development of a cd-rom based learning courseware for physics ...

DEVELOPMENT OF A CD-ROM BASED LEARNING COURSEWARE FOR PHYSICS FORM 4, CHAPTER 5 LIGHT BY USING TUTORIAL STRATEGY

SIOW CHING YEN

UNIVERSITI TEKNOLOGI MALAYSIA

UNIVERSITI TEKNOLOGI MALAYSIA

BORANG PENGESAHAN STATUS TESIS ‹ JUDUL : KAJIAN TERHADAP FAKTOR-FAKTOR YANG MEMPENGARUHI PENCAPAIAN PELAJAR 4SPP DAN 4SPF DALAM KURSUS FIZIK DI UNIVERSITI TEKNOLOGI MALAYSIA. SESI PENGAJIAN :

2007/2008

SIOW CHING YEN

Saya

________________________________________________________________________ (HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat seperti berikut : 1. 2.

Tesis adalah hakmilik Universiti Teknologi Malaysia. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran di antara institusi pengajian tinggi. ** Sila tandakan ( 3 )

3. 4.

SULIT

TERHAD

3

(Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972) (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)

TIDAK TERHAD

Disahkan Oleh,

(TANDATANGAN PENULIS) Alamat Tetap: 35, Jalan Kemajuan 22, Taman Universiti, 81300 Skudai, Johor.

Tarikh:

(TANDATANGAN PENYELIA) EN. MOHD NIHRA BIN MOHD SAIN HARUZUAN (Nama Penyelia)

Tarikh:

CATATAN: * Potong yang tidak berkenaan. ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD. ‹ Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).

“Saya mengakui bahawa saya telah membaca karya ini dan pada pandangan saya karya ini adalah memadai dari segi skop dan kuantiti untuk tujuan penganugerahan Ijazah Sarjana Muda Sains Dan Komputer Serta Pendidikan (Fizik)”.

Tandatangan

: ………………………………………..........................

Nama Penyelia : EN. MOHD NIHRA BIN MOHD SAID HARUZUAN Tarikh

14-4-2008 : ………………………………………..........................

i DEVELOPMENT OF A CD-ROM BASED LEARNING COURSEWARE FOR PHYSICS FORM 4, CHAPTER 5 LIGHT BY USING TUTORIAL STRATEGY

SIOW CHING YEN

Tesis ini dikemukakan sebagai memenuhi sebahagian daripada syarat penganugerahan ijazah Sarjana Muda Sains dan Komputer Serta Pendidikan [Fizik]

Fakulti Pendidikan Universiti Teknologi Malaysia

MAY 2008

ii

“Saya akui karya ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang tiap-tiap satunya telah saya jelaskan sumbernya.”

Tandatangan

:

Nama Penulis

:

Tarikh

:

SIOW CHING YEN 14-4-2008

W

iii

To my dearest family and friends, Thank you for all the patients and sacrifices that you had given all these time.

iv

ACKNOWLEDGEMENT

Thank Lord for with His grace, I am able to finish this multimedia developing project on time after much hardship and difficulties.

The writer likes to thank the supervising lecturer of this project, En. Mohd Nihra bin Mohd Said Haruzuan for his guidance, discussion and opinions that were given all throughout this project.

Many thanks as well for my family for their support especially my sister, who provided a lot of help in enabling me to complete this project. I also like to thank all the lecturers and staffs in UTM for their help either directly or indirectly in making this project a success.

