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JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA
TECHNICAL AND VOCATIONAL EDUCATION MALAYSIA
JOURNAL
Jilid 4/ Version 4 I November 2015/ November 2015I ISSN:1985-6652
KETUA EDITOR/ CHIEF EDITOR Dr. Dayana Farzeeha binti Ali
JURNAL
PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL
MALAYSIA
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KETUA EDITOR/ CHIEF EDITOR
Dr. Dayana Farzeeha binti Ali
Universiti Teknologi Malaysia
PENILAI/ REVIEWERS:
Prof. Madya Dr. Jamalludin Harun
Universiti Teknologi Malaysia
Dr. Yusri bin Kamin
Universiti Teknologi Malaysia
Dr. Mimi Mohaffyza binti Mohamad
Universiti Tun Hussein Onn Malaysia
Dr. Aede Hatib bin Musta’amal @ Jamal
Universiti Teknologi Malaysia
Dr. Wan Muna Ruzanna Wan Mohammad
Universiti Kebangsaan Malaysia
Dr. Mahyudin bin Arsat
Universiti Teknologi Malaysia
Dr. Haryanti bt. Mohd Affandi
Universiti Kebangsaan Malaysia
Pn. Fathiyah Mohd Kamaruzaman
Universiti Kebangsaan Malaysia
Dr. Muhammad Khair bin Noordin,
Universiti Teknologi Malaysia
Dr.Alias bin Masek
Universiti Tun Hussein Onn Malaysia
JURNAL
PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL
MALAYSIA
KANDUNGAN
Halaman Dimensions Relationship of Learning Style and Academic Achievement of Electrical Engineering Students at Polytechnic Norasyikin Omar, Mimi Mohaffyza Mohamad, Aini Nazura Paimin
1
Penerapan Domain Psikomotor Dalam Pengajaran Amali di Bengkel
Nabilah Abu Bakar, Mimi Mohaffyza Mohamad
14
Personalized Design For Learning Chemical Bond For Students With Different
Cognitive Styles Noor Dayana And Halim, Mohamad Bilal Ali, Norafandy Yahaya
27
The Development of Online Management Organizer System (Omos) For University Administration Ismaliza Ismail, Norasykin Mohd Zaid
38
Pembangunan Modul Multimedia Interaktif Menggunakan Pendekatan Pengajaran Berasaskan Senario Bagi Tajuk Pembangunan Perisian Berasaskan CDROM Norasykin Mohd Zaid, Faridah Mohamad
47
Modul Akademik Teknologi Pembinaan Kerja Tetulang Keluli dan Kerja Konkrit Norfarahain Sahroni, Dayana Farzeeha Ali
58
Kesan Pentaksiran Berasaskan Sekolah (PBS) Terhadap Tahap Kemahiran Gerak Kerja Amali Kemahiran Hidup Sekolah Menengah Juliana Binti Abdul Jalil, Dayana Farzeeha Ali
71
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
27
PERSONALIZED DESIGN FOR LEARNING CHEMICAL BOND FOR STUDENTS
WITH DIFFERENT COGNITIVE STYLES
Noor Dayana Abdul Halim ᵃ
Mohamad Bilal Ali ᵇ
Norafandy ahaya
Faculty of Education, Universiti Teknologi Malaysia
noordayana@utm.my ᵃ, mba@utm.my ᵇ, p-afandy@gmail.com
ABSTRACT
Online learning has changed the ways in which education has been conducted. Unfortunately,
many researchers claimed that the main problem with the online learning environment is the
lack of personalization element and lacks the ability to satisfy the diverse learning needs of
online learners. Therefore, this study developed a Chemical Bond website which integrated
several animations by addressing students‟ differences in cognitive styles. Cognitive style
was selected as learners personalized aspect to be catered because Chemical Bond needs
learners to visualize the abstract molecules concept. Thus, the animations developed to help
students in different cognitive styles learn by their own pace. Based on the finding, it is
shows that the developed website has significant effect towards students‟ achievement.
Keywords: cognitive styles, chemical bond, animations
1. INTRODUCTION
Each individual has his own way of organizing and processing information. The tendencies of
individuals to process information in particular ways are called „cognitive style‟ (Magoulas,
Chen & Dimakopoulos, 2004). Riding and Rayner (1998) defined the term „cognitive style‟
as the way in which a person perceives and processes information. According to Lee (2007),
cognitive style is an individual‟s habitual mode of perception, imagery, organization and
elaboration when they are involved in expanding their knowledge or a problem-solving
process. More recently, Chakraborty, Hwa Hu and Cui (2008) defined cognitive style as a
fundamental characteristic that refers to individual differences in organizing and processing
information.
