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Transcript of Yang Khairun_Full Thesis
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CHAPTER ONE
INTRODUCTION
1.1 Introduction
Information and Communication Technology (ICT) has been acknowledged as one of the
important elements in shaping the education system in many countries. New methods of
technology have been introduced in the education throughout the past year, from the creation of
radio in the 1920s, television in the 1940s, computers in the 1950s and the Internet World Wide
Web in the 1980s. To date, the education system has seen the use of computers evolved from
standalone to accessing web and having web presence, to being able to provide integrated web
services for teaching and learning activities (White, 2005).
In Malaysia, the need for the Malaysians to be well abreast with the development and
usage of technology is getting crucial since Malaysia is making a critical transition from an
industrial economy to becoming the leader in the Information and Communications Technology
Age in the Asian region. To make the shift, the Malaysian education system has to undergo a
drastic transformation and changes were made to facilitate this transformation. In 1995, the
Prime Minister of Malaysia announced that the country was embarking on an ambitious program
to establish the Multimedia Super Corridor (MSC). Therefore, the education system also has
been affected by this program. Hence, the Ministry of Education (MOE) sees ICT as a means and
not an end in itself. The ministry believes that a properly designed and implemented computing
and communications will have the potential of realizing the vision of MSC in education
(UNESCO, 2003). ICT has been proven as a key element in shaping the education system in any
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countries including Malaysia. However, a properly designed and implementation of ICT will
have the potential of realizing the vision of 2020 in education.
The National Education System of Malaysia for schools has been divided into a few
categories. It started from pre-school education, primary education, secondary education and post
secondary education. As for secondary education, it was again being divided into two more
categories which is lower secondary and upper secondary education. After the form five students
gained their results, they then will choose whether to further their studies in a higher level.
Ministry of Education has established the Matriculation Division on 1 September 1998 for
unification of all Matriculation Programs that were previously managed by local higher learning
institution such as local universities in Malaysia. Beginning of 2000/2001 session, all
Matriculation Programs with the exception of UIAM and UM centers were fully managed by
Matriculation Division, Ministry of Education (MOE).
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1.2 Background of the study
The Matriculation Program is a pre-university program or also known as a foundation
program for Malaysian students to qualify them to degree programs in the field of Science and
Technology in both local and overseas universities. However, matriculation colleges also offers
Accounts subject to cater for students who wanted to further their studies in the arts stream. The
duration of the foundation program is two semester. The curriculum focuses on the academic as
well as extra co-curriculum aspects. Students who are involved in the program are trained to
achieve academic excellence, leadership qualities and will instill admirable qualities
(Matriculation Division, 2010).
Penang Matriculation College was among the first 5 colleges that were fully operated by
the Matriculation Division. Since year 2000, Penang Matriculation College has been
administrated by 5 reputable and reliable directors. Each director has his own mission and vision
that will ensure that the college excels in all the fields that they participate. As the director
changed, some of the vision also been reviewed to suit the current needs of the students level
and expectation.
In 2007, the vision of the college has been reviewed by the director and the
administrative leaders. They have come up with a new vision that will incorporate a few areas in
the education process. The new vision of the college is to offer a world class foundation
education through research and Information and Communication Technology (ICT). Other than
that, Penang Matriculation College is also a hub for the Centre of Excellence in teaching and
learning process through ICT. By being one of the centre of excellence for ICT, the college has
to make a certain standard for other matriculation college in the ICT field.
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There are a few ICT equipments that have been implemented in the lecture halls and
laboratories. All of these equipments are to help the academic staff in delivering their lesson
more effectively.
1.2.1 Syllabus
All of the Matriculation students follow the same syllabus. The syllabus was being
reviewed by the Matriculation board of directors, head of departments, head of each unit and
lecturers from various universities in Malaysia. They also undergo the same evaluation methods.
The exam papers were being marked by selected lecturers from matriculation colleges and other
lecturers from respective local universities. Selection of students for enrolment to the university
will only be done after the students have passed the matriculation program.
The matriculation program has undergone a few major changes in the curriculum since it
started. Currently the students in the all matriculation colleges nationwide have to learn a few
core subjects according to their major and a few other compulsory subjects. The core subjects for
the physical students are Physics, Mathematics and Chemistry whereas the Biological students
have to learn Biology, Mathematics and Chemistry. As for the accounts students, their core
subjects are Accounts, Business, Economics and Mathematics. The compulsory subjects that all
of the students in Matriculation colleges has to take are Information Technology, Moral and
Islamic Studies, English, Ethics (Dinamika Kemahiran) and Co-curriculum. Starting from
2004/2005 session, all Mathematics, Physics, Chemistry, Biology and Information Technology
subjects are taught in English language.
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1.2.2 Lecturer expertise
In the beginning of Matriculation Program, the division has requited experience teachers
all over the country to teach the foundation program. It started out with teachers who have at
least 10 years of teaching experience in their field (HR Department, 2010). All of the lecturers in
matriculation colleges are compulsory to obtain a degree in their own fields. Although during the
early years of management, the division also took fresh graduates in their respected fields
without any background in education. These lecturers were then being sent to obtain their
diploma in education during semester break in order for them to be fully qualified to teach in
Matriculation Colleges (HR Department, 2010). In Penang Matriculation College, there are 242
lecturers who are qualified to teach in their respected fields.
In conclusion, this is a study to look at the adoption of ICT by the academic staff or
lecturers in handling their teaching and learning process.
1.3 Statement of the Problem
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Technology has always been involved in education. In this 21 st Century, development of
core subject knowledge and understanding of the students is critical in maturing the students as
critical thinkers and problem solvers. Within the text of core knowledge of instruction, the
students also have to be well equip with other essential skills such as communication and
collaboration (Partnership for 21st Century Skills, 2009).Therefore, the lecturers play an
important role in encouraging and instilling the habit and skills of using ICT in learning process.
Technology has opened a new window for the educators to integrate technology
supported materials in the classroom settings by encouraging inquiry, helping communication,
constructing teaching products, assisting students self expression and overall improving the
achievement of students (Bruce & Levin, 2001).Thus, ICT tools have been integrated in the
Malaysian education system for the past years and the Ministry of Education has invested
heavily in developing the ICT infrastructures in schools especially smart schools. Therefore,
teachers and educators are encouraged to use the technology in their classroom for teaching and
learning process.
Meanwhile, to the knowledge of the researcher there has been no published research that
deals with the adoption of ICT use for educational purpose in Penang Matriculation College.
Since the College is moving towards world class education through ICT, a lot of equipments in
term of software and hardware are being implemented in the college for the lecturers to use in
their teaching and learning process. As the technology is evolving from day to day, the teaching
and learning process has been affected. Therefore, the problem addressed in this study is to
investigate to what extent the adoption of ICT is used among the academic staff in carry out their
teaching and learning processes.
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1.4 Theoretical Framework of the study
Advances of the information technology and communications (ICT) are affecting the
education system. Due to the demand of the society, teachers and students need to adopt and
adapt the technology in their daily education environment. Before the year of 2005, Malaysian
government has allocated a sum of RM5.2 billion for Digital Divide Program which aims to
reduce the digital gap between the urban and rural areas. The Ministry of Energy,
Communications and Multimedia was responsible to install telecommunications infrastructure
for all remote school and other rural departments (UNESCO, 2003). In the recent years, major
steps has been taken by Malaysian government to supply schools and other educational
institution with an ICT infrastructures, it is hope that technology will support innovative
pedagogies and improve the teaching and learning processes. According to Rogers (1995),
diffusion is the process by which an innovation is communicated through certain channels over
time among the members of a social system. Rogers (1995) defines innovation as an idea,
practice or object that is perceived as new by an individual or other unit of adoption and
diffusion is the process by which the innovation spreads.
