Chapter 4 Data Collection, Analysis and Findings - DSpace@UM

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4.2.4 The Participants In the data collection stage, students from lower secondary form in SMK Assunta are chosen as respondents to take part in the questionnaires for requirement gathering purposes. To further validate the analysis outcomes, especially students’ learning behaviors, interviews were conducted with Mathematics teachers from afternoon session teaching Mathematics in lower secondary form. Table 4.1 depicts professional profile of Mathematics teachers participated in the interviews. Table 4.1: Mathematics Teachers’ Profile Teacher Qualifications Experiences in teaching Mathematics Khairiah Binti Haji Mohd Noor B. A. (Hons) (UKM) Sijil Perguruan (MP Perempuan Melayu) 14 years Nur Izdihar Binti MD Hapidz ISM Sains dengan Pendidikan (USM) 1 year 4.3 Data collection The study is conducted based on the need for a personalized Mathematics multimedia learning system that not only (i) concentrating in preparing learning materials or assessment that suit the learners’ need individually but also (ii) the ability to enhance their capability in analytical skill and the overall learning competency. Before conducting the questionnaire, interviews were done with the relevance personnel. A precise investigation is carried out to have an in-depth understanding of the structure of the school and to ensure the amount of data collected are validated in term of data adequacy and accuracy. 41
In lower secondary form, Mathematics is the fundamental subject for around 500 lower secondary form students in SMK Assunta. The school has a total of 10 classes per form, and seven teachers teaching Mathematics subject for lower secondary form. On average, the ratios of teacher teaching Mathematics to students learning Mathematics are 1: 40 per class. Each class has to attend to Mathematics class for an average 3.33 hours per week and subject assessments are carried out four times every year with two major examinations and two minor assessments. For the first phase of data collection, questionnaires were distributed to lower secondary form students to gather information on students’ learning preferences and attitudes towards learning Mathematics. A total of four hundred seventy three students have actively participated in contributing their ideas on how to develop an all-rounded integrated personalized Mathematics learning system from students’ perspectives. Basically, the questionnaires are prepared in bilingual (English and Bahasa Melayu) and consisted of four sections with the combination of open-ended and close-ended questions. Section A, B and C consists of close-ended questions while Section D has been designed in having both open-ended and close-ended questions. Section A is designed to collect respondents’ personal details, Section B investigates on respondents’ computer usage and skills, Section C aimed to collect the information regarding respondents’ learning styles and last but not least, Section D aimed to get information on what must be included in the learning system to help learners learnt the best. Sample of the questionnaire is attached in Appendix B. For close-ended questions, the collected numerical data are countable. Data was analyzed using Statistical Package for Social Sciences (SPSS). Thus, through questionnaire, a thorough analysis on individual’s characteristics, styles, and opinions can be summarize with statistical proven outcomes. For open-ended questions, data is 42
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Chapter 4 Data Collection, Analysis and Findings - DSpace@UM

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