Witkin‟s Field Dependence theory is one of the most widely studied cognitive styles,
with the broadest application into research in education, and this theory was proposed by
Witkin and his colleagues in 1977 in order to separate individuals based on the total visual
field aspect. Witkin et al. (1977) stated the differences between the FD and FI person. The FI
person perceives surroundings analytically but the FD person tends to perceive everything
globally. Compared to an FD person, an FI person is more organized and well structured.
Conversely, an FD person is less structured and less autonomous.
Therefore, this study intends to developed a website that suit the personalized design
of field dependent (FD) and field independent learner and furthermore examine its effect on
students‟ performance in learning Chemical Bond.
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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2. LITERATURE REVIEW
COGNITIVE STYLES IN LEARNING CHEMISTRY
Generally, each student has different abilities and capabilities from another student. These
differences include what their attitudes towards learning are, how they process information
and how they respond to the learning. These differences may be influenced by their
differences in types of cognitive styles. Chemistry requires students to visualise and imagine
molecules when it involves the use of a model. According to Madar and Buntat (2008) the
visualisation ability has a close relationship with cognitive style. Thus, students with different
types of cognitive style have their own sensitivity and visualisation ability when involving
the use of models in learning Chemistry. This was proved by Bailey and Garratt (2002), who
that found different cognitive styles among students placed a variety of different
interpretations into their lessons.
Furthermore, many students regard Chemistry concepts as abstract and difficult to
visualize. In reality, Chemistry requires students to have a high cognitive ability and a high
level of thinking skill, together with a more analytical, inductive and creative behaviour
(Mohammad Yusof and Noraini, 2010). According to Sathiamoorthy (1996), science
subjects, especially Chemistry and Physics, need students to restructure and reorganize the
concepts and knowledge involved. In this situation, Robert Wyss (2002) stated that FI
learners can restructure the content more easily than FD learners can. Other than that, FI
students are able to respond more relevantly, reflectively and critically towards the science
concepts compared with the FD students.
Results obtained by several researchers proved that most Chemistry students have an
FI cognitive style (Garton et al., 1999; Mohammad Yusof and Noraini, 2010). Mohammad
Yusof and Noraini (2010) conducted research on 110 Form 4 students from four different
schools in Johor Bahru, using the GEFT instrument to determine cognitive styles among the
students. As a result, the majority, at 54.5%, of the students were found to be FI learners.
This is aligned with the results gained by Artwater and Alick (1990), which found that
majority of Chemistry students involved in their research were categorized as FI learners.
For Mohammad Yusof and Noraini (2010), it is important for teachers to know the
types of cognitive style among their students as a way of encouraging them to learn
Chemistry. Bassey, Umoren and Udida (2007) conducted a study with 200 senior Secondary
Form 3 students to investigate the relationship between the students‟ cognitive styles and
their performance in Chemistry. Their findings showed that the implementation of cognitive
styles gives students a proper understanding of the Chemistry concept. They also
recommended that chemistry teachers accommodate cognitive styles in order to motivate
students to learn this subject. More recently, Stamovlasis, Tsitsipis and Papageorgiou (2010)
conducted a study with 329 ninth-grade junior high-school students to investigate the
influence of different cognitive styles on understanding the particulate nature of matter in
Chemistry. Based on the analysis, they proved that the three variables of cognitive style had
an effect on the understanding of the structure of matter among students. Despite influencing
the students‟ achievement, learners with different types of cognitive style also react
differently to the online learning medium (Chen & Ford, 2000). As suggested by Ruttun
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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(2009), the need to supports learners‟ cognitive style satisfaction is the key role in online
learning instruction.
COGNITIVE STYLE IN ONLINE LEARNING
The use of a computer or technology in the process of teaching and learning is expected to
apply higher cognitive skills, such as collecting, analyzing, evaluating, summarizing and
synthesizing information. These aspects have a relationship to the characteristics of cognitive
style. This is because cognitive style, as defined by Riding and Rayner (1998), is the way a
person perceives, memorizes and processes information. Therefore, it has been a major
challenge for educational technologists and instructional designers to emphasize the
characteristics of cognitive styles when designing and developing instructional media (Chen
& Macredie, 2002; Altun & Cakan, 2006).
Compared with other individual differences, cognitive styles play the most important
role in the developing hypermedia systems because field dependency characteristics influence
their ways of organizing and seeking information, navigating the contents and developing
their understanding in online learning (Messick, 1976; Ruttun, 2009). Compared with an FD
learner, FI learners tend to be successful in organizing, producing and structuring information
in an online setting. In addition, Webster (2001) stated that if the cognitive styles are
considered, it can provided designers with important information for designing more
individualized interfaces and learning materials, which help the different learners to learn
effectively in online learning.
