CHAPTER ONE

INTRODUCTION

1.1 Background

In the world of globalization, everyone is talking about Information and

Communication Technology (ICT) in their daily life. Without ICT, one is said to be

out-dated and will be alienated from the world.

In 28th February 1991, Vision 2020 was launched by Tun Dr. Mahathir Mohammed.

Vision 2020 is a 30 years plan. The final aim of this vision is to ensure that Malaysia

is really an advanced country within three decades. Generally, Vision 2020

emphasize on the entire development in nation integration and social unity which

include the economic, social equality, political stabilization, ruling system, life

quality, social values and spiritual.

The government has put a lot of efforts in order to achieve Vision 2020. One of the

efforts was to build Information Technology (IT) infrastructure which can make

Malaysia an industrial and high technology country as well as informative society.

Thus, to push this project, six programs have been introduced. They were the

electronic government, smart school, telemedical, research and development cluster,

smart card and borderless business center, K-economy as well as international

production network.

As a developing country, the education system also has to be altered from a traditional

base to Information and Communication Technology (ICT) base. This is important to

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ensure that our education system will be able to compete in the international level. To

materialize the nation‟s dream, ICT was introduced in the schools in nationwide.

Since then, a lot of other efforts also have been implemented. This can be seen in the

Ninth Malaysia Plan (RMK-9). In this plan, it was stated that the Education Ministry

will equip 95 percent out of 9 000 schools in nationwide with the ICT infrastructure.

According to the Education Minister, Datuk Hishammuddin Hussein, the process of

upgrading the smart school can be done through five criteria which are the Computer

in Education (KDP), Premier Project of Smart School, School-Net, Teaching and

Learning Science and Mathematics in English as well as Education TV (Tang, Abdul

Ghani, & Kanesan Abdullah, 2006).

Furthermore, the ministry has also provided more than 2 000 teaching courseware and

has trained 200 000 teachers in ICT. The Ministry of Education has built 4 500

computer laboratories in the Eighth Malaysia Plan (RMK-8) which end in 2005

whereas another 4 500 will be completed in the Ninth Malaysia Plan (RMK-9). The

Ministry of Education has also provided 99 000 computers, 4 600 servers, 97 000

laptops, 70 000 liquid crystal displays (LCDs) and 14 000 televisions for Education

TV. The Energy, Water and Communication Ministry has also equipped 8 120

schools with the internet facility through the School-Net project. The ministry will

also add another 160 000 computers and 82 000 LCDs in the Ninth Malaysia Plan

(RMK-9) (Tang et al., 2006).

The utilization of ICT in education has brought forwards a vast development to the

education system. It also brings towards a reformation and new development in

variety of education field, especially in education technology, education theory,

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teaching and learning theory, school management, education ruling system as well as

teacher‟s skill and practice. According to Neal (2005), “It is easy to believe that ICT

has a positive influence on learning and many parents and teachers are convinced ICT

offers better learning opportunities than „traditional‟ approaches” (p.2).

In 2003, the medium of teaching and learning Science and Mathematics had shifted to

English. In order to help the teachers which lack of English competency, courseware

has been supplied to all the schools in nationwide as a medium of pronunciation

especially for scientific and mathematical terminology. Since a lot of courseware has

been provided by the government, this study was focused on the effect of courseware

usage in teaching and learning Mathematics.

Nonetheless, the medium of teaching and learning Science and Mathematics in

English will be shifted back to Malay language (Bahasa Malaysia) by the year 2012.

As a result, all the courseware which has been supplied to all the school in nationwide

will not be used anymore. Although the instructional medium has changed, the

content of the courseware will remain the same. Consequently, this study is necessary

to ensure a better improvement of a new courseware in Malay language version.

1.2 Problem Statement

Mathematics is one of the important subjects as mastering this subject will help our

country in fulfilling the vision of vast development based on the integration of science

and technology. Nevertheless, it is not easy for students to master this subject

especially for the topics which involves 3-dimensional diagrams. Study revealed that

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students have problem in visualizing the position of lines and planes in the diagram

(Syazwan Noordin, Wan Fatimah Wan Ahmad, & Yew, 2010).

