The effect of a Technology-Enhanced Learning (TEL) module on the achievement of form four students in the topic of waves and sound

Norfazilah Mohamad Yusuf

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Norfazilah Mohamad Yusuf
Additional Authors :	Nurulhuda Abd Rahman Nuraini Ghazali
Title :	The effect of a Technology-Enhanced Learning (TEL) module on the achievement of form four students in the topic of waves and sound

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2020
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

The purpose of this study was to determine the effect of a Technology-Enhanced Learning (TEL) module on the achievement of form four students in the topic of waves and sound. Constructivism was used as the underpinning theory and Sidek’s Model as the model used for module development. A true-experimental design was used to determine the effect of the module on students’ achievement. The instrument used was a selfdeveloped, validated test which was used for both pre-test and post-test. The validity of the module and the instrument was verified by three experts in the related field. Experts agreed that the TEL module has had a high content validity with 90% agreement among the three experts. A sample of 60 Form Four students who took Physics as one of their subjects were selected and assigned randomly into a control group (n=30) and an experimental group (n=30). The treatment for the experimental group was conducted for four weeks. The result of the independent sample t-test [t (58) = -5.53, p < 0.05] showed that the achievement of the students in the experimental group (M = 70.33, SD = 10.31) was significantly higher than the students in the control group (M = 55.53, SD = 10.42). In conclusion, the main finding showed that the TEL module was effective in enhancing students’ achievement in the waves and sound topic. The conclusion implies that the TEL module can be used by Physics teachers as an effective teaching and learning resource.

References

Alias, N., & Siraj, S. (2012). Design and Development of Physics Module Based on Learning Style and Appropriate Technology by Employing Isman Instructional Design Model, TOJET: The Turkish Online Journal of Educational Technology 11(4), 84-93

Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22(6), 3063–3079.

Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1-16.

Barrera-Garrido, A. (2015). Analyzing planetary transits with a smartphone. The Physics Teacher, 53(3), 179-181.

Campbell, D. T., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand-McNally.

Fitzgerald, M. T., McKinnon, D. H., Danaia, L., & Woodward, S. (2011). Using smartphone camera technology to explore stellar parallax: Method, results, and reactions. Astronomy Education Review, 10(1), 10108-1.

Gagné, R. M. (1974). Educational technology and the learning process. Educational Researcher , 3(1), 3–8.

González, M. A., González, M. A., Martin, M. E., Llamas, C., Martínez, Ó., Vegas, J., et al., (2017). Teaching and learning physics with smartphones. In Blended Learning: Concepts, Methodologies, Tools, and Applications, 866-885.

González, M. Á., González, M. Á., Martín, M. E., Llamas, C., Martínez, Ó., Vegas, J., et al., (2015). Teaching and Learning Physics with Smartphones. Journal of Cases on Information Technology, 17(1), 31–50.

Hochberg, K., Kuhn, J., & Müller, A. (2018). Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education. Journal of Science Education and Technology, 27(5), 385–403.

Ibharim, L. F. M., Yatim, M. H. M., & Masran, M. N. (2015). Menerokai Kemahiran Abad Ke-21 Kanak-Kanak dalam Proses Reka Bentuk Permainan Penceritaan Digital. Journal of Science, Mathematics and Technology, 2(1), 82-96.

Ifeanyi, I. P., & Chukwuere, J. E. (2018). The impact of using smartphones on the academic performance of undergraduate students. Knowledge Management & E-Learning, 10(3), 290–308.

Jaafar. R, Ayop, S. K., Ismail@ Illias, A. T., Hon, K.K., Daud, A.N.M., & Hashim, M. H. (2016). Visualization of harmonic series in resonance tubes using a smartphone. The Physics Teacher, 54(9):545-547.

Johnson, D. W, Johnson, R. T, Roseth, C., & Seob, S. T. (2014). The relationship between motivation and achievement in interdependent situations. Journal of Applied Social Psychology, 44(9), 622-633.