Rogers (1995) suggested that there are four components in the stage of innovation. The
first component is innovation. In the innovation stage is where new idea or practice which is
new to the potential unit. The innovation will be the new practice that will be implemented in a
new environment where new users will have a try on it. The second component is the
communication which the new set of users gained knowledge about the new innovation. The
next component that was included in the theory is time. Time will be representing the duration of
period where the innovation occurs. The last component is the social system where a group of
individuals in an organization work together to achieve a common goal.7
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According to Rogers (1995), the rate of adoption is the relative speed with which an
innovation is adopted by members of a social system. He argues that there are five major
attributes of innovations that influence the rate of adoption of any technology. Rogers also
mentioned that there are 5 variables that determine the rate of innovations. One of the variables
is the perceived attributes of innovations. There are five more attributes that will explain the
perceived attributes of innovations. Those five attributes are relative advantage, compatibility,
complexity, trialability and observability. These five attributes will be explained briefly in
sections as follows:
1.4.1 Relative Advantage
Relative advantage is the degree to which an innovation is perceived as being better that
the idea it supersedes (Rogers, 1995). Relative advantage meant that the degree to which the
users feels that the target technology is better than the current practice. In addition, relative
advantage is the extent to which a new technology offers improvements over currently available
tools. (A. Alzaidyieen, 2009)
1.4.2 Compatibility
Compatibility is the degree to which an innovation is perceived as consistent with the
existing values, past experiences and needs of potential adopters (Rogers, 1995). In other words,
compatibility means that the new idea or inventions is at par with the current values and
experiences of the targeted adopters in an organization.
1.4.3 Complexity
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In most organization, there will be few levels of adopters. Rogers mentioned that the
adopters can be categorized into a few sections (Rogers, 1995). There are five categories of
adopters that were suggested by Rogers. The categories are as follows:
1.4.6.1 Innovators: Venturesome
This group of people is interested in new ideas that lead them out of circle or peer networks and
into more cosmopolite social relationships. The characteristic of innovators is to be able to
understand and apply complex technical knowledge into their work. They also must be able to
cope with a high degree of uncertainty about an innovation at the time of adoption (Rogers,
1995).
1.4.6.2 Early Adopters: Respect
Early adopters are a more integrated part of the local social system that the innovators. This
group of people has the greatest degree of opinion leadership in most system. Potential adopters
look at to this group for advice and information about the innovation (Rogers, 1995).
1.4.6.3 Early Majority: Deliberate
The early majority adopt new ideas just before the average member if a system and they interact
frequently with their peers, but seldom hold positions of opinion leadership in a system. The
early majoritys unique position between the early and the relatively late to adopt makes them an
important link in the diffusion process (Rogers, 1995).
1.4.6.4 Late Majority: Skeptical
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The late majority adopt new ideas just after the average member of a system. Like the early
majority, the late majority make up one-third of the members of the system. The late majority do
not adopt until most others in their system have done so (Rogers, 1995).
1.4.6.5 Laggards: Traditional
Laggards are the last in a social system to adopt an innovation. Laggards tend to be suspicious of
innovations and change agents. Their innovation decision process is relatively lengthy with
adoption and use lagging far behind awareness knowledge of a new idea. Resistance to
innovations on the part of laggards may be entirely rational from the laggards viewpoint, as their
resources are limited and they must be certain that a new idea will not fail before they can adopt.
Figure 1: Adoption Categorization on the Basis of Innovativeness
1.5 Research objectives
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The overall purpose of this study is to identify the extent to which educators and lecturers
use ICT for educational purposes in PMC. To accomplish this purpose, the objectives of this
study are to:
i. To determine the factors that enables the PMC lecturers to use ICT in teaching and
learning processes. (The WHY question)
ii. To determine how ICT is being used in the teaching and learning processes. (The HOW
question)
iii. To identify the barriers of ICT usage.(The CONSTRAINTS question)
1.6 Research Questions
This current research is conducted to identify the adoption of ICT use for educational
purposes b lecturers in PMC. Thus, this study attempts to answer the following research
questions namely:
1. Why do academic staffs use Information Communication Technology (ICT)?
2. How do academic staffs use ICT?
3. What are the barriers of using ICT in teaching and learning processes?
1.7 Significance of the study
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In order to for the Malaysian government to visualized the mission of becoming a leader
in the ICT age, the Ministry of Education concentrated its efforts to support teachers all over the
nation to use the new ICT tools in their teaching practice, and various training programs have
been conducted to enhance teachers knowledge and skills in ICT in order to integrate
technologies effectively in schools and learning institution (UNESCO, 2003).
Thus, the purpose of the study is to identify the issues that the academic staffs
encountered in their adoption of technology in the learning and teaching environment. Other than
that, this research will hope to measure the acceptance of technology in the learning process from
the academician point of view. Moreover, this research will also focus on the barriers and
limitations that the academic staffs are facing when they are required to use technology provided
by the college. By conducting this study, it will shed light on the status of actual ICT usage
among lecturers in PMC (Actual scenario). It will also hope to provide useful guidelines for
policy makers and stakeholders in making critical decisions to enhance ICT usage in the
institution. Furthermore, by conduction this study, it is hope to provide clear guidelines for the
college in moving towards world class education through ICT.
1.7 Limitations of the study
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Limitations are conditions beyond the control of the researcher that may place restrictions
on the conclusions of the study and their application to other situation. The present study has
certain limitations that need to be taken into account when considering the study and its
contributions (A. Alzaidyieen, 2009). Three limitations are identified which include:
1. This study is limited to investigating the level of ICT use in teaching and learning to a
population of lecturers in Penang Matriculation College (PMC)
2. Generalizations from the study should be limited to only the population described and
cannot be applied to any other group.
3. This study is limited to using questionnaires as a method for the data collection.
However, limited interviews will be used to triangulate the data.
4. This study is limited to how authentic or honest the respondents answer the questions.
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1.7 Operational Definitions
1. Information Communication Technology (ICT): The use of ICT in this study refers to
the use of computers, Internet and other related computer application by lecturers for
educational purposes.
2. Penang Matriculation College (PMC): Refers to educational institution that is used in
this study.
3. Ministry of Education (MOE): The ministry that controls and manages the
Matriculation Division.
4. Matriculation Division: The division that controls and manages all matriculation
colleges in Malaysia including Penang Matriculation College.
5. Adoption: The act of acceptance of ICT in the teaching and learning process.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The purpose of this chapter is to present the concept of the attributes of the title and related
researches that was done previously which could provide the rationale for this study. The review
will be divided into few subtopics that are related to the framing of this study. The first subtopic
provides a review of the ICT in general. In addition, the second subtopic will provides the
overview of ICT usage in education throughout the world. Moreover, in the third subtopic it will
provide reviews of ICT in Malaysian Education System. The fourth subtopic contains the
introduction of Matriculation Division. Finally, in the final subtopic, related researches done by
others incorporating Rogers Diffusion of Innovation Theory.
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2.2 Information Communications and Technology (ICT)
Information Communication and Technology (ICT) is a common and widely used term
by most people in this current digital era. However, the ICT term can create different meanings
to various kinds of people. ICT term alone is defined in many ways by a lot of people which can
be viewed from many areas and perspectives.