With respect to navigation, Ford and Chen (2000) claimed that different cognitive
styles showed different learning preferences and required different navigational support
(Chen & Ford, 2000). Researchers showed that FI students prefer visual navigation tools to
allow them jump freely from one point to another point (Chen & Ford, 2000) and this was
more likely to provide organization for ambiguous and restructured information [19].
However, FD students favor using tools that are well structured or in sequence, which can be
followed from the beginning to the end, such as maps or menus (Chen & Ford, 1988).
In online learning, the activities involved usually require students to be independent
and explore by themselves. The approach used is more self-directed and often less guided.
The nonlinear interaction in online learning gives benefits to FI learners. Therefore, FD
learners, who are not capable of adapting to this type of learning method, tend to get lost
without getting any information. Finally, this causes disorientation and the FD students may
miss information (Chen & Ford, 2000; Daniels & Moore, 2000; Chen, 2002). This is why FI
learners are more successful in online learning compared with FD learners (Chen & Ford,
2000; Oh & Lim, 2005).
3. RESEARCH METHODOLOGY
RESEARCH DESIGN AND PARTICIPANT
A quantitative approach with pre-experimental design of one group pre-test post-test design
was employed in the present study. The participant was 39 of form 4 students from a school
located at Johor Bahru, Malaysia.
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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THE CHEMICAL BOND WEBSITE
The website was developed using Moodle 2.0 and was used to learn the chemical bond topic.
The most important features in this website were the animations developed that were
designed based on students‟ cognitive style characteristics.
Other than that, the website integrated several multimedia elements, such as video, to
show the preparation of chemical compounds in a laboratory.
Since cognitive style was selected as the individual differences to be addressed,
therefore the characteristics of FD and FI learners were identified. TABLE I shows the
characteristics of FD and FI learners, which were addressed in order to design and develop
the animations.
Table 1: Characteristics of FD and FI Learners
Researchers Field Dependent (FD) Field Independent (FI)
Ford and Chen Preferred the use of Favored the use of an
[13] maps index
Preferred a global view Favored procedural detail
of information and analytical
Magoulas, Chen
information
Preferred the overall Favored systematic
and
information information
Dimakopoulos [1]
Appreciated organization Considered alphabetical
on the basis of relevance order for the directory
categories organization
Dufresne and
Preferred structured Favored non-structured
navigation tools and navigation tools
Turcotte [37]
fixed browsing patterns
Preferred the content Preferred the content
Chen [38] presentation that presentation that provides
provides guidance. guidance.
In the design phase, the screen interface, which focused on the content and
presentation styles of the website, was designed by referring to the characteristics of the
target users listed in TABLE I. This was mentioned by Donmez, Simsek and Arikan (2010),
that all educational systems must probe those individual differences in terms of content and
presentation. Figure 1 shows the example menus of Aluminum Chloride for FD users and
Figure 2 shows the example menus of Aluminum Chloride for FI users.
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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Figure 1: Example menus of Aluminium Chloride for FD users
Figure 2: Example menus of Aluminium Chloride for FI users
INSTRUMENTS
There were two instruments used in this study; a Group Embedded Figure Test (GEFT) to
determine students‟ cognitive style and Chemical bond Test to measure their achievements in
Chemical Bond topic.
The GEFT questionnaire consisted of 2 example figues and 25 complex figures and
the test was divided into three parts. Part 1 consisted of seven items, Part II and Pat III
consisted of nine figures each. Among the various instruments developed to determine the
cognitive style, the GEFT questionnaire has been applied most commonly and frequently
(Liao, 2007). There are two reasons why the researcher chose this GEFT instrument. Firstly
,Cakan (2003) claimed that the GEFT instrument is a non-verbal test and only requires
minimum level of language skill for performing the tasks. Secondly, Altun and Cakan (2006)
stated that the instruments have psychometric properties, where it has been investigated in
cross-cultural settings. Furthermore, Witkin and his collegues (Witkin et al., 1971)
established the validity an reliability of the GEFT instruments with the value of .82.
In order to access the students‟ achievement in learning chemical bond, a performance
test has been designed based on the syllabus in Integrated Curriculum for Secondary Schools
(KBSM). The content for both pre-test and post- test was similar but the order of the items of
the questions was different in order to aoid set response effect. Three subject matter experts
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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were requested to determine the content validity of this students to attain internal consistency
measure. The value of Cronbach‟s α was 0.86
PROCEDURES
In the beginning, students were required to answer a pre-test question about chemical bond
which consists of seven structured questions. After that, students were also required to
answer the Group Embedded Figure Test (GEFT) to determine their cognitive style. Before
the learning process started, all students had the opportunity to explore the website first in
order for them to be familiar with it. Every week, three different chemical compounds were
presented to students. There is no fixed time for the students to use the website. However, the
duration for students learning via the website was 4 weeks. During the learning process,
students enrolled in the website which is refer to their cognitive styles where the content of
the website is same but the design is different.
