Problems in learning 3D geometry are related to students' spatial abilities that require them to create mental images representatives of the objects. Studies had shown that 3D software should be incorporated into teaching in order to assist students in visualizing. However, students often exhibit difficulties when using it as they are not familiar with tools and could not remember steps in completing a task. The purpose of the study is to examine the effect of a learning strategy which uses video tutorial screencast SketchUp Make (VTS-SUM) for topic plan and elevation, in mathematics for upper secondary school in Malaysia. The videos were designed using ADDIE Model which integrated screencast technique with a 3D software (SketchUp Make). A total of 30 low achiever students from one secondary school were involved in this study. They watched the video tutorials and performed hands-on activities using the software to complete the tasks. This paper includes a report of a usability test which used a seven point Likert scale. The questionnaire consists of four constructs: usefulness, ease of use, ease of learning and satisfaction. The findings showed that all means were at high level and the highest mean was satisfaction. Furthermore, pre-and post-test were also administered to students. The results of the paired sample t-test revealed that, there were significant differences in the mean scores of pre-and post-test, before and after learning via VTS-SUM (t=-4.30; p<0.05). Thus, we can conclude that VTS-SUM can be a potential learning strategy that enhances students' achievement in 3D geometry.
Students' poor performance in Geometry is due to their problem in visualizing. Therefore, teaching strategy for Geometry should be embedded with visualization techniques. Visual learning Geometry Kits also known as VLGeo-Kits, is a teaching approach that consists of 3-Dimension blocks, screencast video and SketchUp Make. The purpose of this study is to investigate the effects of VLGeo-Kits in developing students' performance in Geometry for topic Plans and Elevations. This study was conducted using a quasi-experimental single group pre-post-test which was employed for five weeks. A total of 54 form three students were involved in this study. Van Hiele Geometrical Thinking (vHGT) test was given to the samples before and after their learning using VLGeo-Kits. The findings showed very positive development in geometry thinking after learning using VLGeo-Kits. It was found that, none of the samples was at visualization level and majority of the students (59.3%) were at informal deductive level. The finding indicated that the students' level of vHGT after learning using VLGeo-Kits was higher as compared to without using VLGeo-Kits. In addition, Z obtained with p-value was -5.982 proving there was a significant difference in students' level of vHGT test before and after learning using VLGeo-Kits. In conclusion, the findings showed that VLGeo-Kits had succeeded in enhancing students' level of geometrical thinking. Hence, this teaching approach should be implemented in the curricular of mathematics for secondary school.
Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements.
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