1

DEVELOPMENT OF TEACHING AID FOR STUDENT-CENTERED LEARNING

IN FORM TWO SCIENCE SUBJECT FOR NUTRITION CHAPTER

SUNDERESAN KRISHNAN

THIS FINAL YEAR PROJECT REPORT IS PRESENTED TO QUALIFY FOR A

BACHELOR IN EDUCATION (BIOLOGY) WITH HONOURS

FACULTY OF SCIENCE AND MATHEMATICS

SULTAN IDRIS EDUCATION UNIVERSITY

2020
 ii

ACKNOWLEDGEMENT

I acknowledge that this work is my own work except for the excerpts and summaries

of which I have explained the source.

10 JAN 2020 ____________________________________

SUNDERESAN KRISHNAN

D20152071974
 iii

RECOGNITION

First and foremost, with God’s grace and blessings I am able to complete and finish

my Final Year Report for Bachelor of Education (Biology) with Honours. It is indeed

a roller-coaster ride for me to finish this Final Year Report.

Without my parents of course I will be not be here at UPSI for my higher studies.

They have been like a pillar to me in order to finish what I have started 4 years ago.

My mother and father supported my decision to further my studies at UPSI in

education field. They are always concerned about my wellbeing and financial

situation. Thank you mother and father for always being by my side.

I would also like to take this opportunity to express my sincere gratitude to my Final

Year Report Supervisor Dr. Nurul Bahiyah Binti Abd Wahid for the continuous

support and guidance. All the guidance, advice, and patience along the path for me to

complete this report. All the knowledge and motivation given by my supervisor was

really helpful. Honestly, without her encouragement I might not be able to finish this

report and complete everything within the time frame.

Next, many thanks to my faculty, Faculty of Science and Mathematics, UPSI and

Ministry of Education Malaysia for providing assistance in order for me to complete

this report. Finally, not to forget special thanks to my friends, teachers, students,

school administration, education department staff and all of those who were involved

directly and not directly in this studies.

 iv

ABSTRACT

Gamification in education is a new way of enhancing student engagement and interest

by incorporating game elements into the learning environment. The purpose of this
study is to develop teaching aids as well as to identify the level of interest and
motivation of students using teaching aids developed for the topic of Planning
Balanced Diet. This study used quantitative approach with research and development
project. These teaching aids were developed based on the ADDIE model and the
Theory of Constructivism. Students' interests and motivations were measured using
the questionnaire instrument among 30 school students from Form Two of SMK
Puncak Alam, Selangor. The survey consisted of 18 items representing aspects of
interest and motivation. The results of the study were analyzed using Statistical
Package for the Social Science (SPSS) software. After the data were analyzed, the
majority of the percentage of respondents' acceptance values for each of the 18 items
in the questionnaire instrument was high. The average mean value for the level of
interest aspect was 3.20 while for the level of motivation aspect was 3.17. The mean
value of the mean for both aspects is very good, which is above the benchmark 3.00.
The findings of the study show that the majority of the respondents were interested
and motivated when using the teaching aids developed. The implication of this study
showed that students felt interested and motivated when they used virtual game board.
It is hoped that this study will help to improve the quality of education and the
learning environment in the classroom.
 v

PEMBANGUNAN BAHAN BANTU MENGAJAR UNTUK SUBJEK SAINS

TINGKATAN DUA BAGI TOPIK NUTRISI DENGAN MENGGUNAKAN
KONSEP PEMBELAJARAN BERPUSATKAN PELAJAR

ABSTRAK

Gamifikasi dalam pendidikan adalah suatu kaedah yang baru untuk meningkatkan
penglibatan dan minat para pelajar dengan memasukan elemen permainan dalam
persekitaran pembelajaran. Kajian ini bertujuan untuk membangunkan bahan bantu
mengajar dan juga mengenalpasti tahap minat dan motivasi pelajar dengan
mengunakan bahan bantu mengajar yang dibangunkan bagi topik Merancang Gizi
Seimbang. Kajian ini menggunakan pendekatan kuantitatif dengan projek
penyelidikan dan pembangunan. Bahan bantu mengajar ini dibangunkan berdasarkan
model ADDIE dan Teori Konstruktivisme. Minat dan motivasi pelajar sekolah
dikenalpasti dengan menggunakan instrumen soal selidik dalam kalangan 30 pelajar
sekolah dari tingkatan dua SMK Puncak Alam, Selangor. Soal selidik ini mempunyai
18 item yang mewakili aspek tahap minat dan tahap motivasi. Hasil dapatan kajian
dianalisis dengan menggunakan perisian Statistical Package for the Social Science
(SPSS) nilai min. Selepas data dianalisis, majoriti nilai persetujuan responden bagi
setiap 18 item dalam instrumen soal selidik adalah tinggi. Nilai purata min bagi aspek
tahap minat adalah 3.20 manakala bagi aspek tahap motivasi adalah 3.17. nilai purata
min bagi kedua-dua aspek berada dalam tahap sangat baik iaitu melebihi penanda aras
3.00. Dapatan kajian menunjukkan bahawa, majoriti responden berminat dan
bermotivasi apabila menggunakan bahan bantu mengajar yang dibangunkan.
Implikasi kajian ini menunjukkan bahawa pelajar berasa berminat dan bermotivasi
apabila mereka menggunakan permainan papan maya. Kajian ini diharap dapat
membantu meningkatkan kualiti pendidikan dan suasana pembelajaran di dalam kelas.
 vi