4. DATA ANAYSIS AND FINDING
To study the effect of developed website on students‟ achievement, the scores of each student
were computed and analyzed using a comparison between scores obtained by students in pre
and post chemical bond test. A paired sample t- test was administered to test whether there
were any significant differences between the mean of the pretest scores with the mean of the
posttest scores. The following results were obtained from the SPSS software, as Table 2.
Table 2: Paired sample t-test results
Paired Differences
t df
Sig.
(2-
tailed) Mean
Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
PREchemtest
POSTchemtest
-
22.333 7.855 1.258
-
24.880
-
19.787
-
17.756 38 .000
Table 2 shows that the Sig. (p value) value is 0.000, which is less than
0.05. For the confidence interval of 0.05 (5%), the website was claimed to have a significant
effect on students‟ achievements if the p value is less than 0.05 (p < 0.05). This concludes
that the developed website was found to have a significant influence on students‟
achievements in learning chemical bonds. In addition, interview sessions were conducted
with four selected students based on their highest enhancement in post- test scores (two FD
students and two FI students). In this study, the interview was carried out to triangulate the
data obtained previously. According to Olsen (2004), data triangulation, such as an interview,
is often used to validate the claims that arise from the results of the study. Therefore, the four
selected students were asked about the difficulties in learning this topic. Based on the
interviews conducted, all four of them agreed that the developed website helped them to
understand the chemical bond topic more than before. Before they had learned using
thewebsite, they had their own difficulties, such as determining the type of bond being unable
to explain the process involved in the formation of bonding and also problems in drawing the
dots and cross diagrams. However, after they had learned using the website for four weeks,
they stated that they had a positive improvement in their understanding of this topic and this
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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was proved with their increment in the posttest. Conclusively, the Chemical Bond website
was found to have a positive impact on students‟ achievements in learning about chemical
bonds.
5. DISCUSSION
After conducting a statistical analysis on pre-test and post- test scores, it was found that
participants have a positive improvement after learned using the website. This also indicates
that the developed website helped students in developing conceptual understanding for this
topic. Furthermore, this is in line with previous researchers, where animations help students
to attain better conceptual understanding in learning chemistry (Bunce, 2001; Yezierski &
Birk, 2006). One of the main reasons was the animation that integrated in the website.
Williamson et al. (2009) also strongly suggested the use of animation to show a chemical
process and the use of computer models to foster visualization skills among students.
Research conducted by Ozmen, Demircioglu and Demircioglu (2009) which developed
several animations to overcome students‟ alternative concepts in chemical bonding. The
subjects for their study were comprised of two different groups: a comparison group taught
with traditional methods and an experimental group who received computer-animated
instruction. Their findings proved that the developed animation improved students‟
conceptual understanding of chemical bonding.
Despite the technology support, this research provide students with the animation that
were concerned with their preferences (cognitive style characteristics). This factor was
beneficial for their learning and helped them to construct their own knowledge based on their
preferences. This is agreed by several researchers (Clarke, 2003; Hew & Brush, 2007; Simsek
& Cakur, 2009), who stated that the concern with the personalization for students will have
an effect on students‟ learning and achievements. As expected, the developed animation that
considered cognitive style characteristics was found to have influenced students‟
enhancement. This is aligned with Webster (2001), who mentioned that the identification of
cognitive styles in designing learning materials can help facilitate students‟ achievements. In
addition, when the information is designed into their preferred way of construction, such as
their cognitive style mode of representation, it is interesting to note that it affects learning
performance as well as their ways of constructing knowledge (Riding & Rayner, 1998).
7. CONCLUSION
In conclusion, the objectives of this research were achieved. The website for learning
chemical bonds was developed and the learning contents were designed according to the
cognitive style characteristics of field dependence and field independence. In addition, this
research agreed with the suggestion made by previous researchers which stated that the
identification and use of cognitive style characteristics when implementing learning strategies
or in designing learning material interfaces could benefit students in processing and retrieving
information and, furthermore, could help to facilitate their achievements. This could be done
by providing the interfaces according to the different preferences and modifying the
interactions with the computer system according to the cognitive styles of the users.
Therefore, this research looked at the relevance of cognitive styles in terms of individuals‟
differences and finally found that it could be a significant factor in the production of learning
Jurnal Persatuan Pendidikan Teknik dan Vokasional Malaysia, Jilid 4
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materials and an environment that would help students to learn more effectively and further
engage in meaningful learning.
ACKNOWLEDGEMENT
The authors would like to thank the Universiti Teknologi Malaysia and Ministry of Higher
Education Malaysia for their support in making this project possible. This work was
supported by the Fundamental Research Grant Scheme (R.J130000.7831.4F604) initiated by
the Ministry of Higher Education.
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