Development and impact of scaffolded mastery learning module on cell division among form 4 low achievers in Bukit Mertajam (IR)
This study aimed to develop and determine impact of the Scaffolded Mastery Learning (ML) module (teacher and student) on Cell Division topic. The research utilized developmental and case study design. Sidek Module Development Model was employed to develop the modules. Three experts involved in modul...
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| Format: | thesis |
| Language: | eng |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=3982 |
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| Summary: | This study aimed to develop and determine impact of the Scaffolded Mastery Learning (ML) module (teacher and student) on Cell Division topic. The research utilized developmental and case study design. Sidek Module Development Model was employed to develop the modules. Three experts involved in module validity while 10 students were selected as respondent in the pilot study. The validity of the module calculated in percentage and Cronbach Alpha value was utilized to indicate reliability. Next, the modules were implemented in teaching and learning process (T&L) within six weeks. Purposive sampling technique was used in selecting 63 students as sample. The T&L process were observed and recorded. Students were divided into enrichment (29 mastered students) and remedial (34 non-mastered students) activities. In remedial activity, scaffolding techniques (verbal communication and reteach) were applied. Pre-and Post tests were conducted. Two teachers involved in semi- structured interview and 20 students from remedial activity selected for focus group interview. Descriptive statistic was used to calculate test scores. Audio and observation were transcribed and analysed to determine theme (thematic analysis). The developed modules obtained high validity (96%) and high reliability (α=0.90). From the interview by the respondents, the teacher module helped the teachers to improve the knowledge and understanding of Scaffolded ML, while students claimed that the module helped them to enrich their learning experience. In focus group interview, the respondents stated that the remedial activity helped them to master the content. This supported by the mean of Pre-test (67.08) and Post-test (90.23). However, the respondents in semi-structured interview claimed that time consumption is an impeding factor in implementing Scaffolded ML. In conclusion, Scaffolded ML module has enriched student learning experience. In implication, this research offered evidences that the module of Scaffolded ML in Cell Division has positive impact for form 4 low achievers. |
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