In the term of ICT, there are two major components: Information Technology (IT) and
Communication Technology (CT). Throughout the years, the handling of information has
evolved drastically when ICT was first introduced. Since the first time computers have been
introduced, the process of analyzing data has been more effective and it is cheaper and time
consuming. (Muniandy & Tan, 2010)
According to United Nations Development Program (UNDP) in Malaysia, ICT is mainly
a tool to capture process and store information. When the old technology such as radio,
television, telephone and printed media is combined and integrated with the new technology such
as computers, network and Internet, the information can be delivered faster and more effectively
to the people around the world. ICT is no longer a phenomenon but has become an important
way when media and technology is being combined to distribute information. ICT can be
concluded as a combination of integration ofInformation Communication IC, Communication
Technology CT and Information Technology IT. The relationship of the ICT components
can be concluded in the diagram below (Yusoff & Lim, UNDP, 2003)
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Figure 2: The dynamic of ICT as a continuous flow of information, communications and
technology.
Since the growth of ICT is becoming such a vital innovations that could benefits the
nation, many agreed that ICT can contribute to the growth and development of countries to
achieve their nations visions and to improved the way of life for the people of the nation. In the
Eight Malaysia Plan (2001-2005) has position ICT as a key enabler in the areas of education,
health and rural development. This development such as the Malaysian Smart School Project is
hoped to be realized with the adoption of ICT in the policy (Yusoff & Lim, UNDP, 2003). In the
Tenth Malaysia Plan (2010-2015) ICT has become one of the focuses in ensuring the growth of
the country. The Malaysian government feels that ICT is becoming an asset to the nation and a
certain of budget is being allocated for ICT development for the country (Berita Harian, 2010).
From the discussion of the literature review, it is believe that ICT plays a vital role in the
development growth of a nations policy and vision. By incorporating ICT into every industrial
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PEOPLE
Information
CommunicationsTechnology
Technology is transmitted in
various forms using
technology as an enabler
Information is exchanged
through fluid and continuous
communication of ideas
Technology is an enabler or
vehicle to disseminate
knowledge
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sector including education will hoped to benefits all and envision Malaysians as both
contributors and beneficiaries of an increasingly global and knowledge based country. As this
research will focus on the adoption of ICT in the teaching and learning processes, the following
section concentrates on ICT in education.
2.3 ICT in Education
ICT in education have been evolved from one decade to another. Due to the increasing
demands of ICT used in education and advancement of ICT, researchers, educators, policy
makers are trying to incorporate the ICT into the education system. From the revolution of
technology starting from radios (1920s), to televisions (1940s), to stand alone computers (1950s)
and the Internet era (1990s) and other allied information technology are changing our lives
(White, 2005). The importance of ICT in the field of education is a new innovation that is
important to bring the current education system to a better level (A. Alzaidyieen, 2009).
In many countries technologies are increasingly important in the field of education. A
simple method of an interactive presentation will save the teachers time in a classroom.
Furthermore, by having an interactive presentation it will enhance the efficiency and
effectiveness of the teaching process. Other than that, educational technology will be important
for increasing student performance in the future and technology has become an essential
necessity in the teaching and learning processes (A. Alzaidyieen, 2009; Leung, 2009). Education
can be transformed using ICT that will bring new capabilities and capacities towards learning
process (White, 2005). Furthermore, many researchers argue that educators should prepare and
embrace a paradigm shift in order to achieve an effective transformation in the information
age (Mathie, 2000).
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As mentioned by Taylor, he suggested that in order for any views about technology to be
changed, the society has to developed an understanding of the application of computing in
education depends upon seeing all computer use in application as in one of three methods. The
three modes that the computer will function are as a tutor, tooland tutee (Bull, 2009).Computers
as a tutor is an application designed by developers with a certain objectives that they want to
convey to the students whereas a computer as a tool is where the educators use the computers as
an aid or application to help them in their teaching and learning processes. Meanwhile, a
computer as a tutee is where the students will use the computers in dealing with the process of
learning.
Since the emergence of Internet and the World Wide Web, the education industry has
once again being affected by the new technology. It has expanded the teaching and learning
process to all new level of education. Thus, variety of new theories and learning approach has
emerge together with the technology such as e-learning, distance learning, online learning and
blended learning (Muniandy & Tan, 2010). The web has change the ways of people
communicate. Wikipedia is an example of a project that uses the web that allows the users to
share ideas openly and freely. Other than that, social networking websites such as Facebook,
Flickr and YouTube allow the users to share their ideas and exchanged information as well as
interest (Muniandy & Tan, 2010).
Furthermore, there is a large amount of researches done on the using ICT in teaching
and learning and from the researches it can proves that there is a lot of advantages and benefits
from ICT when it is incorporated with education (A. Alzaidyieen, 2009; Leung, 2009). For
example, the advantage that ICT can bring in education is such as increasing the motivation
levels among the students. With interesting graphic and colourful illustration together with the
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animations and appropriate sound effects, ICT can provides multisensory to the students and
encourage the learning process (Leung,2009 )
2.4 ICT in Malaysian Education
Like most developing nations, Malaysian government has identified ICT as a key to
achieve developed nation status by the year 2020 and considerable amount of efforts in the field
of education has been taken to in the steps of achieving the vision 2020 (UNESCO,2003). The
steps includes the transformation of the education system and the workers since the field of
education was identified as having the key role to produce highly skilled workers with adequate
skills, knowledge and competency to compete with the world (Muniandy & Tan, 2009).
According to the Ministry of Education, the concept of ICT in education includes system
that enable information gathering, management, manipulation, access and communication in
various forms (Chan, 2002). The Ministry of Education has formalized a mission statement in
1995 which reflects the Ministrys commitment towards achieving the goals of Vision 2020: To
develop a world class quality education system which will realize the full potential of the
individual and fulfill the aspirations of the Malaysian nation. The same commitment is also
indicated in the National Philosophy of Education which calls for developing the potential of
individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and
harmonious.(UNESCO,2003). Consistent with the Malaysians vision of 2020, the Ministry of
Education has formulated three main policies or ICT education:
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ICT for all students
ICT as teaching and learning tools
ICT used to increase productivity, efficiency and effectiveness of the management
system
In the first policy it means that ICT is used to reduce the digital gap between the schools where
ICT is provided to all students in various schools. The second policy focuses on ICT as teaching
and learning tools where it can be a part of a subject or a subject by itself. The third policy
stresses on the use of ICT in order to increase the productivity, efficiency and effectiveness of
education management through office automation and data analysis (Lallana, 2004).
To support the countrys ICT master plan and fulfill the Vision 2020, the education
system is being transformed to create a new generation of more creative and innovative
Malaysians who are adept in the new technologies and able to access and managed the
information explosion. One of the major projects that funded by the government is the Smart
School Project. The Smart Schools are characterized as not only by the introduction of
technology but also by their ability to deliver education in a better way. The first phase of
implementation began in 1999 with 90 schools and aim the government is to convert all schools
into Smart Schools by 2010 (Lallana, 2004).
Another example of the effort that the Ministry of Education has taken is the introduction
and implementation if ICT related subject in the current Malaysian curriculum. The subjects are
such as Information and Communication Technology, Computer Graphics, Multimedia
Production, Fundamentals of Programming, Program and Development Tools, Computer
Machine Architecture, Business Application of Computers, Computer Support System and
Network Support System in order to enhance the ICT literacy in teaching and learning process
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(Muniandy, Tan, Masood & Mohamad, 2009).
The Malaysian education system provides 11 years of free schooling. Although
schooling is not compulsory, over 95% of all seven year olds are enrolled in public schools
(Idrus & Atan, 2004). Most children between the age of four and six years begin their education
at pre-school in kindergartens setup throughout the country by the government, non government
agencies and private sector. The structure of formal school education in Malaysia is a 6-3-2-2
pattern. This structure represents the primary (6 years), lower secondary (3 years); upper
secondary (2 years) and per-university (2 years) levels respectively (Idrus & Atan, 2004).