Kanevsky, L., & Geake, J. (2004). Inside the Zone of Proximal Development: Validating a Multifactor Model of Learning Potential with Gifted Students and Their Peers. Journal for the Education of the Gifted, 28(2), 182–217.

Klein, P., Hirth, M., Gröber, S., Kuhn, J. & Müller, A. (2014). “Classical experiments revisited: Smartphones and tablet PCs as experimental tools in acoustics and optics,” Physics Education. 49(4), 412–418.

Kuhn, J., & Vogt, P. (2013). Applications and examples of experiments with mobile phones and smartphones in physics lessons. Frontiers in Sensors, 1(4), 67-73.

Kuhn, J., & Vogt, P. (2013). Analyzing acoustic phenomena with a smartphone microphone. The Physics Teacher, 51(2), 118-119.

Kuhn, J., Vogt, P., & Hirth, M. (2014). Analyzing the acoustic beat with mobile devices. The Physics Teacher, 52(4), 248-249.

Kuhn, J., Molz, A., Gröber, S., & Frübis, J. (2014). iRadioactivity—Possibilities and Limitations for Using

Smartphones and Tablet PCs as Radioactive Counters: Examples for Studying Different Radioactive Principles in Physics Education. The Physics Teacher, 52(6), 351-356.

Laurillard, D. (2008). Technology Enhanced Learning as a Tool for Pedagogical Innovation. Journal of Philosophy of Education, 42(3-4), 521–533.

Maryam, E., Fahrudin, E. & Susanto. (2019). The Development of Media Application Physics Learning Based Smartphone and Its Effects on Students' Learning Outcomes on Kinematics Materials. Journal of Physics: Conference Series. 1179, 27-28.

Meißner, M., & Haertig, H. (2014). Smartphone astronomy. The Physics Teacher, 52(7), 440-441.

McPhail, G. (2015). The fault lines of recontextualisation: the limits of constructivism in education. British Educational Research Journal, 42(2), 294–313.

Mohd Noah, S. & Ahmad. J. (2005). Pembinaan Modul: Bagaimana membina modul latihan dan modul akademik. Serdang: Universiti Putra Malaysia.

Peffer, M. E., Beckler, M. L., Schunn, C., Renken, M., & Revak, A. (2015). Science Classroom Inquiry (SCI) simulations: A novel method to scaffold science learning. PloS one, 10(3), e0120638.

Sans, J. A., Manjón, F. J., Pereira, A. L. J., Gómez-Tejedor, J. A., & Monsoriu, J. A. (2013). Oscillations studied with smartphone ambient light sensor, European Journal of Physics 34(6), 1349–1354.

Tho, S. W., & Yeung, Y. Y. (2018). An implementation of remote laboratory for secondary science education. Journal of Computer Assisted Learning, 34(5), 629-640.

Trust, T. (2017). 2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners. Journal of Digital Learning in Teacher Education, 34(1), 1–3.

Vieyra, R. E., & Vieyra, C. (2014). Analyzing Forces on Amusement Park Rides with Mobile Devices. The Physics Teacher, 52(3), 149–151.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

Wang, C. Y., Wu, H. K., Lee, S. W. Y., Hwang, F. K., Chang, H. Y., Wu, Y. T., et al., (2014). A Review of Research on Technology-Assisted School Science Laboratories. Educational Technology & Society, 17(2), 307-320.

Yahya, F., Hermansyah, H., & Fitriyanto, S. (2019). Virtual Experiment Untuk Meningkatkan Pemahaman Siswa Pada Konsep Getaran Dan Gelombang. Jurnal Pendidikan Fisika dan Teknologi, 5(1): 144-149.

Zakaria, N.H., Abdullah, F.A.H, Bilal Ali, M. & Abu Samah, N. (2017). Students’ perception toward mobile computer-based physics laboratory (MCPL). Sains Humanika, 9 (1-4), 15-19.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page