v

ABSTRAK

Objectif kajian ini adalah untuk menghasilkan satu satu perisian Pembelajaran Berbantukan Komputer (PBK) untuk mata pelajaran Fizik Tingkatan Empat, bertajuk: Cahaya dalam bahasa Inggeris. Perisian in telah mengaplikasikan strategi tutorial dalam pembangunan perisian ini. Proses pembangunan perisian PBK ini berteraskan Rekabentuk Instruksi Bersistem Model Hannafin dan Peck. Perisian ini dibina khusus untuk pelajar-pelajar Tingkatan 4 yang mengambil mata pelajaran Fizik. Silibus yang digunakan adalah berdasarkan “Integrated Curriculum for Secondary Schools Curriculum Specifications: PHYSICS FORM 4” yang dikeluarkan oleh Pusat Perkembangan Kurikulum, Kementerian Pelajaran Malaysia pada tahun 2007. PBK ini juga bersifat mesra pengguna dan interaktif di mana maklum balas yang diberikan dengan serta merta terhadap setiap tindak balas penggunanya. Selain itu, aktiviti praktikal seperti soalan objektif dan subjektif juga disediakan untuk meningkatkan kefahaman pelajar dengan cara yang menyeronokkan. PBK ini diperkembangkan dengan menggunakan perisian Macromedia Authorware 7.0 sebagai perisian utama dan disokong oleh perisianperisian lain seperti Adobe Photoshop 7.0, MP3 Cutter & Joiner,dan Flash MX 2004. Perisian yang dibina ini disimpan dalam bentuk cakera padat (CD) bagi memudahkan pengguna menggunakannya. Diharap perisian ini dapat membantu pelajar menguasai konsep dan kemahiran sains dalam tajuk ini dengan baik.

vi

ABSTRACT

The objective of this research is to produce a Computer Aided Learning (CAL) courseware for Physics Form Four, chapter 5: Light. in English. The software applies tutorial strategy to develop the software. This CBL courseware is based on Systematic Instructional Design by Hannafin and Peck Model. Syllabus applied in this software is from the Integrated Curriculum for Secondary Schools - Curriculum Specifications: PHYSICS FORM 4 which is made by Pusat Perkembangan Kurikulum, Kementerian Pelajaran Malaysia 2007. This software is also user-friendly and interactive in nature as the immediate response will be given to the user for each of their action. The user can fully controls the CAL and has the freedom to use the courseware anytime they like. Other than that, practical activities such as objective and subjective exercises will be provided to enhance students’ comprehension in a fun and enjoyable way. The courseware was developed using Macromedia Authorware 7.0 software as the main tool and supported by other development software such as Adobe Photoshop 7.0, MP3 Cutter and Joiner, and Flash MX 2004. This courseware was packaged into CD for easy use. It is hoped that this software can be utilized to help students master the scientific concepts and skill in this chapter effectively.

vii

CONTENT

CHAPTER

PARTICULARS

PAGE

Status Validating Form Supervisor’s Validation

1

Title

i

Declaration

ii

Dedication

iii

Acknowledgement

iv

Abstrak

v

Abstract

vi

Content

vii

Table List

xii

Figure List

xiii

Abbreviation List

xiv

Attachment List

xv

INTRODUCTION

1.1

Introduction

1

1.2

Background of the Problem

4

1.3

Statement of the Problem

10

1.4

Objectives of the Project

11

1.5

Rationale of the Project

11

viii 1.5.1 Rationale of developing a CD-ROM

11

on subject Physics form four, Light 1.5.2

Rationale of using CD-ROM

12

1.5.3

Rational of Applying Tutorial

13

Strategy

2

1.6

Importance of Research

14

1.7

Project Scope

15

LITERATURE REVIEW

2.1 2.2

Introduction

16

Learning Physics 2.2.1

Traditional Teaching and Learning (Passive Learning)

2.2.2

17

18

Alternative Teaching and Learning (Active Learning)