2.5 Matriculation Division
Ministry of Education has established the Matriculation Division on 1 September 1998
for unification of all Matriculation Programs that were previously managed by local higher
learning institution such as local universities in Malaysia. Beginning of 2000/2001 session, all
Matriculation Programs with the exception of UIAM and UM centers were fully managed by
Matriculation Division, Ministry of Education (MOE).
The Matriculation Program is a pre-university program or also known as a foundation
program for Malaysians Bumiputera students to qualify them to degree programs in the field of
Science and Technology in both local and overseas universities. However, matriculation colleges
also offers Accounts subject to cater for students who wanted to further their studies in the arts
stream. The duration of the foundation program is two semester. The curriculum focuses on the
academic as well as extra co-curriculum aspects. Students who are involved in the program are
trained to achieve academic excellence, leadership qualities and will instill admirable qualities.
2.6 Review of Diffusion of Innovation Theory23
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Diffusion of innovations has been used as a framework in many studies within the
context of adoption in the technology education area. Medlin (2001) suggested that Everett
Rogers Diffusion of Innovation theory is most appropriate theory to investigate the adoption of
ICT in education. This theory can be used to describe the pattern of adoption, to assist in
predicting whether and how a new innovation will be successful in its use and to ascertain its
consequences (Medlin, 2001). There are quite a number of researches that used Rogers theory to
identify the factors that affects the use of ICT in the education context.
For example, Blankenship (1998) investigated the factors related to computers use by
teachers in classroom instruction. From his research, he suggested there are five major factors
that affect the use of computers in teaching and learning process. Those factors are attitude,
access, training, support, and characteristic of the individuals. By identifying these factors, the
adopters category can be identified and necessary measures can be taken to improve the level of
adoption among the teachers (Blankenship, 1998).
Rogers theory can be adapted by any researchers to identify any innovations that are
done in any area. For example, Albirini (2004) used Rogers Diffusion of Innovations theory to
investigate the attitudes of EFL high school teachers in Syria toward ICT in education and to
explore the relationship of teachers attitudes with a selected set of variables. These variables are
computer attributes, cultural perceptions, computer competence, computer access and
demographic variables (Albirini, 2004).
Another example of the use of diffusion of innovation theory in a study is from a research
done by A. Alzaidyieen (2009). The study focuses on the factors affecting the use of ICT for
educational purposes by Jordanian rural secondary school teachers. In the study, he focuses on
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the five characteristics of innovations that effect the teachers diffusion such as relative
advantage, compatibility, complexity, trialability and observability (A. Alzaidyieen, 2009).
CHAPTER THREE
METHODS AND PROCEDURES
3.1 Introduction
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The purpose of this chapter is to describe the design and methodology used in conducting
this research. It will describe the research methods used to answer the research questions.
Therefore, this current chapter provides a description of the research design, research population
and sample. Specifically this chapter also includes the selection of the research site, information
regarding the proposed instrumentation, data collection procedures and analysis procedures. As
stated in the first chapter, this study is done to answer the research questions of finding the
adoption of ICT used among the academic staff in carrying out their teaching and learning
methodology.
Therefore, the method that will be use in this research is a descriptive method to answer
the following research questions:
4. Why do academic staffs use Information Communication Technology (ICT)?
5. How do academic staffs use ICT?
6. What are the barriers of using ICT in teaching and learning processes?
3.2 Research Design
The purpose of the study is to identify the issues that the academic staffs encountered in
their adoption of technology in the learning and teaching environment. This research also will
measure the acceptance of technology in the learning process from the academician point of
view. Moreover, it will also focus on constrain and limitation that the academic staffs are facing
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when they are required to use technology provided by the college. Research design is a plan of
conducting the whole research study. This study will be using a descriptive research method
where a quantitative technique of analyzing the data will be carried out in order to find the
findings. Descriptive or quantitative research can be describe as explaining phenomena by
collecting numerical data that are analyzed using mathematically based methods in particular:
statistics (Muijs, 2004).
The qualitative method is used to answer the research questions of the study. The
rationale for this technique is that the quantitative data and result will provide a general picture
of adoption of ICT usage among the lecturers in their teaching and learning processes. Moreover,
there is one major stage for the purpose of data collection and that is pen and paper
(questionnaire). The research design will be a linear and direct (top to bottom) data collection
procedure. The diagram below will conclude the research design for this study.
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Figure 3: Research Design
3.3 Research Population and samples
The definition of a population is a group of individuals that one or more characteristics in
common that are of interest to the researcher (John & James, 1998). Currently there are 242
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qualified lecturers in Penang Matriculation College (HR Department). This number refers to the
total numbers of lecturers with various teaching background.
Sampling is a process of selecting a number of participants for a study in such a way that
they will represent the large population which they were selected. There are several ways of
selecting a sample from a population. There are five sampling categories. Those categories are
such as random sampling, systematic sampling, stratified sampling, cluster and multistage
sampling. Out of these five sampling categories, only one technique will be used, which is the
stratified sampling. Stratified sampling is a mini reproduction of the population. In the stratified
sample, the sampling frame is divided into non overlapping groups or strata. Then a sample is
randomly taken from each stratum. The sample of this research is also a convenient sample for
the researcher.
The participants of the study are going to be divided according to a characteristic that the
researcher has set. They are going to be divided according their subjects that they are currently
teaching. Example of a group of lecturers that will be selected is among Mathematics lecturers.
Within the group of mathematic lecturers, 15 participants will be randomly selected to take part
in the study.
In terms of quantitative methods, a large samples size will represent a significant result.
Choosing a correct population frame is important if the research results are to be generalized. For
the purpose of the research, one set of questionnaires will be distributed to 110 lecturers from
various teaching background for the purpose of data collection in order to answer the research
questions.
3.4 Research Instruments
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The quantitative methods will be used to collect the research data. Questionnaire is
defined as a pre formulated written set of questions to which respondents record their answers,
usually within rather closely defined alternatives (Sekaran, 2003).
The questionnaire that will be used included four major sections. The first group of
questions will be collecting the demographic data whereas the second group of questions will be
investigating the reason behind the ICT usage among the lecturers in PMC. The third group of
the questionnaire will investigate the areas of ICT usage done by the lecturers in their teaching
and learning processes. Finally the fourth group of questions was designed to identify barriers
and limitations that the lecturers faced when they try to incorporate ICT with their teaching and
learning method. The questionnaire that was prepared consists of 42 items for which the
participants have to answer. In section two and three, responses are given in a 5-point Likert
scale.
Items in section two and three were being adapted from a questionnaire done by Leung
K.P from his research paper entitled Effects of Professional Development on Teachers
Integration of ICT in Teaching in Hong Kong (Leung K.P, 2009). The items were adapted and
modified to suit the research questions as well as to suit the targeted participants of the study.
A short interview session will be conducted by the researcher with two selected
participants. The two participants will be selected randomly and their opinion will help the
researcher to triangulate the data that has been collected from the questionnaire. The participants
will be needed to answer a few structured interview questions about ICT in education and their
opinion on it.
3.5 Data collection
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The data collection for this study will be gathered through qualitative means. Thus, the
printed questionnaires will be sent to 7 units which be amounted to 110 respondent. The units
that will be selected are the English, Physic, Biology, Chemistry, Mathematics and combination
of 4 arts subjects (unit). Lecturers will be requested to complete the questionnaires and to be
submitted to a person in charge that the researcher has assigned earlier. Hence, the completed
questionnaires will be collected by the researcher on the same day it was distributed.
The qualitative data will only be obtained once the data from the questionnaire has been
obtained. From here, the researcher will get a better understanding of the ICT usage based on the
findings of the questionnaire before the interview session is being carried out.
