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https://ptsldigital.ukm.my/jspui/handle/123456789/487903Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Lilia Halim, Prof. Dr. | - |
| dc.contributor.author | Ling Szu Szu (P53845) | - |
| dc.date.accessioned | 2023-10-11T09:33:49Z | - |
| dc.date.available | 2023-10-11T09:33:49Z | - |
| dc.date.issued | 2018-12-02 | - |
| dc.identifier.other | ukmvital:99228 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487903 | - |
| dc.description | Effective teaching and active learning are essential for college graduates to take place in today's workforce, especially through their critical thinking skills. Among college students, those at freshman level have often been found to have difficulties in learning and understanding chemistry. Factors contributing to this problem are low level of preparedness from secondary education, low motivation and limitations of traditional method of instruction. In the present study, a set of computer-based quiz games (CQG) has been introduced as an interactive engagement method to improve teaching and learning in a freshman engineering chemistry course at Khalifa University, Abu Dhabi. The CQG is developed and implemented as a supplemental and augmentative tool, used as instructional strategy, in addition to traditional lectures. The objective of this study is to investigate the effect of CQGs on both genders with respect to the students' chemistry achievement and students' attitudes toward chemistry. True experimental design is employed to compare male and female students in treatment (traditional lecture teaching with CQGs) and control groups (traditional lecture teaching with paper-based quizzes, PQ). Instruments used in this study are a chemistry achievement test called Freshman Engineering Chemistry Assessment Test (FECAT), developed specifically for this purpose, an attitude questionnaire and students' interviews. The inferential analysis, based on ANCOVA and ANOVA two way showed that there was no significant statistical difference of the main effect of groups or gender or the interaction between groups and gender over the dependent variables: chemistry achievement and students' attitudes post-test mean score in general. However, there is a measurable difference in learning gain between genders; with females using CQGs showing higher Hake's gain compared to males using CQGs and females with PQ. Qualitatively, the implementation of the CQGs helped in increasing students' motivation and helps in promotion of self-directed learning. The study also helps to understand the game-based learning effectiveness, and emphasizes applicability to improvement of learning gains and attitudes.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Teaching | - |
| dc.subject | Learning | - |
| dc.subject | Critical thinking | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.title | The effectiveness of computer-based quiz games integrated with lecture method on student' achievement and attitudes toward introductory engineering chemistry | - |
| dc.type | Theses | - |
| dc.format.pages | 385 | - |
| dc.identifier.barcode | 003274(2018) | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_99228+SOURCE1+SOURCE1.0.PDF Restricted Access | 2.81 MB | Adobe PDF |  View/Open |
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