2.2.3 Computer-Based Learning (CBL)

19 20

2.2.3.1 Significance of Computer-Based Learning(CBL)

23

2.2.3.2 Problems in Computer-Based Learning (CBL)

25

2.3

Development of CBL in Malaysia

26

2.4

Computer in Science Education

28

2.5

Learning Theories

29

2.5.1

Theory of Behaviorism Learning

29

2.5.1.1 Main Principles

30

2.5.1.2 Application of Principle

30

Theory of Constructivism Learning

31

2.5.2

ix

2.5.3

2.5.2.1 Main Principles

32

2.5.2.2 Application of Principle

33

Theory of Cognitivism Learning

34

2.5.3.1 Main Principles

34

2.5.3.2 Application of Principle 2.6

2.7

3

36

Definition of Multimedia and the Elements

36

2.6.1

Text

38

2.6.2

Graphic

38

2.6.3

Video

38

2.6.4

Animation

38

2.6.5

Audio

39

2.6.6

Hypermedia

39

Conclusion

39

SOFTWARE DESIGNING

3.1

Introduction

41

3.2

The Three Phases in Hanafin and Peck’s Model

42

3.2.1

Need Assessment Phase

42

3.2.1.1 Choosing of the Teaching Topic

42

3.2.1.2 Targeted User

43

3.2.1.3 Prior knowledge of the Users

43

3.2.1.4 The Change of Behaviour Expected

44

3.2.1.5 The Application of Theory

44

3.2.1.6 Objective of the Software

45

3.2.1.7 Hardware Requirement

45

3.2.1.8 Software Requirement

46

x 3.2.2

Designing Phase

48

3.2.2.1 Objective of the Users

48

3.2.2.2 The Activity, Exercise and Test

49

3.2.2.3 Notes

50

3.2.2.4 The method of presentation of

50

the content

3.3

4

3.2.2.5 Flow Chart

51

3.2.3

Implement Phase

52

3.2.4

Evaluation and Repetition

52

Conclusion

53

DEVELOPMENT RESULT

4.1

Introduction

54

4.2

Software Packaging

54

4.3

Software Operation

55

4.4

Primary Structure of the Software with

55

Multimedia Characteristics 4.4.1 Topic Presentation Displays

55

4.4.2 Main Menu Display

57

4.4.3 Notes

58

4.4.4 Practise

67

4.4.5 Help

72

4.4.6 Credit

72

4.4.7 Exit

73

xi 5

DISCUSSION, SUGGESTION AND CONCLUSION

5.1

Introduction

75

5.2

Discussion

75

5.2.1 Learning Theory

75

5.2.2 Model of Software Development

76

5.2.3 Multimedia

77

Problems Endured

77

5.3.1 Professional Skill and Experience

77

5.3.2 Software Factors

80

5.4

Summary

80

5.5

Suggestion

81

5.3

5.5.1 Undergo the Process of Testing and Evaluating of the Software

81

5.5.2 Increase on User Friendly Characteristics

82

5.5.3

Increase Examples to the Content

82

5.5.4

Project Conducted in a Group

82

5.5.5 Increase Multimedia Effects to the Content 5.6

Ending

83 83

REFERENCES

84

ATTACHMENT

86

xii

TABLE LIST

NUMBER 4.1

TITLE TABLE Functions of the buttons in Notes

PAGE 59

xiii

FIGURE LIST

NUMBER

TITLE OF FIGURES

4.1

Reflection Display

4.2

Title of Topic Display

4.3

Main Menu Display

4.4

Notes (Linking to previous knowledge)

4.5

Notes (Added with picture)

4.6

Notes (Added with Animated Flash)

4.7

Movie clip (Chapter 1)

4.8

Movie clip (Chapter 2)

4.9

Movie clip (Chapter 1)

4.10

Movie clip (Chapter 4)

4.11

Question 1

4.12

Question 2

4.13

Question 3

4.14

Application of science concept

4.15

Practise

4.16

Objective Question

4.17

Correct Response

4.18

Wrong Response

4.19

Subjective Question

4.20

Activity (Drag and drop)

4.21

Help

4.22

Credit

4.23

Exit

PAGE

xiv

ABBREVIATION LIST

CAI - Computer Aided Instruction CAL - Computer Aided Learning CAT - Computer Assisted Testing CBI - Computer Based Instruction CBL - Computer Based Learning ICT - Information Communication Technology IT - Information Technology KBSM - Kurikulum Bersatu Sekolah Menengah KDP - Komputer Dalam Pendidikan KPM - Kementerian Pelajaran Malaysia MCE - Malaysia Council Of Computer In Education MSC - Multimedia Super Corridor NCTM - National Council Of Teacher Of Mathematics P&P - Pengajaran Dan Pembelajaran PBK - Pembelajaran Berbantukan Komputer PPSMI - Pembelajaran Sains Dan Matematik Dalam Bahasa Inggeris RMKe – 7 - Rancangan Malaysia Ketujuh RMKe – 8 - Rancangan Malaysia Kelapan

xv

ATTACHMENT LIST

ATTACHMENT A

TITLE Software Usage Guide

PAGE 86

1

CHAPTER 1

INTRODUCTION

1.1

Introduction

As we embrace the world of science and technology, we can see that computers are widely used regardless of being at home, school or workplace. In this multitasking age of technology, computer is applied on various occasions such as research, business application, administration and so forth. These applications have become highly sophisticated as the computer technology evolved rapidly throughout the years, enabling users to benefit more from the ever changing advancement of the computer. In British Open University, the University has used the personal computer as a teaching medium, as well as using it to handle the administrative side of its business with students. (Greenberg ,1999).