CONTENTS

PAGE

DECLARATION ii

APPRECIATION iii

ABSTRACT iv

ABSTRAK v

CONTENT vi

LIST OF TABLES xi

LIST OF FIGURES xii

LIST OF ABBREVIATION xiii

APPENDIX LIST xiv

CHAPTER 1 INTRODUCTION

1.1 Preface 1

1.2 Research Background 2

1.3 Problem Statement 7

1.4 Objectives of the Study 9

 vii

1.5 Research Questions 9

1.6 Importance of Research 9

1.6.1 Ministry Of Education 10

1.6.2 Teachers 10

1.6.3 Students 10

1.7 Study Limitations 11

1.8 Operational Definition 11

1.8.1 Teaching Aid 12

1.8.2 Active Learning 12

1.8.3 Nutrition 13

1.8.4 Motivation 13

1.8.5 Interest 14

1.8.6 Gamification in Education 14

1.9 Conceptual Framework of Research 15

1.11 Summary 16

CHAPTER 2 LITERARURE REVIEW

2.1 Preface 17

2.2 Teaching Aid in Education 18

2.3 Student Centered Learning 20

 viii

2.4 Gamification in Education 21

2.5 Active Learning 23

2.6 Advantages of Gamification in Education 25

2.7 Theory and Model Related to the Study 26

2.7.1 Theory of Constructivism 26

2.7.2 ADDIE Model 28

2.8 Summary 29

CHAPTER 3 METHODOLOGY

3.1 Preface 31

3.2 Survey Design 32

3.3 Procedure of the Research 32

3.4 Population and Sample 34

3.5 Development of Teaching Aid 35

3.5.1 Analysis Phase 36

3.5.2 Design Phase 36

3.5.3 Development Phase 37

3.5.3.1 Development of Teaching Aid 37

3.5.3.2 Development of Manual 37

3.5.4 Implementation Phase 39

 ix

3.5.5 Evaluation Phase 40

3.6 Instruments 40

3.6.1 Survey Questionnaire 40

3.7 Validity and Pilot Study 41

3.7.1 Validity 41

3.7.2 Pilot Study 43

3.8 Data Collection Procedures 44

3.9 Methods / Techniques of Analyzing Data 45

3.10 Summary 45

CHAPTER 4 FINDINGS OF STUDY

4.1 Preface 47

4.2 Development of Teaching Aid 48

4.3 Reliability Test 49

4.4 Cohen Kappa 50

4.5 Background of Respondents 51

4.6 Missing Value Analysis 52

4.7 Findings of Study 53

4.8 Summary 60
 x

CHAPTER 5 DISCUSSION, RECOMMENDATIONS AND CONCLUSION

5.1 Preface 61

5.2 Discussion 62

5.2.1 Development of Teaching Aid 62

5.2.2 Level of Interest and Motivation 63

5.3 Research Implication 66

5.3.1 Research Implication on Ministry of Education 66

5.3.2 Research Implication on Teachers 66

5.4 Recommendations 67

5.5 Conclusion 67

5.6 Summary 68

REFERENCE 69

APPENDIX Appendix A1
 xi

LIST OF TABLES

Table. no Page

3.1 Four Point Likert-Scale Score 41

3.2 Cohen Kappa Coefficient Value 43

3.3 Cronbach’s Alpha Value 44

3.4 Level of Average Mean Value (Faezah Nurmin, 2008) 46

4.1 Cohen Kappa Score 50

4.2 Distribution of Respondents by Gender 51

4.3 Distribution of Respondents by School 51

4.4 Mean, Standard Deviation and Variance Value for Level of Interest 54

4.5 Mean, Standard Deviation and Variance Value for Level of 55

Motivation

4.6 Frequency and Percentage Value for Each Item in Level of Interest 57

4.7 Frequency and Percentage Value for Each Item in Level of 59

Motivation
 xii

LIST OF FIGURES

Figure. no Page

1.1 Conceptual Framework of Research 15

2.1 Teaching model based on 4 phase in Constructivism 28

2.2 Phases involved in ADDIE Model 28

2.3 Flow Chart of ADDIE Model 30

3.1 Flow Chart of Procedure of the Research 33

3.2 Population and sampling method of this study 35

3.4 Types of Validity Test Used 42

4.1 Design of the Teaching Aid Using Adobe Photoshop 48

4.2 Overall Summary of Data Collected 52

 xiii

LIST OF ABBREVIATION

KSSM Kurikulum Standard Sekolah Menengah

ER Education Revolution

SPSS Statistical Package for Social Science

SMK Sekolah Menengah Kebangsaan

BBM Bahan Bantu Mengajar

ADDIE Analysis, Design, Development, Implementation,

Evaluation
 xiv

APPENDIX LIST

A Permission letter from the Educational Planning and Research

Division (EPRD)

B Expert Validity

C Research Survey Questionnaire Instrument

D Data analysis from SPSS

 CHAPTER 1

INTRODUCTION

1.1 Preface

This topic discuss about research background, problem statement, objectives of the

study, research questions, hypothesis, importance of research, study limitations,

