

10. I think multimedia is important

because it stimulates my

thinking

11. I would use multimedia as my

teaching and learning method

12. I always use multimedia into

my teaching and learning

process

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13. Multimedia sometimes has the

limitation to be used in the

classroom

14. Multimedia gives a positive

impact to the student’s learner

15. I don’t have any problem when

use multimedia in my teaching

and learning process