The computer usage has expanded greatly due to the rapid development of faster processors and better hardware, cheaper cost of computers, expansion of internet, and more accessible software as well as a more user-friendly operating system. As a result,

2 computers are widely used in private homes, corporate companies, and educational institutions. Take the entertainment industry for example: film makers nowadays are able to use computer to create vivid simulations and virtual reality is taken to a much higher level. Computer generated images (CGI) does not only mimic real life but it saves cost and it makes everything presented on the screen appear more believable despite its artificiality. If we apply the same technological concept in education, producing a highly convincing and feasible teaching tool can hence be easily manipulated without the concern of cost and general acceptance among the already tech-savvy students.

As we embark on the 21st century, our lives chores and activities are being taken over by technological tools such as computers and robots. The emergence of information technology plays into the vital role of changing our lives as a more effective and efficient community. In other words, our world has become more effective and faster since the day when computer are used as a tool to replace our role in daily tasks. The Open University (British) is confident that by exploiting the new computer based technologies in its teaching, it can enhance the teaching process and make the process cost effective (Greenberg ,1999).

Being a developing country, Malaysia constantly strives hard to become a nation that is acknowledged for her achievement. Our national mission is stated in Vision 2020 which is a Malaysian ideal introduced by former Prime Minister of Malaysia, Tun Mahathir bin Mohamad during the tabling of Sixth Malaysia Plan in year 1991. The vision calls for a self-sufficient industrial and a fully developed nation, complete with an economy in 2020 that will be eightfold stronger than the economy of the early 1990s. Whether or not we can achieve this vision depends strongly on our ability to master the knowledge and skill of the information technology (IT), that is the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware that deals with the use of electronic computer and computer software to convert, store, protect, process, transmit

3 and retrieve information. Effective use of IT will therefore become a critical factor in the success of Vision 2020.

People need to understand that the use of information technology is so important and will benefit the society by providing knowledge in terms of science, literature, history and so on. It is an essential change of mentality as the globalize society is moving towards a future with science and technology as the primary foundation to push the world into a more advanced and highly civilized society. Ignoring the importance of IT would be allowing our society to move backwards. Not only that, we need to use information technology as a mean to conduct our daily tasks especially in the task of teaching and learning. In fact, it is most essential that our universities that have already taken the pioneering steps towards building a society that is proficient in the use of Information and Communication Technology through education.

In the teaching and learning process, it is important for the teachers to use a varied range of teaching method that may include multimedia, in order to increase the interest among the learners. We need to provoke student’s inquisitive mind in learning and understanding the world. Various teaching aids are therefore crucial to create an appropriate level of stimulation which will arouse students’ interest and attention towards a new idea. Any new methods are methods worth being trialed and tested to predict its appeal amongst students to show interest in learning. Once educators failed to achieve their teaching objective, students will lose interest in their study, thus shifting their interest to seek other means in life that they would feel pleasant and enjoy doing, which is highly unlikely going to contribute to their personal growth in most situations.

It is important that computer-based learning (CBL) is integrated while teaching difficult subjects. This includes science subjects such as Physics or Chemistry. Physics is not easy for students to master since it requires our ability to visualize, understand, and apply the concepts learnt in the subject with precision in the most practical sense. Laws

4 and theories such as Charles’ Law and Bernoulli’s principle need not only the comprehending skill, but also the ability to apply the theories into real life situation. On the other hand, the plain memorization of such theories will prove to be a setback for students who aspire to utilize the knowledge in the most effective way. Thus it is important that various methods such as CBL are applied in enhancing the teaching and learning effect on students.