The topic of Line and Plans in 3-Dimensions is quite challenging for students to

understand the concept because it is involving 3-dimensional diagram. Not all the

students are able to see the angle in 3-dimensional diagrams. Perhaps it may be easy

for a fast learner to imagine the 3-dimensional diagrams but not for the moderate and

slow learners. With the elements of animated graphics and visual, courseware can

help the students to understand and master the concept. Apart from that, the visual

simulation accompanied by narration will enable students to see the 3-dimensional

diagram without the needs to imagine the diagram. In another words, courseware is

able to bring the students to the real context. Besides, students can also learn at their

own pace since there is a step by step guidance provided in the courseware. They can

simply click forward to go further or back to the previous page to re-establish certain

concept that they find difficult to understand. Hence, the use of courseware is hoped

to accelerate the students‟ understanding towards this topic.

In Malaysia, the usage of ICT is very common in teaching and learning activity. The

government also encourages teachers to use ICT in their teaching activity especially in

teaching English, Science and Mathematics, apparently when a lot of efforts have

been done by the government. “Schools were all equipped with laptop computers and

CD-ROMs for teaching English, Mathematics and Science, and their use in the class is

now widespread” (Gardner & Aizan Yaacob, 2009, p. 410). According to the

Education Deputy Director-General (Educational Operations Sector) Datuk Noor

Rezan Bapoo Hashim, teachers must be open-minded and be aware that children of

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today are well-versed in the internet and that is why giving notes by writing on the

blackboard can make them to feel bored (“Be Prepared to Change,” 2010).

Local and overseas researches have shown that the utilization of courseware was able

to enhance learning. However, there was an assertion that the usage of courseware

was not effective. Thus, this study was required to see the effect of courseware usage

in teaching and learning Lines and Plans in 3-Dimension which is the not easy to

master the concept. Although the instructional medium of teaching and learning

Science and Mathematics will be shifted to Malay language, the content of the

courseware will still remain the same. If the usage of courseware in teaching and

learning can enhance learning, therefore, it is worthwhile for the government to design

a courseware in Malay language version. This study also can be a reference for the

courseware developers to refine the existing courseware in future.

The analysis of SPM (Malaysia Certificate of Education) result of this school for

Mathematics in year 2008 showed that 2.9% students scored with distinction, 16.2%

students scored with credit, 53.3% just passed and 27.6% students failed in the

subject. In year 2009, 8.9% students scored with distinction, 30.8% students scored

with credit, 31.9% just passed and 28.4% students failed in the subject. On the other

hand, the result in year 2010 implied that 15.3% students scored with distinction,

25.5% students scored with credit and 32.5% students just passed the subject whereas,

26.8% students failed the subject. Based on the above analysis, it showed that the

Mathematics achievement in this school considered as weak with the average grade of

D in year 2008 and C in 2009 to 2010.

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Table 1.1

Mathematics Result in SMK Long Lama

Year Distinction Credit Pass Fail

(%) (%) (%) (%)

2008 2.9 16.2 53.3 27.6

2009 8.9 30.8 31.9 28.4

2010 15.3 25.5 32.5 26.8

The topic chosen was Lines and Plans in 3-Dimensions, Chapter 11 of Form 4 ISSC

(Secondary School Integrated Curriculum) syllabus because this topic involves in 3-

dimensional diagrams. Most of the students were not be able to see the shape and

angle of a solid in 3-dimensional diagrams. Since courseware is believed to be able to

enhance learning, therefore, this study was required to see the effect of courseware

usage in teaching and learning the topic Lines and Plans in 3-Dimensions in SMK

Long Lama.

1.3 Research Objectives

Generally, this study was to investigate the effect of courseware usage in teaching and

learning Lines and Planes in 3-Dimensions. The following are the specific objectives

of this study:

1. To identify the difference between pre-test and post-test towards the

Mathematics achievement when courseware is used in teaching and learning.

