A Comparison Study: The Effectiveness of Books vs.
Software in Understanding Literature
1.1 Introduction
There are two types of
learning; teacher-centred learning and student-centred learning. Malaysian educational system adapts
teacher-centred learning where the learning process focuses on rote learning
(Muhammad Yusof and Tan, 2013) Rote learning is defined as repetition,
memorizing and practising, (Li, 2005). Large number of students in Malaysia is
exercising rote learning in the classes of teacher-centred learning (Lim 2007).
Students are learning through the process of accepting information passively
from the teacher, copying notes given on boards and drill and practice Through
these kinds of learning styles, students become very passive and highly
dependent on teachers. These will result in difficulty of adapting into
tertiary level of study because they are used to spoon-fed and exam oriented
style of learning system (Hussain & Berhannudin, 2009)
According to Burchfield and
Sappington (2000), students see textbook as a medium in helping them to study
for an exam however they have not been reading books to the extent that they
should outside of classroom context. In a research conducted by Derryberry and
Wininger (2008), they found that students which choose more difficult text are
the intrinsically motivated and the externally motivated on the other hand
would choose the more basic text. This shows that students have their own
tendency in choosing the types of books to refer for the learning process. The
results obtained from the study done by Fitzpatrick and McConnell (2010) found
that faculty members put a high importance in choosing their text for each
courses for learning process preparation. The text is the mean to be used to
discover the relevant content associated with class lectures and discussions.
Furthermore, they can find clarification for points accepted from lecturers
which are not clear.
With the advancement of
technology nowadays, positive impacts are gained by the teaching and learning process. In a study
conducted by Dr Tapan Kumar Sahu and Mrs. Shikha Rani Pradan (2012), they found
out through their research that in 88% of the school experimented, 80% of the
teachers found that ICT brings positive impacts on teaching and learning
process. Other findings show how the use of ICT helps in enhancing students’
understanding and achievements. Interactivity, learning effectiveness and
learning gains reallocate the traditional sense of teaching which is tutorials
in classrooms to state-or-the art technology driven or Web-based approaches
(Irem Aysegul Insel, 2010). The existence of computer technologies and the
applications in educational disciplines has resulted in the use
computer-mediated communication (CMC) for acquiring and learning foreign
language. (Cordier, 2009)
This
study is going to be conducted to identify which medium between traditional
exercise books and using software for exercises in understanding literature.
1.2 Purpose
of Study
This research aims to identify which medium is more
effective in understanding SPM English literature through the process of doing
exercises.
1.3
Significance of Study
1.
The
study is done to choose a focused learning medium in understanding literature
among form 4 students for teachers’ references in the teaching process.
2.
This
research will help students in finding the effective alternatives for them to
grasp understanding of literature and thus will trigger their initiative in
doing extra exercises.
3.
From
the findings obtained, this research may give alternatives to parents in
providing extra educational input to their children.
4.
The
results of the study expose both students and teachers on the effectiveness of
learning through software as time constraint is a problem in school context.
1.4 Statement
of problem
The advancement of technology nowadays result in
students’ tendency in choosing modern and sophisticated tools in the learning
process as compared to the traditional medium such as reference books, exercise
books as well as text books. Therefore the research is done to recognize the
effectiveness of learning through software in understanding literature.
1.5
Research Questions
1.
Which
of the mediums is more effective in understanding literature?
2.
What
are the criteria which enhance the effectiveness of the medium chosen?
1.6
Research Objectives
1.
To
identify which medium is more effective in understanding literature.
2.
To
determine the criteria which enhance the effectiveness of the medium proven in
first research objectives.
1.7 Literature Review
1.7.1
Title:
Comparing Student Perceptions of Textbooks: Does Liking Influence Learning?
Authors:
Regan Gurung and R. Eric Randrum
Journal:
International Journal of Teaching and
Learning in Higher Education, 2012, Volume 24, Number 2
Introduction: This research
discussed the comparison between textbooks chose by the
instructors
or the teachers in teaching the students in order to test the effectiveness of
the medium used. Faculty perceptions of textbook quality, and published ratings
frequently determine textbook choice. This research was done by having students
rated the introductory psychology textbooks on eight categories ranging from
visual aids to writing quality. Results show that students clearly
differentiate between textbooks, but textbook ratings did not relate to quiz
scores on text material.
Purpose of study:
To determine textbook choice based on the faculty perceptions of textbook quality,
anecdotal posts, and published ratings.
Significance of study:
Students commonly use the textbook as an aid in studying for exams, but many
students do not read the textbook to the extent that they should.
Statement of problem:
This lack of reading is a clear concern, and instructors must address it in
order for students to maximize potential textbook benefits.
Research questions:
1) How much is the textbook helps in
keeping students feel relaxed and comfortable while reading it?