3.6 Data analysis
The data from this study will be analyzed using the measures of central tendency. The
scale from the questionnaire ranges from 1 to 5. Scale 1 indicated the lowest agreement and scale
5 indicates the highest agreement of each items. The data collected will be calculated for
frequency, mean and standard deviation. The mean is to look for the average score in
indentifying the levels of each aspect of the research questions.
Two main software will be using for the data analysis. Microsoft Excel 2007 will be used
for data entry from the data collected whereas SPPS version 16.0 will be used for data analysis.
Chart and diagrams will be generated from the data analysis that was acquired. As for the
qualitative data, Microsoft Word 2007 will be used to dictate the responses from the participants.
3.7 Pilot Study
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A pilot study was conducted before the actual data collection was carried out. The aim of
conducting a pilot study is to test out the items other than try out the methods and data collection
method for the study. A pilot study is also important in order to acquire the validity of the
instruments and to ensure that the wordings of the items are understandable and appropriate for
the participants.
For this study, three steps were used in the pilot study. Firstly, the adapted questionnaire
were checked and reviewed according to the research objectives and questions. Secondly, the set
of questionnaire were validated by an expert on the subject matter in order to ensure that
questions were at a par with the research objectives, questions and procedures. Lastly, a random
sampling method was used to select 15 samples among academic staffs in Penang Matriculation
College to participate in this study.
Therefore, the pilot study was intended to achieve the following matters:
1. To ensure that the questionnaire design fits the research questions in terms of content as
well as the wording.
2. To ensure that the data collected from the questionnaire will be sufficient to provide
answer to the research questions.
3. To gather information and perception as well as feedback from the participants.
4. To gain the validity and reliability of the instruments.
The data collected from the pilot study then were analyzed and the result will be
presented by the value of Cronbach Alpha. The Cronbach Alpha is a method commonly used to
examine the reliability coefficient of items in a test. The reliability result of the questionnaire is
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being summarized in the table below. In order to increase the value for Cronbach Alpha, two
items of the questionnaire were taken out from the instrument.
Table 3.7: Relibility Statistics
CHAPTER 4
DATA ANALYSIS AND RESULTS
4.1 Introduction
The aim of this study is to investigate to what extent the adoption of ICT used among
academic staff in one of the matriculation college in the northern region in their teaching and
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learning processes. In the previous chapter, it has been stated the outline of the methodology
used in the research in order to achieve the research objectives and to answer the research
questions related to ICT use for educational purposes by the academic staff in Penang
Matriculation College. The purpose of this chapter is to present the results of an analysis from
the quantitative and qualitative data collected from the academic staff through a set of
questionnaire and interviews.
The data analysis procedure that used in this study was divided into two main parts:
quantitative data and qualitative data analysis. Data was collected using mixed methods where
the first part of data collection came from the questionnaire (quantitative) and interviews
(qualitative). The participants involved during the data collection were 82 academic staff from
Penang Matriculation College. The results of this study are reported in a few subsections in this
chapter. The first (1) subsection will include the description of the sections in the quantitative
data analysis. Secondly (2) the next subsection will include the result of reliability test that was
done on the questionnaire by referring to the value of Cronbach Alpha. In the third (3)
subsection, it will describe the response rate of the participants. In fourth (4) subsection, it will
describe the summary of the descriptive demographic data whereas in the fifth (5) subsection the
quantitative data analysis will be presented. In the last sub section, the qualitative data will be
presented.
4.2 Quantitative Data Analysis
The questionnaire that was distributed contains 4 main sections. Section (1) focused on
the participants demographic information that consists of general background knowledge of the
participants that is related to teaching experience and ICT usage. A type of statistics that is used
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to analyze this section is percentages. Section (2) focused on the factors that enable the academic
staff to use ICT in their teaching and learning processes. Participants were needed to respond to
the items by selecting a series of Lickert Scale of (Strongly Disagree, Disagree, Neutral, Agree
and Strongly Agree). Percentages, Means and Standard Deviations were used to report on the
result of this section.
The focus in section (3) is to determine the methods and ways that the academic staff
used ICT in their teaching and learning processes. There were 17 items that were used to clarify
the methods and ways of ICT usage among academic staff. The participants were needed to
respond to another set of Lickert Scale of (Strongly Disagree, Disagree, Neutral, Agree and
Strongly Agree) and Percentages, Means and Standard Deviations were used for the purpose of
data analysis. Section (4) has 6 items that dealt with the barriers and constraints faced by the
academic staff in conducting their teaching and learning processes. In this section, the
participants were needed to respond to the items by choosing options given which is appropriate
to the questions. Meanwhile, Percentages, Means and Standard Deviations were used for the
purpose of data analysis.
4.3 Reliability of the Instrument
The reliability of the instrument was determined by internal consistency (alpha
coefficient) in the study. Each sub section was analyzed independently in order to obtain the
sufficient Cronbach alpha value. The value for Cronbach alpha for the second (2) section which
is to determine the factors that enable the academic staff to use ICT in their teaching and learning
processes was 0.80. For section three (3), the value of Cronbach alpha that was obtained was
0.89 that determine the ways and methods of ICT used among academic staff. The value for the
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Cronbach alpha in the fourth (4) section was 0.79. The values for sections 2,3 and 4 can be
summarized in the table below:
Scale by sections Alpha Coefficient
Section 2 0.80
Section 3 0.89
Section 4 0.79
Table 4.1 : Reliability of the instrument
4.4 Response Rate
The director of Penang Matriculation College has agreed to support the study that is
being done by the researcher. A total of 110 academic staffs were given the questionnaire to be
answered. Out of the 110 participants, eighty two (82) participants completed the questionnaire.
The overall response total of academic staffs that participated in the questionnaire was (N=82)
representing a 74.6% response rate as being summarized in the table below:
Population Num in Num of usable % of usable
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population Responses responses
Total 110 82 74.6
Table 4.2: The response rate
4.5 Descriptive Summary of Demographic Data
Tables 4.3 through table 4.5 represent the frequencies and the percentages of
demographic data that was collected from the questionnaire. Demographic data contains 5 main
questions regarding the background of the participants. The characteristic of the participants
includes gender group, age group, teaching experience, subject taught and their experience in
using computers in as an aid in their work. Table 4.3 summarizes demographic data of gender
group of participants of the questionnaire. Out of 82 participants, 14 of them were males and 68
were females. The analysis of the data can be concluded in table 4.3 and Figure 1.
Gender Frequency Percentage
Male
Female
14
68
17%
83%
Total 82 100%
Table 4.3: Data on gender distribution
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Figure 4.3: Percentage of Gender Distribution
Table 4.4 represents the frequency and percentage of the age group of the respondents.
The age group for the respondents varies from 18-25 years old to over than 46 years old. The
most age group was in the group range of 31- 35 years old consists of 23 respondents that makes
up to 28% of the age group. The least age group was in the group range of 18-25 years old that
consists of 1 respondent that makes up to 1% of the age group. The distribution of the age group
is summarized in table 4.4 and Figure 2.
Age Frequency Percentage
18-25
26-30
31-35
36-40
41-45
1
19
23
14
8
1%
23%
28%
17%
10%
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Over 46 17 21%
Total 82 100%
Table 4.4: Data on age distribution
Figure 4.4: Percentage of Age Group Distribution
The responses from the respondents on their teaching experience shows that the most
respondents have at least 6 to 10 years of teaching experience where a total of 32 participants
responded to the questionnaire that makes up to 39%. The respondents that stated that they have
1 year of teaching experience consists of 1 responded that makes up to 1%. Table 4.5
summarizes the frequency and percentages of the respondents teaching experience.
