Md Osman, Siti Zuraidah
(2016)
Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students.
PhD thesis, Universiti Sains Malaysia.
Abstract
Politeknik Malaysia masih lagi mengamalkan persekitaran pembelajaran secara traditional terutamanya dalam pengajaran Pengenalan Kepada Perakaunan. Walaupun pembelajaran secara aktif telah dilaksanakan, pelajar masih kurang berinteraksi dan melibatkan diri serta memperolehi pencapaian pada tahap sederhana. Oleh itu, kajian ini mengkaji kesan video pengajaran berasaskan tugasan terhadap interaksi, penglibatan dan pencapaian dalam persekitaran bilik darjah terbalik di kalangan pelajar perakaunan. Teori kognitif pembelajaran multimedia (CTML), untuk komponen multimedia, dan teori algo-heuristik (AHT) pembelajaran pelajar, menyediakan rangka kerja teori secara menyeluruh. Satu reka bentuk kuasi-eksperimen menggabungkan ujian pra dan ujian pasca (pencapaian) dan ujian pasca sahaja (interaksi dan penglibatan) dengan nilai kebolehpercayaan 0.924 telah digunakan keatas sampel 140 orang pelajar di salah sebuah institusi politeknik Utara Semenanjung Malaysia. Pelajar telah dibahagikan kepada dua kumpulan, video pengajaran berasaskan tugasan dan video pengajaran tanpa tugasan. Para pelajar menonton video pada masa lapang mereka di makmal komputer dan kemudian menghadiri kelas dengan aktiviti pembelajaran secara aktif.
Malaysian polytechnics continue to practice a traditional learning environment, especially when teaching the Fundamentals of Accounting. Although active learning activities have been implemented, students’ seem to lack interaction and engagement and have only average achievement. Therefore, this research investigates the effects of task-based video lectures on interaction, engagement and achievement in a flipped classroom environment among accounting students’. The cognitive theory of multimedia learning (CTML) and algo-heuristic Theory (AHT) of student learning provide a comprehensive theoretical framework. A quasi-experimental design incorporating pre-test and post-test (achievement) and post-test only (interaction and engagement) instruments with an overall 0.924 reliability value were used with a sample of 140 students’ at a Malaysian Northern Peninsular polytechnic institution. Students’ were divided into two groups, task-based and non task-based video lectures. The students’ watched the video lecture in their free time in a computer lab and then attended the class with active learning activities.
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