operational definition, conceptual framework of research and summary. Issues and

concerns related to research title will be discussed in depth. Objectives of this study

will be highlighted in this chapter.

 2

1.2 Research Background

Education around the world is going through an improvement phase so that current

curriculum and system are according to the needs of industry and era of globalization.

Science subject is always viewed as the most important subjects. Thus, deep planning

and researches must be made so that the ministry able to deliver the best quality of

education. Education must change according to the needs of learners and time. The

learning style Gen Z are more towards hands-on and involved actively in the learning

process (Anealka Aziz Hussin, 2018). The government through Ministry of Education

are doing their best to make sure that Science is in line with the 21st century skills.

Science Education is also one of the areas that play an important role in

producing citizens who are capable of developing a nation. Implementation of KSSM

which started on 2017 is one the best example of continues effort from ministry.

Implementing STEM teaching and learning that integrates deep knowledge, skills and

values into the subject can create a meaningful and enjoyable learning experience for

students.

A lot of students feel that Science subject is a harder subject to be understood

and also it is not fun to be learned (Aziz Nordin & Lin, 2018). According to Badrul

Hisham Alang Osman (2016), educators need to diversify their teaching and learning

methods so that it focuses on elements of critical and creative thinking, collaborations

between learners, and communication skills. That is why it is very important that

teaching and learning methods must be improved and evaluated so that the process of

learning achieves its objectives.

 3

During teaching and learning process, only a few students who manage to

understand the content of the topic and the rest of the students requires support tool

(Mok Soon Sang, 2011). That is why this research focuses on teaching aid tools or

materials and its usage in classroom. Teaching aids can be used to broaden teaching

and learning process. If we look around 10 years ago, the teaching aids are only papers

and white board. On the other hand, nowadays with 21st century skills, teaching aids

are being revised and new ideas being implemented into classrooms. Teaching aids are

able to help the educators to deliver the content much more easily. This is because

students are able to experience with their visual, audio and by doing inquiry based

experiments. Chalk and talk is no longer the preferred method of teaching and learning.

Innovation in teaching aids is to create something new or enhance the current tools or

materials (Mason & Holmes, 2019).

Again referring to Janet and William (2016), teachers can make a big impact

by changing teaching and learning method. This is where teaching aids comes to rescue.

Innovative and interactive teaching aids are in line with the 21st century skills such as

student centered learning. Teaching materials that provides exploration of concept or

subject matter are being encouraged. Inserting student centered learning also reduces

lack of focus among students. Jung, Ruth, and Lee (2017) states that peer to peer

learning and collaborative learning have emerged to promote students’ engagement

which is what categorized as active learning.

The introduction of active learning acts as a path to critical thinking in

promoting students’ involvement in classroom activities (Tedesco-Schneck, 2013).

Active learning through cooperative learning between students by using teaching aids
 4

able to make students to process the information inside their head. Usage of teaching

aids and classroom activity will make the learning process more fun and interesting.

