This research paper outlines the main objective; to identify the effect of multimedia hypertext and interactive text on student's achievement in comprehension. A group of form four students from one of the secondary school in Perak, Malaysia was selected as sample. The researcher conducted an experimental study; one group pre-test and post-test. The first objective of this study is to examine the pre-test and post-test student's achievement. The second objective is to determine if there is any significant difference on student's achievement in comprehension. From the basic criteria of grade that was given by the Malaysian Examination Board, the student's achievement was graded as excellent, credit, good, average and minimum in ideas and elaboration. After implementing multimedia hypertext and interactive text, there was a significance difference on student's achievement in comprehension.
Teaching essay writing scenario in this technological era is also aimed on interactive multimedia integration; text and graphics that revolve around inquiry and constructive thinking. In thinking process itself, inquiries are considered fundamental to teachers in teaching essay writing. Hence, this research is conducted to study teacher's opinion on constructive thinking process that based on interactive multimedia integration; text and graphics. Quantitative research design that based survey method is used in accordance with the questionnaire. The samples are 33 Malay Language teachers in Bangsar Zone, Federal Territory Kuala Lumpur. The finding shows that there is a significant correlation between inquiry and constructive thinking, r = 2.01, the level of significant is < 0.05. It is advised that all Malay language teachers focus on the aspect inquiry and constructive thinking for teaching essay writing. The implication of this study is focused on impressive teaching sources. The interactive multimedia integration that is being studied should also focus on other integrated elements; graphic, audio, animation and video.
Teaching and learning through digital technology is currently experiencing very rapid changes. Changes, especially in the reading system can be seen through the use of digital material with technology-based. To achieve that context, this research was carried out to test an interactive reading material for Standard Two primary school student. The experiment group was exposed to the use of interactive multimedia material, while the control group was exposed to the use of conventional material. Quasi-experimental method was used in this study to test Standard Two Student's achievement in reading comprehension. Data were analyzed by descriptive and inferential methods. Descriptive data are mean and standard deviation. Inferential data were analyzed using ANCOVA statistic. The result showed that there were significant difference between the use of interactive and conventional material when the pre-test is statistically controlled or covariates. The result shows the implication that interactive multimedia reading material makes student more creative and critical in reading. Therefore, it is proposed to the Ministry of Education, Malaysia to intensify the use of interactive multimedia materials in order to improve the achievement of student in reading.
Significant changes occurred in education system; teaching and learning technology in this new era. The changes can be revised through the existence of digital assessment system for essay writing. In utilizing and interpreting these changes, this study was conducted to examine the use of digital and conventional assessment system for Form Three among Malay teachers. The survey method was used in this study. The samples of the study are 60 teachers of the national secondary school which taught Malay Language for form three in Selangor and Federal Territory of Kuala Lumpur. The data are described descriptively and inferentially. Descriptive data are mean and standard deviation. Inferential data was analyzed using ANCOVA statistics. The findings show that there is a significant difference in teachers' opinion on the use of digital assessment system and the use of conventional assessment materials that based on consumer concept and user friendly. From that perspective, digital scoring system make teachers more dynamic in scoring the essay writing for form three. Therefore, it is recommended to the Ministry of Education to implement and revise the use of digital assessment system to improve the process for primary and secondary schools.
Teaching and learning through digital technology is currently experiencing very rapid changes. Changes, especially in the reading system can be seen through the use of digital material with technology-based. To achieve that context, this research was carried out to test an interactive reading material for Standard Two primary school student. The experiment group was exposed to the use of interactive multimedia material, while the control group was exposed to the use of conventional material. Quasi-experimental method was used in this study to test Standard Two Student's achievement in reading comprehension. Data were analyzed by descriptive and inferential methods. Descriptive data are mean and standard deviation. Inferential data were analyzed using ANCOVA statistic. The result showed that there were significant difference between the use of interactive and conventional material when the pre-test is statistically controlled or covariates. The result shows the implication that interactive multimedia reading material makes student more creative and critical in reading. Therefore, it is proposed to the Ministry of Education, Malaysia to intensify the use of interactive multimedia materials in order to improve the achievement of student in reading.
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