2. To identify the difference between pre-test and post-test towards the

Mathematics achievement in conventional teaching and learning.

3. To identify the difference between the pre-test achievement in treatment group

and control group.

group and control group.

1.4 Research Questions

The research questions of this study are as below:

1. Is there any significant difference between pre-test and post-test towards the

Mathematics achievement when courseware is used in teaching and learning?

2. Is there any significant difference between pre-test and post-test towards the

Mathematics achievement in conventional teaching and learning?

3. Is there any significant difference between the pre-test achievement in

treatment group and control group?

4. Is there any significant difference between the pre-test achievement in

treatment group and control group?

1.5 Hypotheses

The null hypotheses of the study are as below:

Ho1: There is no significant difference between pre-test and post-test towards the

Mathematics achievement when courseware is used in teaching and learning.

Ho2: There is no significant difference between pre-test and post-test towards the

Mathematics achievement in conventional teaching and learning.

Ho3: There is no significant difference between the pre-test achievement in

treatment group and control group.

Ho4: There is no significant difference between the post-test achievement in

treatment group and control group.

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1.6 Theoretical Framework

Figure 1.1 represents the theoretical framework model which explained the

relationship between the Theory of Multiple Intelligences, Dual-coding Theory,

Bloom‟s Taxonomy and Felder-Silverman Learning Styles Model as well as Cognitive

Development Theory. According to this theoretical framework, students will be able

to learn at their own pace after the usage of courseware which was designed based on

the Multiple Intelligences Theory and Dual-coding Theory as well as the Bloom‟s

Taxonomy. They can learn according to the learning styles that they prefer as posed

by the Felder-Silverman Learning Styles Model. This is because there is no “one size

fits all” students‟ understanding. The input that they have gained from the courseware

will be then processed as a knowledge as mentioned in the Cognitive Development

Theory.

 Theory of Multiple Felder-

Figure 1.1.Theoretical Framework Model

1.7 Conceptual Framework

Figure 1.2 represents the conceptual framework model which explained the two

different teaching and learning methods used for the treatment group and control

group. Both groups of students from the existing classes were taught by using

different method. At the beginning, both of the groups were given a set of pre-test.

Then, the treatment group were given a treatment by using courseware in teaching and

learning meanwhile, the control group was taught by using conventional approach.

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After the selected topic being taught, both the groups were given a post-test. The

results were gathered and analysed.

Independent Variables Dependent Variable

Teaching Method
Te

 Courseware Approach Students‟ Achievement

Figure 1.2.Conceptual Framework Model

1.8 Research Significance

The research regarding the usage of courseware in teaching and learning not only

contributes advantages to educators but also to improve the teaching and learning

quality in the classroom in order to produce a conducive environment for teaching and

learning. This is important to trigger a positive impact on the students‟ understanding

and achievement in Mathematics.

Nowadays, conventional method will not be able to attract the students‟ attention in

the classroom especially students with low academic achievement. They prefer

something more interesting like something that is colourful and animated. This is

easier for them to absorb what they have learned instead of the conventional method

which can make them get bored easily and end up with lost concentration. The

addition of animation in the multimedia can accelerate students‟ understanding and it

is easier for them to learn certain subject (Ahmad Rizal Madar, Muhammad Zhafran

Mohaiyiddin, Mohamad Zaid Mustafa, & Yahya Buntat, 2009). The usage of

animation and graphic in stages can accelerate students‟ understanding on certain

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concept or procedure (Tang et al., 2006). Furthermore, it is important to produce

proactive students during the teaching and learning activity. The usage of ICT can

motivate teachers and students as well as generate a delightful and challenging

learning environment (Ting & Woo, 2005). Hence, the teaching and learning activity

will be more interesting when the activity can promote a better understanding,

apparently when the students show a positive respond during the lesson.

Besides, educators can also make use of courseware by planning a proper lesson

which can accelerate student‟s understanding in Mathematics. Moreover, this

research also can help the education ministry to design a suitable syllabus in

Mathematics that can really convey knowledge to students especially in this science

and technology era. Consequently, the students can benefit both the Mathematics and

Information Technology (IT) knowledge.

