The Design and Development of Phase-Based Properties of Quadrilaterals Module and Its Effects on Form Two Students' Learning Outcomes in a Private Secondary School in the Klang Valley, Malaysia.

• Main Author: Wah, Leong Koon
• Format: Thesis
• Language: English; English
• Published: 2019
• Subjects: L Education (General)
• Online Access: http://ur.aeu.edu.my/644/1/The%20Design%20and%20Development%20of%20Phase-based%20Properties%20of%20Quadrilaterals%20Module%20and%20its%20effects%20on%20Form%201-24.pdf; http://ur.aeu.edu.my/644/2/The%20Design%20and%20Development%20of%20Phase-based%20Properties%20of%20Quadrilaterals%20Module%20and%20its%20effects%20on%20Form%20Students%27%20Learning%20Outcomes%20in%20a%20Private%20Secondary%20School%20in%20the%20Klang%20Valley%2C%20Malaysia.pdf; http://ur.aeu.edu.my/644/

The purpose of this study was to design, develop and explored the feasibility and appropriateness of using the instructional materials which is based on theories of van Hiele model, Attention, Relevance, Confidence and Satisfaction model (ARCS) and Technology Acceptance Model (TAM), and developed using Dick & Carey instructional design and development model with the aim of addressing the difficulty of learning Properties of Quadrilaterals among Form Two students. These difficulties seem to be prevalent in school students and this has directly or indirectly influence their motivation in learning geometry. In order to answer the four research questions put forth in this study to develop and examine the effectiveness of the instructional materials on students’ learning outcomes, a case study has been employed through one group pre-test and post-test of Form Two students (N=35) from a private secondary school in the state of Selangor. The results showed that there was an increase in students’ van Hiele geometric level, motivation and achievement in learning quadrilaterals. Multiple regression analysis results showed that motivation and van Hiele geometric level were the predictors for quadrilateral achievement. Students preferred the intervention which allowed for a student-centred and self-exploring learning environment.The findings in this study showed that it was feasible to integrate cognitive and affective aspects via technology in designing and developing instruction to improve students’ performance in learning quadrilaterals, following the guidelines provided in the Cognitive, Motivation and Technology Model (CMT). It is further affirmed the possibility to bridge the gap between theory and practice by applying a ii systematic approach to design and develop instructions that could create efficient and interesting lessons in learning quadrilaterals.