1.2

Background of the Problem

Physics is an important subject as mastering the subject will help our country in fulfilling the vision of vast development based on the integration of science and technology. Nonetheless, it is not easy for students to master the subject. Such belief is especially based on sound reasoning when in comes to the grasping of Light from the physics point of view. This is a topic that can prove to be quite challenging for most students due to several reasons.

First of all, the concept of light is challenging as some students tend to become confused easily while learning the fundamentals of the concepts and definitions such as the definition of concave lens and convex lens, the difference between a mirror and a lens, as well as the concept of refraction and reflection. Students may be puzzled while going through these concepts and definitions and it is also hard for a physics teacher to alleviate the problem. Teachers need to remind the students regularly about the distinction between each definition and ensure that nobody would be led to misconceptions though teachers can only do so in the verbal sense if other resources are not made available, thus making it an complicated and time consuming task for them.

5

Besides that, in the study of light, most students find it hard to draw a ray diagram. The skill of drawing ray diagrams is crucial in determining students’ ability to show the positions and characteristics of the images formed by a convex lens and concave lens and mirror. While learning to draw a ray diagram, students are required to learn many other things at the same time, that is to be able to understand what is focal point and focal length, determine the focal point and focal length of a concave lens and convex lens, understand the three construction rules used in lens’ ray diagram and so on. Meanwhile, students are also required to have a strong impression of the concept learnt because forgetting any part of these concepts will be like losing an important piece in a jigsaw puzzle. Students will not be able to draw a ray diagram successfully.

Apart from drawing a ray diagram, students also need to be able to determine the positions and characteristics of an image formed by a lens. This may be complicated for some students since they need to know how to differentiate the notions between real or virtual, inverted or upright, on the opposite side, same side or behind the object of the lens for a typical image. Grasping all these completely will be a more difficult task without a graphical representation. Thus, making the application extra challenging as students need to analyze the ray diagram for an image formed by a certain lens.

Furthermore, in the learning the concept of Light, students need to describe, with the aid of ray diagrams, concerning the uses of lenses in optical devices. Examples of the respective devices include a telescope and a compound microscope. In this case, both devices are formed by two different lenses. In describing the utility purpose of each lens, students must apply all the knowledge learned beforehand, that is: how to draw a ray diagram and analyze a ray diagram. This becomes more challenging because students must analyze a ray diagram with two lenses in the same time which will add to the difficulty of the task.

6

Apart from that, students may encounter problems as they attempt to solve mathematical questions in this topic specifically related to Lens formula. The Lens formula requires an extensive level of understanding. This is due to the fact that students must understand why positive and negative value appears in other occasions. Following that, students must be able to determine when to use them accurately. In order to do that, students need to first analyze a ray diagram, determine the position of an object and an image, and only then can they determine the value of each variable by referring to the position of the image and object.

In order for students to master the topic of Light, they must be able to learn, understand and apply most of the theories and principles that are comprehensively demanding as mentioned above. Failing to overcome the challenges would bring to the problem of students being unable to master the majority of the concepts which is a crucial component in the subject of physics.

On the other hand, as a developing country striving hard to develop through excelling in science and technology, it is unfortunate that the majority of our society is still computer illiterate and many are unable to master the basic skills of Information Technology (IT). In a research carried out in Perlis, it is found that most teachers have negative attitude towards the utilizing of technological education tools in their teaching. This happened because majority of them are not skilled in handling these high-tech teaching aids. (Abd. Rahman, 2003). Having realized that the growth of the country requires its people to be knowledgeable in IT, our government is striving hard to alleviate this difficulty.

Moreover, Computer Assisted Instruction, (CAI) has yet to become a common

7 trend. Some people tend stay away from the idea of IT due to the lack of awareness or self-confidence. In a research made on the level of usage of technology in education in a school in Batu Pahat by Ayob (2002), it showed that the using of technology in education is only in a medium good level in school. In another research made on teachers teaching in various primary and secondary schools by Abd. Rahman Daud (2003), it is found that there are many schools that lack electronic tools (etc. computer) that is needed for teaching aid leading them to teach through ‘chalk and talk’. All these have contributed to the lack of usage of Computer Assisted Instruction, (CAI) in school which is also a factor in computer illiteracy among students. While learning the topic of light, it is compulsory for students to have a vivid graphical concept of the object and phenomenon that is related in the study of Light. For example, it is much better if students can observe the movement of light while it passes through a lens in a ray diagram. The lack of graphical representation in the classroom teaching

contributes

to

students’

problem

in

learning

the

topic.