Years of teaching
experience (years)
Frequency Percentage
0-1
2-5
1
18
1%
22%
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6-10
11-15
More than 15
32
9
22
39%
11%
27%
Total 82 100%
Table 4.5 : Data on teaching experience
Figure 4.5: Percentage of Teaching Experience
4.6 Quantitative Results
Table 4.6 summarizes the data analysis of items in section 2 which is to determine the
factors that enable the academic staffs to use ICT in their teaching and learning processes. In
order to answer the first research question for the study, respondents were requested to answer 12
Lickert scale items that will determined the reasons the academic staffs uses ICT in their
teaching and learning processes.
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Items
Percent (%)
MeanStd.
DeviationStrongly
Disagree
Disagree Neutral Agree Strongly
Agree
IT sufficient knowledge 2.4 6.1 23.2 68.3 0 3.57 0.72
IT as a trend 0 12.2 20.7 54.9 12.2 3.67 0.84
Use IT to create positive learning attitude 0 13.4 11.0 61.0 14.6 3.76 0.86
Able to follow steps effectively 0 2.4 4.9 69.5 23.2 4.13 0.60
Able to learn more from books than computers 0 6.1 8.5 69.5 15.9 3.95 0.70
Having computer improve productivity 1.2 20.7 52.4 22.0 2.4 3.52 4.47
Having computer in classroom can be a better lecturer 0 31.7 32.9 34.1 1.2 3.04 0.84
Technology is useful for all subject areas 0 0 3.7 65.9 30.5 4.26 0.52
Need assistance to prepare teaching materials 0 3.7 4.9 68.3 23.2 4.10 0.64
Assist others to prepare teaching materials 0 3.7 7.3 67.1 22.0 4.07 0.66
Download/links extra materials for teaching and
learning
04.9
36.6 17.1 41.52.95 0.99
Use ICT to design programs for teaching and learning 0 14.6 35.4 45.1 4.9 3.40 0.79
Overall Results 0.30 9.96 20.13 53.57 15.97 3.71 1.05
Table 4.6: Data distribution for research question one
From the data analysis that was done, the highest percentages of scores for reasons of
using ICT in teaching and learning processes was the participants agrees that technology is
useful for all subject areas with a mean score of 4.26 with 96.4% of the participants answered
Agreed and Strongly Agreed. The second highest score is the ability of the lecturers in
following steps effectively when dealing with ICT with a mean score of 4.13 (a combined of
92.7% of the participants answered Agreed and Strongly Agreed). With the percentages
91.5% and 89.1 % respectively, lecturers in Penang Matriculation College Agree and
Strongly Agree that they mostly they need some assistance from their colleagues in preparing
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for teaching materials and they do help others when the need arises from their friends and the
mean for both were 4.10 and 4.07 respectively. The percentage for one of the item which is the
incorporating IT skills in teaching and learning method as a sufficient knowledge was 68.3%
with mean score of 3.57 and standard deviation of 0.72. A combined of 67.1% of the respondents
Strongly Agreed and Agreed that IT in education is a trend with the mean score of 3.67 and
standard deviation of 0.84. For item Using IT to create positive learning attitude, 75.6%
answered Agreed and Strongly Agreed with the mean score of 3.76 and standard deviation
of 0.86. A combined percentage of answers of Agreed and Strongly Agreed for item that
enable them to learn more from books than computers were 85.4% with mean score of 3.95 and
standard deviation of 0.70. The combined percentage of an item that suggest academic staffs
having a computer in their classrooms will improves productivity is 24.4% with a mean score of
3.52 and standard deviation of 4.47. The mean of 3.04 and standard deviation of 0.84 for the item
of having computer in classroom will make the lecturers become a better lecturer and 34.1%
percentage answered Agreed. 41.5% of the participants answered Strongly Agreed for item
of Downloading or link to a website for extra materials for their teaching materials with a
mean score of 2.95 and standard deviation of 0.99. Approximately 50.0% of the participants
responded Agreed and Strongly Agreed for the last item in the section which is requires the
academic staffs to use ICT in designing programs for their teaching and learning with a mean
score of 3.40 and standard deviation of 0.79.
Table 4.7 summarizes the analysis on data of section 3 which determined ways and
methods that the academic staffs uses in carry out their teaching and learning processes. The
participants were needed to answer 17 items in this section.
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Items Percent (%) Mean Std.
DeviationStrongly
Disagree
Disagree Neutral Agree Strongly
Agree
Know how to
install hardware0.0 1.2 14.6 70.7 13.4 3.96 0.57
Know how to
install software 3.7 19.524.4 46.3 6.1
3.310.97
Know how to
format a disk 3.7 34.19.8 40.2 12.2 3.23 1.15
Know how to use
word processing
software0.0 14.6 14.6 56.1 14.6 3.70 0.89
Know how to use
table in word
processing software2.4 30.5 8.5 43.9 14.6 3.37 1.14
Know how to use
graphics in word
processing software0.0 0.0 4.9 61.0 34.1 4.29 0.55
Know how to usespreadsheet 0.0 0.0 4.9
62.2 32.9 4.28 0.55
Know how to use
database program 0.0 7.3 8.558.5 25.6 4.02 0.80
Know how to use a
scanner 1.2 4.9 8.564.6 20.7 3.98 0.77
Know how to write
computer programs 3.7 25.624.4 40.2 6.1 3.19 1.01
Know how to use
presentation
software1.2 22.0 14.6 42.7 19.5 3.57 1.07
Know how to
design presentationslide
11.0 51.2 15.9 19.5 2.4 2.51 1.00
Know how to use
computers to create
graphics or music0.0 4.9 2.4 61.0 31.7 4.19 0.71
Use email to
contact peers 0.0 2.46.1 62.2 29.3 4.18 0.65
Use technology to
maintain students'
records1.2 23.2 20.7 39.0 15.9 3.45 1.05
Requires to use the
e-learning portal 0.0 3.7 6.1 63.4 26.8 4.13 0.68
Use KMPP e-
learning portal 0.0 2.47.3 62.2 28.0 4.15 0.65
Overall results 1.65 14.56 11.54 52.57 19.64 3.74 0.84
Table 4.7: Data distribution for research question two
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From the data analysis that was conducted, 70.7% of the respondents Agreed that they
know how to install a new hardware whenever it is required of them with a mean score of 3.96
and the standard deviation of 0.57. However, the percentage of the academic staffs answered
agreed in installing software is 46.3% with the mean score of 3.31 and the standard deviation
is 0.97. Item that require the respondents to answer the level of knowledge that they know in
formatting a disk, 40.2% answered Agreed with a mean score of 3.23 and the standard
deviation is 1.15. In general, the percentage of the respondents answered that they Agreed to
the item of knowing how to use word processing software is 56.1% with a mean score of 3.70
and the standard deviation of 0.89. 43.9% and 61.0% of the respondents answered Agreed to
the item that they know how to use tables and create graphic in word processing software with a
mean score of 3.37 and 4.29 and standard deviation of 1.14 and 0.55 respectively. 62.2% of the
respondents answered Agreed to the item of knowing how to use spreadsheet software with a
mean score of 4.28 and the standard deviation is 0.55. 58.55% percent of the respondents
answered Agreed that they know how to use a database program with a mean score of 4.02 and
the standard deviation of 0.80. More than half of the questionnaires participants answered
Agreed that they know how to use a scanner when a task requires them to do so with a
percentage of 64.6%, mean score of 3.98 and standard deviation of 0.77. Less than half of the
participants of the questionnaire answered Agreed to the item of knowing how to write
computer programs for teaching and learning processes with a percentage of 40.2%,mean score
of 3.19 and standard deviation of 1.01.42.7% of the respondents answered Agreed to the item
of knowing how to use presentation software with a mean score of 3.57 and standard deviation
score of 1.07.However, only 19.5% answered that they know how to design presentation slide for
their teaching and learning materials with a mean score of 2.51 and the standard deviation score
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of 1.00. More than half of the participants know how to use computers to create graphics or
music for their teaching and learning materials with a percentage of 61.0% answered Agreed
and the mean score and standard deviation are 4.19 and 0.71 respectively. More than half of the
respondents answered Agreed to the item of using email to contact their peers with the
percentage of 62.2%, mean score of 4.18 and standard deviation score of 0.65. Respondents were
needed to answer an item about the use of technology in maintaining their students records and
the percentage that agrees in using technology was 39.0% with a mean score of 3.45 and
standard deviation of 1.05. 63.4% of the respondents agreed that their teaching and learning
process requires them to use e-learning portal with a mean score of 4.13 and standard deviation
score of 0.68. The last item in this section requires the respondents to answer question on
whether they use PMCs e-learning portal in their teaching and learning processes and the
percentage is 62.2% with a mean score of 4.15 and standard deviation of 0.65.
