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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

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JURNAL PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL MALAYSIA (PTVM)

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Ketua Editor

Jurnal Pendidikan Teknik dan Vokasional Malaysia

Jabatan Pendidikan Teknik dan Kejuruteraan

Fakulti Pendidikan

Universiti Teknologi Malaysia

81310 Skudai Johor

atau emelkan kepada:

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KETUA EDITOR/ CHIEF EDITOR

Dr. Dayana Farzeeha binti Ali


PENILAI/ REVIEWERS:

Prof. Madya Dr. Jamalludin Harun


Dr. Yusri bin Kamin


Dr. Mimi Mohaffyza binti Mohamad

Universiti Tun Hussein Onn Malaysia

Dr. Aede Hatib bin Musta’amal @ Jamal


Dr. Wan Muna Ruzanna Wan Mohammad

Universiti Kebangsaan Malaysia

Dr. Mahyudin bin Arsat


Dr. Haryanti bt. Mohd Affandi


Pn. Fathiyah Mohd Kamaruzaman


Dr. Muhammad Khair bin Noordin,


Dr.Alias bin Masek

Universiti Tun Hussein Onn Malaysia

JURNAL

PERSATUAN PENDIDIKAN TEKNIK DAN VOKASIONAL

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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

[email protected] ᵃ, [email protected] ᵇ, [email protected]

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.


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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


29

(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.


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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.


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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 posttest was similar but the order of the items of

the questions was different in order to aoid set response effect. Three subject matter experts


32

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 posttest 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


33

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 posttest 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


34

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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