There are many types of strategies available that can be applied while developing a courseware. This includes problem solving strategy and simulation strategy. But the problem is choosing the most suitable strategy for this project. In previous thesis, Siti Nor Amni & Shaharuddin (2004) have developed a courseware of the same topic by applying simulation strategy. While this strategy is suitable in helping students understand the topic more through experimentation or real life application on the skills or concepts that had been learned (Baharuddin, Rio & Manimegalai, 2002). This strategy does not contain reading materials that students can study on. This can be a disadvantage for those learning this topic because this topic is a topic where a lot of repetitive revision is necessary in order for students to be able to apply it onto real life situations. Without essential input, students would not be able to construct the knowledge inside their mind and apply it. A simulation strategy can only be used after students are taught about a certain concept, and not before students have the basic skills needed to apply it (Baharuddin, Rio & Manimegalai, 2002). The topic of Light consists of concepts that are quite not easy to comprehend, especially in the subtopic of Lenses. In order for students

8 to master the concepts in the topic, a tutorial software (which provides new knowledge, based on examples; and followed by questions, Baharuddin, Rio & Manimegalai, 2002), is the most appropriate strategy to apply on this software. The tutorial software presents a step by step instruction as to teach a concept…this is suitable in explaining a concept that is difficult to understand (Baharuddin, Rio & Manimegalai, 2002).

Apart from providing notes and examples, it is also vital that students do reinforcement exercises that will enable them to enhance their understanding and strengthen their memory of each concept in the topic. In addition, students’ progress must be monitored through the assessment from the test. This is important in monitoring students’ progress and the level of their understanding of the lesson. Unfortunately, a teacher can’t possibly monitor each student while in the classroom. This will lead to some students trailing behind as the lesson continuous. This is why a CBL software that applies tutorial strategy is suitable for this topic. In a tutorial software, students who faced problems during the lesson in the classroom can read the notes and examples provided in the software and followed by doing the exercises in the software which will help students master the content related to each lesson. In addition, besides notes, examples and exercises, students can also have interaction with the computer which enables students to conduct self-study and active learning at the same time.

While learning this topic, there are lots of principles and concepts that students have to learn. Although most students may be able to master these principles and concepts, it is inevitable that some students will forget some of them. That is why students have to do repetitive reading and reinforcements on previous knowledge in order to continue to the next lesson. Unfortunately, applying this will consume a huge amount of time for both teacher and students. This is why a CBL software that applies tutorial strategy can help lessen this problem because students can conduct self learning process and still have guidance from this type of computer software.

9

Other strategies such as games, reinforcement exercise and other strategies are less suitable for this software. This is because, in this software, students must be provided with notes, examples and exercises to ensure their understanding of the theories in the topic. On the contrary, the games, simulation and other strategies do not provide such convenience. Where as tutorial software provides the user with notes, examples and exercises. Due to the high level of difficulty in understanding the concepts in the topic of Light, students need to do a lot of reading and exercises in order to grasp each principle and concept which is all provided in a tutorial software. Thus, a CBL software using tutorial strategy is the ideal strategy in alleviating the problems in learning this topic. “Tutorial Software – gives instructions step by step to teach a new concept. In a tutorial, a new information is given, based on examples, and followed by questions. This method is very suitable to learning a new concept, explaining a concept that is difficult to understand or learning a concept that is similar but in another application (Baharuddin, Rio & Manimegalai, 2002).”

While learning the topic of light, it is compulsory for students to have a vivid graphical concept of the objects and phenomenon that is related in the study of Light. For example, it is much better if students can observe the movement of light while it passes through a lens in a ray diagram. The lack of graphical representation in the classroom teaching contributes to students’ problem in learning the topic. In order to solve this problem, an animation can be applied through a computer. Animation is used to give a picture of an object moving (Jamalludin, Baharuddin & Zaidatun, 2001). This is why a CBL software is suitable in helping students understand the topic much better. In previous thesis done by Kamel (2005) on the same topic, a research was done and the result of the research shows that a self-learning module is suitable for students in learning the topic of Light. This comes to show that students can learn this topic with through a self-learning module which in this case, through a computer-based learning software.