2)
How easily a student can concentrate reading a book based on the colours,
layout, font, writing quality and general look of the book?
3)
How much is it that students consider a reasonable price for a new copy of
book?
Methodology:
Forty-five students from upper-level classes at a mid-sized Midwestern
university
participated in this study. There are over 40 introductory psychology books and
most have approximately 14-16 chapter covering topics such as biological bases
of behavior, intelligence, motivation, development, personality, abnormal
behavior, and social psychology. Students completed a 28-item questionnaire
using a 9-point scale (1 = Not at all, 9 = Extremely). The
majority of the items (22) were taken from the Textbook Assessment and Usage
Scale (TAUS; Gurung & Martin, 2011) that measures student opinions
about textbook figures (four items), tables (four items), photographs (two
items), research examples (three items), everyday examples (three items),
pedagogical aids (two items), visual appeal (two items), and writing quality
(two items).
Findings:
Although instructors work hard and obsess over which book to adopt, results
suggest that when using highly adopted books, students do show preferences for aspects
of one over the other. Understanding student textbook preferences could be an important concept to master for those
faculty members who value what textbooks can provide, as well as for those
instructors who believe this important pedagogical device impacts student
learning.
1.7.2 Title:
Visual Literacy in Teaching and
Learning: A Literature Perspective
Author:
Suzanne Stokes
Journal:
Electronic
Journal for the Integration of Technology in Education, (2010) vol. 1, no.1
Introduction:
The presence of visual elements in today’s teaching and learning is increasing
as the integration of images and visual presentations with text in textbooks,
instructional manuals, classroom presentations, and computer interfaces
broadens Research reported in
educational literature suggests that using visuals in teaching results in a greater degree of
learning. This paper provides an introduction to visual literacy and includes a
review of studies that examine the effects of instruction that includes varying
degrees of visual components.
Purpose
of study: The
purpose of this research is to encourage interest in using visual enhancements
in teaching and to promote the development of learners’ visual skills in
combination with their development of verbal, reading, and mathematical skills.
Significance
of study: Visualization helps make sense of data that may
have seemed
previously
unintelligible.
Statement
of problem: Most people have a tendency to think in
words rather than in pictures, yet the use of visualization in thinking appears
to be increasing.
Research questions:
1) How effective visual elements are in
teaching and learning process?
2)
How can the impact of visual literacy in the classroom be measured?
Methodology:
A set of students were picked randomly to answer a test in order to divide them
into two groups. Fifty students of Troy State University participated in this
study. There are over 10 different visual elements covering several topics on
language. Students completed a set of 30-question questionnaire.
Findings:
The literature suggests that using visual elements in teaching and learning
yields positive results. In order for visual enhancements to be used most
effectively, teachers should possess skills that include the language of
imagery as well as techniques of teaching visually; therefore, guidance in the
area of visual literacy for instructors is warranted. Results of the impact of
visual literacy in the classroom can be explored further through teachers
examining their current use of visual elements and comparing visual content of
lessons with student achievement.
1.7.3 Title:
What does the Literature Say about the Effectiveness of Learner Control in Computer
Assisted Instruction?
Author:
Ellen Lunts
Journal:
Electronic Journal for the Integration of Technology in Education (2003)
Introduction:
Technological advances and the relatively low cost of computers and software make
computers a reality for many American classrooms (U.S. Department of Education,
2000). Each year, a substantial portion of educational institutions' budgets
are allocated to supporting the integration of computers into instruction under
the assumption that computers benefit teaching and learning, and can improve student
academic performance. Educational research and practice, however, demonstrate
that different ways of integrating computer technology and the context in which
computers are used have varied effects on student learning. This article
explores computer-assisted instruction (CAI), a learning environment that
supports a one-on-one interaction between a learner (or several learners) and a
computer program. It also demonstrates how the two polar characteristics of
CAI, which indicate whether the learner or the program has primary control over
the content and direction of instruction--learner control (LC) and program
control (PC)--affect instructional delivery and outcomes. While trying to
explain the inconsistency of research findings.
Purpose
of study: To demonstrate that different ways of integrating
computer technology and the context in which computers are used have varied
effects on student learning.
Significance
of study: The article argues that LC theory needs a stronger
theoretical framework in order for Learner Control studies to yield more
definitive conclusions about the effectiveness of Learner Control and Computer Assisted
Instruction in general.
Statement
of problem: Indicate whether the learner or the program has
primary control over the content and direction of instruction--learner control
(LC) and program control (PC)--affect instructional delivery and outcomes.
Research question:
1) What are the evidence that CAI has a
positive impact on students' academic performance?
