The effectiveness of visual-spatial intelligence teaching courseware on equivalent fractions for weak students
<p>The objective of this research is to test the effectiveness of visual-spatial intelligence teaching</p><p>courseware to teach "equivalent fraction" topic for fom1 1 weak students. This courseware uses</p><p>vi...
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| Format: | thesis |
| Language: | eng |
| Published: |
2011
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=10487 |
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| Summary: | <p>The objective of this research is to test the effectiveness of visual-spatial intelligence teaching</p><p>courseware to teach "equivalent fraction" topic for fom1 1 weak students. This courseware uses</p><p>visual-spatial intelligence which is one of the eight multiple intelligences in multiple</p><p>intelligence theory by Howard Gardner. The design of this research is pretest and posttest</p><p>nonequivalent groups design. The sample for this research is fifty seven students from form l,</p><p>comprising of twenty nme for the treatment group and twenty eight for the control group. This</p><p>research also tests whether the use of the courseware can increase visual-spatial intelligence in</p><p>the Multiple Intelligence (MI) test. Students' perspective towards the courseware in terms</p><p>courseware objectives, courseware content, interface design, motivation, and</p><p>assistance m learning the topic is measured using questionnaire. ANCOV A test, F(l,55)=5.29, p=.03,</p><p>had shown that there was a significant effect of the visual-spatial teaching courseware on learning</p><p>performance compared to KPM courseware after controlling for the effect of pretest (non-homogenous</p><p>groups). There was a significant increase in the Visual-Spatial Intelligence score in the Multiple</p><p>Intelligence test from pretest (M=l2.48, SD=2.50) to posttest (M=l3.28, SO=2.40), t(28)=-2.I9,</p><p>p=.04. Students have positive perception of the courseware in te1m of courseware objectives</p><p>(M=2.98, SD=.52), courseware content (A4=2.90, SD=.49), interface design (1',,1=3.06, SD=.50),</p><p>motivation (M=3.08, SD=.52), and assistance in learning topic of equivalent fractions (M=3.l 0,</p><p>SD=.52). Based on the findings, teachers are recommended to use visual representations</p><p>(visual-spatial intelligence) as much as possible and use less words (linguistic and mathematical</p><p>intelligence). Teacher should also use one or a few intelligences in each lesson to increase</p><p>reading in that particular intelligence in the MI test.</p><p></p><p></p><p></p> |
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