10 The games, simulation, reinforcement exercise and other strategies are less suitable for this software. In this software, students have to read some notes, followed by example and then only can they do exercises. On the contrary, the games, problem solving and other strategies do not provide that convenience. Where as tutorial software provides the user with notes, examples and exercises. Moreover, students need to do a lot of reading and exercises in order to grasp each principle and concept which is provided in a tutorial software. Thus a CBL software using tutorial strategy is the ideal strategy in alleviating these problems in learning this topic.

1.3

Statement of the Problem

Physics is a subject that is not easy for students to master. Learning physics concepts such as Light can be quite challenging for students due to several reasons. In the study of light, students tend to become confused easily while learning the fundamentals of the concepts as these concepts often sound similar but are completely different in truth. It is difficult for a physics teachers to alleviate the problem as teachers need to remind the students regularly about the distinction between each definition and ensure that there are not misconceptions, making it a complicated and time consuming task for them. There are also mathematical questions in the topic that students constantly find it tough to solve as strong understanding is required while memorizing the formulas alone will not be sufficient.

Most of teachers in our country have yet to integrate computer-based learning into their teaching. Some do not apply technological teaching aids in their teaching due negative attitudes while others due to the lack of computer-based learning tools such as education softwares. Researches has been made and showed that most schools lack

11 sufficient electronic teaching aids such as education softwares and computers to help teachers in their teaching. This has also led to computer illiteracy amongst some students. More efforts should be done to improve the computer literacy rate in school and improve the teaching and learning process in the school.

There are many types of strategies that can be applied in developing this software. The problem is choosing the most suitable one. The topic of Light is a very difficult topic to master due to its abstract concepts and the huge amount of principles and concepts. To master the topic, students need to do a lot of reading and have a strong understanding on the topic. This is why tutorial is a more appropriate strategy in developing this software. The tutorial software provides new knowledge, based on examples; and followed by questions…which is suitable in explaining a concept that is difficult to understand (Baharuddin, Rio & Manimegalai, 2002). 1.4

Objectives of the Project

The objectives of this project are stated as below: i.

To design and develop a computer-based learning system for the topic of Physics Form 4, Chapter 5: LIGHT

ii.

To apply the tutorial strategy into the courseware development.

1.5

Rationale of the Project

1.5.1

Rationale of developing a CD-ROM on subject Physics form four, Light

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In this project, a CD-ROM is developed for form four physics subject specifically focusing on chapter 5 - Light. The reason this topic is chosen is because it is one of the most challenging chapter to be taught in form four physics. It is a topic that includes numerous theories and concepts in which students will need to have effective visual impression to grasp the concepts better. The understanding of the theories and concepts are unlikely to be achieved through plain verbal explanation in the classroom.

One of the most challenging parts in mastering this chapter is the numerous concepts that are required by the students to comprehend and differentiate. Phenomenon such as reflection, refraction and total internal reflection may sound similar but have huge differences that students need to identify. Furthermore, the mathematical problems in this chapter are also highly sophisticated and require students to combine physics and mathematics skills at the same time in order to solve the problems. Besides that, students are likely to make mistakes while trying to determine the definitions of convergence and divergence as well as many other concepts. Students may not realize that reflection occurs on mirror while refraction occurs on lenses. Students may either become confused between these two devices or have a common misconception that these two devices are the same or serve similar purposes. Other concepts that are also difficult to understand while learning this topic is to draw a ray diagram for a lens and analyzing the ray diagram. There are a handful of concepts that students have to understand and remember in order to be able to draw and analyze a ray diagram. In addition, students who are unable to master this concept would be a huge obstacle for them to solve many of the problems related to the topic of light.