Table 4.8 until 4.11 summarizes the data analysis of items in the last section of the
questionnaire. The final section of the questionnaire determined the barriers and limitations of
using ICT in teaching and learning processes among the academic staffs.
Convenience in
using ICT in
teaching
Frequency Percentage
Yes
No
74
8
90%
10%
Total 82 100%
Table 4.8: The convenience in using ICT for teaching
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Figure 4.8: The percentage of convenience in using ICT for teaching
Out of 82 respondents, 90% of the participants answered Yes to the item of
convenience of using ICT in teaching and learning processes.
Notebooks provided Frequency Percentage
One person onlyShared among group of
lecturers
For all lecturers to book
4923
10
60%28%
12%
Total 82 100%
Table 4.9: Data on notebooks provided
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Figure 4.9: Percentage of data on notebooks provided
60% of the participants answered that the notebook provided by the college were used for
a person only while 28% of them answered that notebooks were shared among a group of
lecturers and only 12% of them answered that notebooks provided were for all lecturers to book
for their teaching and learning processes.
Limitations
when using
ICT in T&L
Frequency Percentage
Yes
No
59
23
72%
28%
Total 82 100%
Table 4.10: Limitations in using ICT in Teaching and Learning
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Figure 4.10: Percentage of limitations in using ICT in Teaching and Learning
For item that determined the percentage of having limitations when using ICT in teaching
and learning processes, 72% answered that they do have limitations when dealing with ICT in
education. 28% of the respondents answered that they do not have any limitations when using
ICT in teaching and learning processes.
Problems faced Frequency Percentage
Device failure
Limited hardware &software
Network connectionLack of technical supportSecurity
Others
24
726
1087
29%
8%32%
12%10%9%
Total 82 100%
Table 4.11: Problems faced by the academic staffs
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Figure 4.11: Percentage of problems faced by the academic staffs
The most answered option that the participants pick was for problems that they usually
had was Network connection with a percentage of 32% follows by Device failure 29%,
Lack of technical support 12% , Security 10% and others as 9%. The least option that the
participants choose was Limited hardware and software that is available for them to use which
make up to 8%.
Necessity of
changing
classrooms
when using
ICT
Frequency Percentage
YesNo
5428
66%34%
Total 82 100%
Table 4.12: The necessity of changing classrooms when ICT is used
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Figure 4.12: Percentage of the necessity of changing classrooms when ICT is used
Out of 82 participants, 54 (66%) of them answered that it is necessary for them to change
classrooms when ICT is required in their teaching and learning processes. 34% of the
participants answered that it was not necessary for them to change classroom when ICT is
incorporated in their teaching and learning processes.
Action taken
by the
technical
support
Frequency Percentage
Very slow
Rather slowCommon
Rather fast
Very fast
6
2538
12
1
7%
31%46%
15%
1%
Total 82 100%
Table 4.13: Action taken by the technical support
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Figure 4.13: Percentage of action taken by the technical support
The most percentage of options for action taken by the technical support was rather
common where 46% of the participants respond to it follows by 31% choosing that it was rather
slow, 15% said it was rather fast and 7 % choose very fast. The least of the option taken by the
technical support was 1% of very fast.
4.7 Qualitative Results
The qualitative data that was acquired were meant to triangulate the data analysis from
the quantitative data. Thus, two participants were selected randomly to be the samples for the
qualitative data. According to participant #2, he relies a lot on technology in preparing for his
teaching materials. He uses mainly the Internet as a tool to search for relevant content in order to
create a better understanding on the topic. He explained that
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I usually rely on Internet for my primary source in helping me to prepare for my
teaching and learning sessions. Although books are available to me, but I prefer to use the
Internet since the Internet provides various aspects of delivering the content of a certain topic
or subject area. Application such as Microsoft Office, Graphic Design Software is among the
common application that I usually used to present my content.
However, participant #1 feels that her knowledge in ICT is still new although people
surrounding her are quite well verse in dealing with technology. She explained that
I would rate my level of ICT in education to be at the level of a novice. I am still
trying to learn to use most of the basic functions in let just say, Microsoft Office Word. I am
most comfortable in using OHP when teaching since it is quite handy for me whenever I am
in the lecture hall.
The above quoted dialog that was conducted indicates that there are still lecturers who prefer to
use the basic equipment such as OHP for their teaching and learning processes. However,
participant #1 did mention that support from the organization is given to her. She explained
Since the past 2 years, support from the organization is being given to lecturer like
me. We are being guided by a group of other lecturers in creating a better layout of our
teaching and learning materials. I have to admit it takes time and a lot of patient on both of
our part since we need to allocate the time to meet up and discuss about the problem that
arise.
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Participant #1 expressed his opinion about incorporating technology in the classroom as a
worthwhile experience. He stated that
I truly believe that by incorporating technology in my teaching and learning
processes, I have created a better environment for my students in expressing and exploring the
knowledge better. I usually will encourage my students to explain a method or a concept in
their own way and they are all welcome to search for a method that they understand best and
share the new knowledge with the rest of their friends. By doing so, they will be trained to be
more resourceful.
By having the access to technology in a classroom, the lecturer is giving the opportunity for the
students to explore and be creative in their teaching and learning processes. Furthermore,
methods of approaches in gaining new knowledge are imposed to the students.
4.8 Summary of the chapter
Chapter four is divided into two main parts of data findings. The parts are divided into
two sections which are the quantitative data analysis and qualitative data analysis. Chapter five
will present the summary of the purpose of the study, research questions and an overview of the
methodology used in the completion of the study.
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CHAPTER 5
FINDINGS, DISCUSSION, RECOMMENDATIONS AND CONCLUSION
5.1 Introduction
This chapter provides input on the major findings that were related to the research
questions address in the first chapter. Moreover, other areas that will be mentioned in this
chapter are the implications of the research in the education aspect from the Penang
Matriculation College and the Education Systems point of view. Furthermore, recommendations
for further research and summary of the study are also addressed. The purpose of this study is to
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investigate the level of ICT adoption among academic staffs in Penang Matriculation College in
term of handling their teaching and learning processes. This study provides three main questions
on the subject area of the research. The research questions are divided into three main areas
where the first research question is to determine the factors that enable the PMC lecturers in
using ICT in their teaching and learning processes. The second research question will determine
the ways and method that the academic staffs uses in their teaching and learning process. Finally,
the third research question will touch on the barriers and limitations that the academic staffs
faced during their teaching and learning process when ICT is incorporated.