1.9 Research Limitation

This study only focused on one of the topics in ISSC Form 4, Mathematics. The topic

chosen was Lines and Plans in 3-Dimensions (Chapter 11) because this topic involved

in 3-dimensional diagrams. Most of the students were not be able to see the shape and

angle of solid in 3-dimensional diagrams.

The population of this study was also limited since only one school involved.

Moreover, only two existing Form 4 classes were chosen out of six classes in this

school. This was because this school only has two computer laboratories to be shared

with 39 classes. The computer laboratories must be equipped with audio devices for

teaching and learning purpose.

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Quasi-experimental was used as the design of this study. Only one method was used

to gather the data. Because of time constraint, two existing classes were chosen. Due

to that, the number of sample in each group is slightly different. Besides, the students‟

ability from both of the groups was also a bit different. However, each class must

consist of not more than 35 students to avoid management problem in the classroom.

Moreover, the students in the chosen classes must be homogenous to shun

confounding variable that may affects the result of the findings. This included the

factor like whether samples did attend any tuition class or not.

The duration taken for this study was three weeks. The topic chosen in this study

cannot be more than one because it would consume a longer time to finish up the

experiment. Problem would be encountered if more than one topic was chosen

because of computer laboratory shortage since there were only two computer

laboratories to be shared with 39 classes everyday. Hence, lack of facility was one of

the major factors that were faced in this study.

Apart of that, the usage of courseware was said to be time consuming. The teachers

have to preview the courseware before they use it in the class. Furthermore, the

Mathematics teachers must finish up their syllabus as fixed by the Ministry of

Education (MOE). At the end of Form 5, the students will sit for public examination

which is the Malaysia Certificate of Examination (SPM). As can be seen here, the

education system in Malaysia is more to examination oriented. Every day, teachers

are rushing to finish up the syllabus instead of emphasize on students understanding in

the learning process. Based on the result of interview with some teachers, the main

reason teachers seldom or did not use computer in their teaching and learning was

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because they faced the constraint of finishing up syllabus (Ting & Woo, 2005).

Consequently, time limitation also was the main problem encountered in this study.

1.10 Operational Definition

1. Effect

According to the Oxford Dictionary, effect is defined as to cause something to occur

or to achieve something (Crowther, 1995).

2. Courseware

Courseware is educational material intended as kits for teachers or trainers or as

tutorials for students, usually packaged for use with a computer. Courseware can

encompass any knowledge area, but information technology subjects are most

common. Courseware is frequently used for delivering education about the personal

computer and its most popular business applications, such as word processing and

spreadsheet programs (Yang, 2005).

3. Usage

According to the Oxford Dictionary, usage can be defined as the way in which

something is used (Crowther, 1995).

4. Teaching and Learning

Teaching plays an important role before and after a certain course which

includes the designing and developing a course as well as directing and

supporting the learners during the course delivery. In another word, teaching

involved in guiding, supporting and shaping the learners‟ experiences

(Boettcher, 2011).

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According to Behaviourist, learning is a relatively permanent change in

behaviour due to experience which involved an external change that can be

observed. On the other hand, Cognitivist believed that learning is a relatively

permanent change in mental associations due to experience which involved in

an internal change that cannot be observed (Ormrod, 1999).

5. Lines and Planes in 3-Dimension

A line is a straight one-dimensional figure having no thickness and extending

infinitely in both directions whereas a plane is a two-dimensional doubly ruled

surface spanned by two linear independent vectors (Weisstein, 2011). According to

Oxford Dictionary, 3-dimension can define as something appearing to have or

relating to dimensions of length, width and depth (Crowther, 1995).

1.11 Summary

In this chapter, the problem statement regarding this research and the significant of the

research has been posed. This research was carried out in order to identify the effect

courseware usage in teaching and learning Mathematics in the classroom. Besides,

the limitation and problem that was encountered was also discussed. In the following

chapter, the review of the related literatures and theories will be discussed.

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