Methodology:
An excessive targeting of younger and inexperienced learners. Study design(e.g.,
the length of intervention, control of independent variables), personal
characteristics of students (e.g., age, ability, computer expertise), the
subject area and other specifics of CAI, and the most important, researchers' theoretical
standpoints with respect to how they define LC and its components, are all
factors that have to be considered when analyzing studies on LC and its
effectiveness on student learning.
Finding:
There is some evidence that CAI has a positive impact on students' academic
performance. Educators
should recognize that students need to be taught to take advantage of LC that is implemented
systematically in conditions that are natural
and
friendly for learners, in order for LC to promote better instructional
outcomes.
2.0 Methodology
2.1 ReSample
30 participants of Form
4 students will be selected from a school in rural area in Gombak district. The
participants will then further divided into two focus groups consist of 15
participants for each group. One group will be using books as the medium of
learning aid and another group will be using the software as the medium of
learning aid. The selected participants will be selected based on their
achievement throughout the year and the level selected will be the C graded
students (marks range: 50-59)
2.1.1
Framework
The framework of the
research is literature understanding. This particular framework is selected
since it is more focused and able to be measured systematically.
2.1.2
Duration
The research will be
conducted during the end of year school holiday since we would like to avoid
any influence or interference from class sessions. The duration for the
research is 8 weeks. The session is conducted twice a week, an hour per session.
2.1.3
Data
Collection
A graph will be plotted
according to the marks that the researchers collected after each session to see
the progress of students’ achievement.
2.1.4
Tools
The tools that are
chosen for this research are books and software:
i.
Books:
Novel: Step by Wicked Step by Ann
Fine (for Selangor district)
A Compilation of Short Stories, Poems, and Drama for
Form 4
and Form 5
A hardcopy of sets of questions will be compiled as the
questions will be taken from the software to ensure that the students from both
groups are answering the same sets of questions.
ii.
Software:
The software is taken from Astro Tutor tv. It is a platform
where the students are able to do activities. It started first with a video of
explanation on the topic. After the explanation, students will be given a set
of questions for them to answer. After answering the questions, the right
answers will be given together with explanations why such questions is supposed
to be answered in such a way.
2.2 Procedure
2.2.1
Method
1. 30 students of the same achievement in English
test (grade C) will be gathered. The researchers will then assemble the mean of
the participants’ achievements (throughout their form 4 year).
2. Participants will then divided into two groups
of 15 pupil. One group will be aided by books while another group with
designated software. Two classes will be conducted every week with the duration
of an hour per session for 8 weeks. There will be 16 sessions in total with the
total of 16 tests.
3. For
the group of students with aid of books, after each test, their answers will be
swapped among the students themselves to be marked and returned to the owner
right after for the students to self-evaluate their result. While fro the group
aided by software, they will get their answer and marks instantaneously.
4. The
researchers will plot graphs from the results obtained.
5. At
the end of the research, researchers will compare the two graphs between the
two groups to make comparison on students’ achievement from two different
methods.
3.0 Expected Findings
What
can be concluded from the graphs is, the usage of software in understanding
literature is more effective compared to books. This is due to the fact that
the nature of the software itself since it provides ample explanations together
with interesting features aswell as videos that aids the understanding of the
students. Towards the end, we will find out based on the graph that the
gradient of improvement is higher in software usage as compared to books.
Bibliography
4
Hargreaves, A., Teaching in the Knowledge Society: Education in the Age of
Insecurity, Teachers College Press, 2003
5
Hussain Othman, & Berhannudin M.
Salleh. (2009). First Year Students First Year PBL Experience in a
Large Class. Paper presented at the International PBL Symposium 2009,
Republic Polytechnic, Singapore, 10-12 June 2009.
6
Li, X. (2005). An analysis of Chinese
EFL learners’ beliefs about the role of rote learning in vocabulary learning
strategies. Asian
7
Lim, T. C. (2007). Hubungan Antara
Pendekatan Pengajaran Guru Dengan Pendekatan Pembelajaran Pelajar Mata
Pelajaran Kimia Tingkatan Empat (The Relationship Between Teachers'
Instructional Approach and Students' Learning Approach of Form Four Chemistry
Subject). (Master Degree), Universiti Teknologi Malaysia, Johor Bahru,
Malaysia.
8
Lunts, E. (2003). What does the
Literature Say about the Effectiveness of Learner Control in Computer-Assisted
Instruction? Electronic Journal for the
Integration of Technology in Education, 4, 13.
9
Noddings, N, Care and Coercion in School Reform, Journal of educational change 2
(1), 2001, 35-43
10 Sahu,
T.K & Pradhan R. (2012), A Study of the Use of ICT in the
Teaching-Learning Process in Secondary and Senior Secondary Schools of Sangrur
District (Pb.)
Appendices
a. Example of SPM Examination English Paper 2