1.5.2

Rationale of using CD-ROM

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A strategically programmed courseware in a CD-ROM is used to solve the problem as stated above. By using a multimedia device containing audio and visual representation of the targeted concept, students can have the channeling of visual images to help them understand this topic and master the concepts specifically on learning how to draw and analyze a ray diagram with aided tool. With the help of animated graphics and visual demonstration carefully programmed in the CD-ROM or courseware, it will help students to grasp the idea conveyed by the respective concepts. By using verbal words accompanied by visual simulations, students would not have to imagine the concepts based on scarcity since additional and helpful resource would be available in the courseware with the click of a button.

A step by step guidance in the courseware can help the students to learn systematically and apply it accordingly. Each student can learn according to his or her own pace as they can choose to go further whenever they prefer to by the clicking forward or even go back to the previous page for revision purpose or to reestablish their understanding of the concept.

Other than that, exercise will also be given in the courseware complete with immediate response as the students interact with the learning program. To add to that, students can also repeat the exercises repeatedly until they feel that they truly understand the concepts and are ready to proceed to the problems solving area related to the topic. Teachers will save more time as they would not have to constantly supervise the students during exercise session. In a way, this courseware would help lessen the teachers’ burden whilst teaching this chapter since it is a topic that includes numerous theories and concepts that teacher would have spent a lot of time explaining, thus using the courseware will enable teachers to reinforce the educating process.

CD-ROM also have huge capacity that allows the developer to insert huge

14 numbers of files including animations and other multimedia files so that it can be intergraded to produce a high quality and effective teaching aid or CBL software.

1.5.3 Rational of Applying Tutorial Strategy

This courseware is developed by using tutorial strategy since it is more appropriate in solving the problems which students typically encounter during the learning process on the topic. In the tutorial strategy, we are given a visual and audio advantage to explain concepts that are difficult to learn.

“Tutorial Software – gives instructions step by step to teach a new concept. In a tutorial, new information is given, based on examples, and followed by questions. This method is very suitable to learning a new concept, explaining a concept that is difficult to understand or learning a concept that is similar but in another application (Baharuddin, Rio & Manimegalai, 2002).” A courseware developed by tutorial strategy is suitable for this topic since it is a challenging topic to understand. As such, this strategy will help guide students step by step as they strive to master the subject. The strategy will prove to be most effectively noted in the teaching of drawing and analyzing a ray diagram for a certain lens. In this strategy, a concept such as total internal reflection will be explained and followed by exercises to help students in grasping the concept. By giving them exercises straight after a lesson, students will have the opportunity to test their understanding and make adjustments until they have eliminated any misconceptions. Moreover, students are allowed to do the exercises over and over again so that they will master the important definitions regarding to this topic.

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1.6

Importance of Research

The development of this software highlights the purpose of helping students in understanding the topic as well as help providing an alternative for teachers especially those who feel that this topic is difficult to be presented in the classroom. It focuses mainly on key points that more often students are found to have misunderstood or do not understand the concept at all.

Creating this software will benefit students who may have possibly felt lost in trying to make sense of the topic or even in physics as a whole. There are always students who might feel that physics as a subject is difficult and abstract and thus will ultimately have given up on trying to excel in the subject. Developing this software may help increase students’ confidence by helping them understand the topic better thus inspire them to invest more time and interest in the subject itself.

Since conventional or ’chalk and talk’ teaching method are sometimes less interesting and less appealing to students, graphics and animation in the courseware will help arouse students’ interest in learning the topic. By allowing students to interact with the computer while learning, students can feel more in control of their learning progress, thus, creating active learning. While the lesson is taught in multimedia, it is believed that students are exposed to various kinds of stimuli and information in the courseware.

This courseware also provide computer access for students to which is vital for their personal development. Students particularly those who come from less wealthy background may not be able to afford or own a computer in their home. Hence the courseware allows them the opportunity to use a computer in the school compound to

16 their benefit. This will also help improve students’ interest in learning to use computer and their confidence in using it.

1.7

Project Scope

This courseware will focus on the topic of Physics Form 4 - Chapter 5: LIGHT. The content of the topic will be presented in English Language. The content will be presented in all five elements that is: text, graphic, audio, video and animation. While additional exercises will be given in order to test the students’ comprehension of the lessons provided, evaluate on their performance and also help increase their understanding of the topic.