Most of the studies shows that active learning help the students to understand new topic

much better (Hyun, Ediger, & Lee, 2017). Stebila (2011) says that a teacher only acts

as a facilitator when the classroom lesson is going on.

Resources used in teaching should primarily be stimulating and contribute to

quality of teaching and learning (Bušljeta, 2013). Student centered learning inculcates

communication and collaboration between friends. Joseph (2015) believes that a

teacher can help learners by using teaching aids as a part of pedagogy. Pedagogy with

teaching aids or materials are important tool to enhance critical and creative thinking

among students. Students will use the materials and develop answer to help them

understand.

According to the former President of South Africa, Nelson Mandela,

“Education is the most powerful method which you can use to change the world”.

Education sector is always on of the most important sector or ministry in a country.

Any country regardless of developed or undeveloped gives high importance to

education. The same goes for my beloved nation which is Malaysia whom gives more

attention to education in order to ensure that the students receive only the best education

services. National Education Philosophy was created to be a guidance or direction in

the education sector. One the component of the National Education Philosophy is

“developing the potential of individuals in a holistic and integrated manner, so as to

produce individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonious”. This reference shows that education in Malaysia focuses
 5

in a holistic and integrated way. Mok Soon Sang (2011) states that education

philosophy serves as a guidance or view on matter or all the things related to education.

Next, the Malaysia Education Blueprint (2013-2025) that is intended for

preschool up until secondary school education. Three different waves were formed in

order to deliver the quality education. Wave 1 (2013-2015) which is to turn around

system. Wave 2 (2016-2020) is to accelerate system improvements. The ministry is

making a revamp so that the students are able to enjoy the fruit of this waves that is the

good quality education. Now Malaysia is in the Wave 2 which concentrates on

enhancement and improvements.

According to Badrul Hisham Alang Osman (2016), Malaysia is facing many

issues both internally and externally due to the effects from globalization and rapid

development and expansion of the Information technology and communication

especially in this 21st century. Globalization and technological advancements demands

nations to also change and make new system in order to keep up with the time. Kamisah

Osman and Neelavany Marimuthu (2010) strongly believes that high order skills, better

academic preparations and the right mindset is the direct results of demands due to 21st

century dynamic.

Education sector must change or more accurately must make some alterations.

Academics in schools must be up to date and in line with the Education Revolution 4.0.

With ER 4.0 and also the globalization in mind, together with Vision 2020 which was

the brainchild of current Prime Minister Tun Dr. Mahathir Mohamad, new learning

standards must be formulated. ER 4.0 is the result of Industrial Revolution 4.0 where
 6

technology is combined with human to enable new revolution (Anealka Aziz Hussin,

2018).

In line with ER 4.0 and technology improvements, education sector demands

new changes and reforms in order to deliver the best outcomes. Science subject is not

excluded from the list in fact this subject is the one of the most important subject that

needs reforms. Science teaching and learning in schools are rapidly improving. A lot of

people are realizing the benefit of new reforms. Science subject in schools are a very

crucial subject. Making changes in schools might be a difficult task involving large-

scale system solutions but teachers can make a big positive impact on students learning

by changing teaching methods (Janet & William, 2016). Standard Curriculum for

Secondary School (KSSM) was introduced in 2017 to replace the KBSM. Utusan online

published that the implementation of KSSM is in line with the Malaysia Education

Blueprint (2013-2025) which suggest that KBSM to be evaluated and integrate the

aspect of 21st century skills and critical and creative thinking (Naza Idris Saadon, 2016).

Six elements of KSSM are communication, physical and aesthetics development,

humanistic, personal development, science and technology, and spiritual, attitude and

values.

In summary, researcher strongly believes that teaching aid is one of the most

important way to enhance teaching and learning. This research focuses on Science

subject Form two. Innovative and student centered learning teaching aid was developed

to help students to learn better and in a fun way.

 7

1.3 Problem Statement

Science subject will always be on the hardest subject list for majority of the students.

Science subject is always considered as a tough subject among students (Lee, Johari

Surif, & Cher, 2014). This subject in schools always involved memorizing facts and

processes involved and spit it out during exams. Understanding the content is never the

main aim. Theories, principles and specific terms make the understanding process even

tougher. Besides, abstract concepts in which the students find it hard to imagine will

not do much help. It is very important to identify the problems related to education so

that solutions can be derived (Ann Rosnida Deni, Zainor Izat Zainal & Suseela

Malakolunthu, 2014). Students have difficulties in application of balanced diet for

target group and based on health problems (Nurul Hafizah Masni, 2017).

