october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Sung, S. C. (2007). Exploring the effects of learning performance in web-based English activities - Using multimedia annotations tool to facilitate the English writing and speaking. Unpublished master’s thesis, National Central University, Tau-Yuan, Taiwan. Vivaldo-Lima, J. (1997). Cognitive style and reading comprehension in L1 and L2. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service No. ED438733). Widdowson, H. G. (1984). Teaching language as communication. Oxford: Oxford University Press. Witkin, H., Oltman, P., Raskin, E., & Karp, S., (1971). A manual for the embedded figures tests. Palo Alto, Calif.: Consulting Psychologist Press. Yang, S. J. H., Zhang, J., Su, A. Y. S., & Tsai, J. J. P. (2011). A collaborative multimedia annotation tool for enhancing knowledge sharing in CSCL. Interactive Learning Environments, 19(1), 45-62. Yu, H. Q., Pedrinaci, C., Dietze, S., & Domingue, J. (2012). Using Linked Data to Annotate and Search Educational Video Resources for Supporting Distance Learning. Ieee Transactions on Learning Technologies, 5(2), 130-142. Copyright © The Turkish Online Journal of Educational Technology 83
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 DESIGN AND DEVELOPMENT OF PHYSICS MODULE BASED ON LEARNING STYLE AND APPROPRIATE TECHNOLOGY BY EMPLOYING ISMAN INSTRUCTIONAL DESIGN MODEL Norlidah Alias Faculty of Education, University of Malaya, Kuala Lumpur, 50603 Malaysia drnorlidah@um.edu.my Saedah Siraj Faculty of Education, University of Malaya, Kuala Lumpur, 50603 Malaysia saedah@um.edu.my ABSTRACT The study was aimed at designing and developing a Physics module based on learning style and appropriate technology in secondary educational setting by employing Isman Instructional Design Model and to test the effectiveness of the module. The paper draws attention to the design principles which employs Isman Instructional Design Model. The prototype module was tested among two teachers and 14 participants. The findings from interviews with the teachers and students show a positive response in Physics when their learning styles are matched with appropriate technology. In the evaluation phase, two instruments were used to collect data for this study. The pre-posttest designed to identify students’ achievement score and Felder Silverman’s Learning Style Inventory to measure students’ learning style. Findings from evaluation of the module conducted among 120 participants involving 30 participants of each learning style (visual/verbal, active/reflective) suggested that the module is effective for visual, active, reflective and not for verbal learners. The researchers also compared the effectiveness of the module according to gender. The verbal and reflective modules were effective for female learners and not for male learners. The findings from this study suggest that Isman Instructional Design Model which pays attention to instruction from the learner perspective than from content perspective is suitable in designing and developing Physics module based on learning style and appropriate technology in secondary educational setting in Malaysia. The findings of this study is also hoped to provide insights to promote teaching and learning of Physics based on learning style and appropriate technology. Keywords: Isman Instructional Design Model; Learning styles; Appropriate technology INTRODUCTION Recent studies have indicated that secondary school students have difficulties in learning Physics (de-Marcos, Hilera, Barchino, Jimenez, & Oton, 2010; Heck & Ellermeijer, 2010; Mun, Hew, & Cheung, 2009). A key to success of science education is the use of technology tools which can greatly enhance a student’s understanding of science concepts (Isman, Yaratan, & Caner, 2007). The educational technology tools can take a difficult to learn science concept and change it from abstract to concrete to make it easier to understand (Isman et al., 2007). Identifying a learner’s unique learning style is important in ensuring that learners are engaged in learning (Graf, Kinshuk, & Liu, 2009; Larkin-Hein & Budny, 2001; Yang & Tsai, 2008; Naimie, Siraj, Ahmad Abuzaid, & Shagholi, 2010). It has been observed that when instruction is aligned with the learners’ learning styles learning achievements will increase together with affective and motivational advantages (Aviles & Moreno, 2010; Franzoni & Assar, 2009; Lau & Yuen, 2010; Saeed, Yang, & Sinnapan, 2009). Learning style defines how a learner concentrates, processes and retains information during learning (Dunn, 1990). Scholars have indicated that a learner’s behaviors such as cognitive, affective and psychology, act as indicators in perceiving, interacting and responding with the learning environment, and that some learners tend to emphasize some learning styles compared to others (Keefe, 1987; Kolb, 1984). Each learner has his or her own learning style. There exist numerous learning styles and learning style models (Yilmaz-Soylu & Akkoyunlu, 2002). Felder and Silverman (1988) have created a learning style model that brings focus to the learning styles aspects among the Engineering students. After three years, a psychometric instrument which is Felder-Soloman’s Index of Learning Styles was created. This model has classified the students into eight categories based on four dimensions: (visual/verbal, active/reflective, sequential/global, sensing/intuitive). In the context of this study, Felder Silverman Learning Style Model is used because the Index of Learning Style (ILS) Felder-Soloman provides a practical approach for determining the dominant learning style of students (Kinshuk & Lin, 2004). ILS was devised for engineering students. Physics is one of the components in engineering; hence the ILS is the most suitable instrument for this study. Local researchers have used the model to determine the learning style of Physics and Chemistry students (Ng Sook Chin, 2005; Saedah Siraj & Nabihah Badar, 2005). Copyright © The Turkish Online Journal of Educational Technology 84
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