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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| For the last 250 years, the world has experienced four educational revolutions, which have drastically changed the educational landscape as we know it. Today, the fourth (4th.) educational revolution has been making a profound impact on student learning by emphasizing on the following: (a) computer skills, (b) ICT and collaborative skills, and (c) lifelong learning. Premised in this context, this research was carried out to examine the impact of the Computer Architecture and Organization (CAO) course on student learning. A quantitative approach using the pre-test post-test design was used to collect and analyze the research data. The sample consisted of 80 computer science students of the Sultan Idris Education University, who were learning the CAO course. In the study, they were required to learn to carry out the following tasks in a computer laboratory: (a) assembling PC hardware, (b) installing the operating system, and (c) troubleshooting the PC. Pre-test and post-test were carried out at the beginning sessions and at the end of practical sessions, respectively. The data elicited from these tests were then analyzed using SPPS. The analysis of the pre-test scores revealed that only 40% of the students were able to correctly answer the test questions before the learning sessions. Interestingly, after the learning sessions, the analysis of the post-test scores showed that the number of students who managed to provide the correct answers had had increased substantially. More revealingly, 94% of the students managed to attain high scores in the practical test. In addition, the learning sessions managed to reduce computer anxiety and improve computer self-efficacy among the students. In view of these promising findings, it becomes the imperative of instructors and lecturers to focus on not only the theoretical aspects but also the practical aspects of the subject matter.
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| References |
1.Harkins.A.M.(2008, March 28). Leap frog Principles and Practices: Core Components of Education 2.3.0 and 4.0. Futures Research Quarterly draft VIII, 1-15. 3.Jeschke.S. (2014, March 25). Higher Education 4.0- Trends and Future Perspectives for Teaching and Learning. Virtuelle Lernwelten in der Universitat Frankfurt am Main. 4.Lonkaew.K.(2016, July 16). When Thailand 4.0 Was Driven by Education 2.0. Saan-Punya, 26. 5.Pooworawan.Y.(2015, November 12).Challenges of New Frontier in Learning:Education 4.0. Document by Innovative Learning Center, Chulalongkorn University, DusitThani Hotel, Bangkok. |
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