A mixed model design was used for this study with a combination of quantitative data
analysis and qualitative data analysis in triangulating the quantitative data that was acquired. The
data was guided by three research questions which relied mostly on quantitative data and was
being supported by few questions from the qualitative data. The quantitative data was analyzed
by using a descriptive statistics mainly by referring to the percentages, means and standard
deviations to indicate the level of agreement and acceptance of ICT used by the academic staffs
in their teaching and learning processes.
Diffusion of Innovation Theory by Rogers (1995) was used in this research where it
provided the theoretical framework for this research. Medlin (2001) suggested that theory of
Diffusion of Innovation is the most appropriate theory that can be used to determine the adoption
level of ICT in education. There were 82 respondents that participated in this research where
they were needed to answer a set of questionnaire that includes 4 sections. This chapter interprets
the findings of three research questions that were set out earlier in the first chapter. This chapter
is divided into four main sections. The first section will discuss the conclusion based on the key
findings from the data analysis that was collected. In the second section contains the implications
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of the research. The third section will touch on the recommendations for future research. Last but
not least in the fourth section includes the research conclusions.
5.2 Conclusion based on key findings
Quantitative data and qualitative data were measured and triangulated to address the
research questions. Conclusion that was derived from the data was based on the responses by the
participants of the questionnaire as well as a sample in-depth semi structured interview that was
conducted on two interviewees.
5.2.1 Research Question 1: Why do academic staffs use Information
Communication Technology (ICT).
The first research question aims to find out the reasons why the lecturers do uses ICT in
their teaching and learning processes. A section in the questionnaire and an in-depth questions
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were used to answer research question one. The reasons of using ICT in education were
presented by a mean score on a 5-Likert scale. The overall mean for items in this section is 3.70
suggesting that there were various reasons why the lecturers use ICT in their teaching and
learning.
As for the reasons of using ICT in teaching and learning processes, the participants
distribution was as follows: 0.30% from the total percentage of participants reported that they
strongly disagree on the reasons of using ICT for teaching and learning, 9.96% reported that they
disagree on most of the reasons listed in the questionnaire, and 20.13% of the respondents
reported that they are neutral with most of the items in the questionnaire. More than half of the
participants were reported that they agreed on most of the reasons listed in the questionnaire
which makes up to 53.57%. 15.97% from the total percentage of participants reported that they
strongly agreed to the most of the reasons that was listed in the questionnaire. The findings
revealed that the opinions and reasons of using ICT in teaching and learning processes vary from
the participants point of views. The obvious reason of using ICT in teaching and learning
processes is they feel that technology is suitable for all subject areas and it is not limited to a
certain subject alone. The qualitative data also revealed that the content of the subject area can be
presented in various ways by incorporating multimedia elements. Therefore, it will create an
interesting platform for the students to learn new things.
5.2.2 Research Question 2: How do academic staffs use ICT?
The second research question sought to determine the methods and ways of ICT used
among academic staffs in handling their teaching and learning processes. For the second research
question, there is another section in the questionnaire that deals with the question of how the
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academic staffs use ICT and in-depth questions were used to answer this second research
question. The methods and ways of using ICT in education were presented by a mean score on a
5-Likert scale. The overall mean for items in this section is 3.74 suggesting that there were
various methods and ways of using ICT by the lecturers in their teaching and learning.
As for the overall result of the methods and ways of using ICT among lecturers are as
follows: Out of the 82 participants, 1.65% reported that they strongly disagreed on most of the
methods mentioned in the questionnaire, 14.56% of them reported that they disagreed on most of
the items and 11.54% stated their opinion as being neutral. More than half of the participants
reported that they agreed to most of the item which make up to 52.57% and about 19.64% of the
participants responded to the most of the items by strongly agreeing to the items mentioned. The
findings revealed that the methods and ways that the academic staffs incorporated ICT in their
teaching and learning processes varies in many ways. The methods that most of the lecturers in
Penang Matriculation College used are simple software such as presentation software, word
processing software, spreadsheet software and the college e-learning portal. From the qualitative
data also revealed that the lecturers were given a chance to conduct an activity in the e-learning
portal for their own students. Although the opportunity is given to them, they are taking one step
at a time to fully utilize the functions in portal.
5.2.3 Research Question 3: What are the barriers of using ICT in teaching
and learning processes?
The final research question sought to find out the barriers and limitations that the
academic staffs faced when ICT is used in their teaching and learning processes. The data
analysis from the third research question was presented by frequency and percentages. The
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barriers and limitations that the academic staffs faced somehow have lessen their motivation in
using ICT in their teaching and learning process. For most of the lecturers, they have to come up
with a backup plan whenever they faced any problems regarding ICT during their teaching and
learning sessions.
Whenever the academic staffs face any problems regarding ICT during teaching and
learning sessions, the technical support is there to aid them. However, since most of the classes
are being carried out at the same time, it is quite impossible for the technical support to cater to
all problems faced by the lecturers at one time.
In conclusion, based on the S-Curve Diffusion of Innovation, the level of adoption of ICT
among lecturers in Penang Matriculation College is still at an early stage that slowly move on to
the take off level. This finding also is quite consistent with the findings of a research done by
Lynch, 2000, who found that teachers were not making regular use of computers in their
teaching practices. According to Rogers (1995), time plays an important element for an
innovation to take place. Rogers mentioned that in order for an innovation to take off in an
organization, at least 5 years of training and exposure is needed. As for Penang Matriculation
College, it only started to fully utilized ICT I in education for the past three years. The college
has taken a proactive step in establishing a support group in helping the late adopters in
incorporating ICT in their teaching and learning process.
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5.3 Research Implications
This research sought to determine the adoption of Information Communication
Technology in teaching and learning processes among academic staffs of Penang Matriculation
College. Therefore, the study was significant in many ways:
Because it focuses on the on the adoption of ICT for educational purpose which has
become a crucial aspect of technology development in the education line.
Because it focuses on the methods and ways of incorporating ICT for educational
purposes by the academic staffs, again a topic argued for many years as the greatest
organizational challenge in the future education system.
The findings of the research will be given more attention on the level of ICT adoption
among lecturers mainly in Penang Matriculation College.
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The findings of this research contributed to future ICT use in Penang Matriculation
College as well as other Matriculation Colleges across the country.
5.4 Recommendations for Future Research
From the study conducted, it provided an understanding of the ICT adoption in teaching
and learning processes among lecturers in Penang Matriculation College. The current study
provided an indication of what currently exists and provide few directions of future research. The
following suggestions are made for future research studies:
1. It is recommended that further studies to be conducted to confirm the findings of this
study with other populations of matriculation colleges in Malaysia to see if the results can
be generalized for lecturers in other colleges.
2. Future consideration on the in-depth of the qualitative data collection and analysis in term
of the environment and the time of the interview conducted.
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3. Given the adoption level of ICT among the lecturers, future research may investigate on
the impact of using ICT for educational purposes on the students progress and
achievement.
4. Further research can be conducted on the level of adoption of ICT among the students in
order to make sure that the adoption level of ICT among lecturers are at par with the
students.
5. Additional research should be conducted to investigate what other things that the
academic staffs need in order to motivate them to incorporate ICT in education.
5.5 Conclusion
This study was conducted to determine the adoption level of ICT among academic staffs
in Penang Matriculation College in their teaching and learning processes and to identify some
important key points on the reasons and methods of incorporating ICT in education. While ICT
use in public and private learning organizations is becoming more widespread, more extensive
research in the area should be conducted to fully understand the current level of ICT adoption
among the learning community. Furthermore, studies on the factors that affect the progress of
ICT in education should also be look upon.
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