Education system that gives more importance in memorizing facts in teaching

and learning process is the problem. This is supported by Rashimah (2012) who said

that teaching and learning process of Science subject in Malaysia focuses on facts

memorization. This statement supports that the teaching and learning Science practice

in Malaysia is more towards memorization which is only the lowest level in Bloom’s

Taxonomy. In six levels of Bloom’s Taxonomy, remember is the first level.

Learning should be fun and more engaging so that the transfer of knowledge

is smoother. Education system is Malaysia is more towards exam oriented and this puts

extra pressure on teachers to finish the syllabus before exams commences (Rashimah,

2012). Trying to finish the syllabus and lab experiments makes the learning not fun and

interesting. This in the end leads to boring classrooms. Smart and brilliant students may
 8

be able to cope with lecture methods, but not necessarily slow learners (Oluwatumbi,

2015). Slow learners might need different approach of teaching so that they are not left

out in understanding the subject. According to Joseph (2015), teaching aids such as

audio-visual and PowerPoint presentation helps the teacher to make the classroom more

interactive and motivate the student’s interest and brain development.

Next, some students find it hard to understand or comprehend abstract

concepts. Albert Einstein said once that imagination is more important than knowledge.

Students cannot understand some concepts if they cannot imagine the content.

According to Dancer and Kamvounias (2010), the understanding of a concept comes

from the students learning process. Students must use their own cognitive to try to solve

problems and understand what are they leaning. Teachers can only provide knowledge

but understanding comes from students. This is why, teaching aid can help the students

to capture the concepts and content much quicker.

Teaching and learning must provide space and activities to enable this 21st

century learning using critical and creative thinking. According to Oluwatumbi (2015),

students learn by solving problems together by using critical thinking. Cooperative

learning provides students to think critically and engage in learning. Teaching aid will

be an important tool to help the students remember and understand. Taking all the issues

discussed above, this study will focus on developing a teaching aid material by

integrating gamification and active learning to help students to learn nutrition topic.
 9

1.4 Objectives of the Study

Objectives of the research are:

i. To develop teaching aid tool innovation in form two Science subject for

Nutrition chapter.

ii. To determine the level of interest and motivation of Form Two students when

using the teaching aid.

1.5 Research Questions

Based on the objectives listed above, these are the research questions:

i. How to develop a teaching aid innovation?

ii. What is the level of interest and motivation of student after using the teaching

aid?

1.6 Importance of Research

This study is vital because the objective is to determine the level of interest and

motivation of student from rural and urban school after using the teaching aid. It is

highly hoped that teaching materials will assist the teaching and learning process in

schools. This study is important as the benefits will impact not just the students who

are learning but also the teachers who are teaching science. Besides that, this will also

help the Ministry of Education Malaysia.

 10

1.6.1 Ministry of Education

Before conducting this research, the research applied to the ministry to conduct this

research within schools. This research with innovation of teaching aid material for

Nutrition Topic in Science Form Two will help the education process in our country.

The outcome of this study can improve the education system in Malaysia especially

towards 21st century learning.

1.6.2 Teachers

This study is about development of teaching aid material for teaching and learning

process in secondary school. This innovation will facilitate the teacher in terms of

delivering knowledge and content of the topic. Teachers will be able to cater all kinds

of learning style of the students. Teaching aid will help to make the teaching and

learning process much smoother. How the knowledge is transferred to the students is

very vital. Teaching aids material will be a bridge that joints and facilitate the delivery

of the content and students learning process.

1.6.3 Students

This study is about innovation of teaching aid to help the teaching and learning process.

Researcher hopes that this development of materials will help the students to learn

better and understand the content of the topic. Teaching aids are not just to make
 11

learning better, but also to help the students to think critically and creatively. These two

components are components of 21st century education.

Students will be more interested to come to school with the integration of

teaching aid and gamification in classrooms. Survey conducted by Ministry of Energy,

Science, Technology, Environment & Climate Change shows that nearly 70% of

students said that they are not interested in STEM related subjects because the teaching

was too theoretical.

1.7 Study Limitations

This research have several limitations such as the sample of this study is only limited

to secondary school students who are taking Form Two Science subject. This study is

only conducted for Form Two Science Subject on Nutrition topic. The topic in which

teaching aid will be developed is only limited to Sub Topic 3.2: The Importance of

Balanced Diet. Outcome of this research only represents the population / sample only.

Does not represent the whole Form Two students in Malaysia. Sample will be taken

from any one school from the state of Selangor.

1.8 Operational Definition

In this research, there are several operational definition as such as teaching aid, active

learning, nutrition, motivation, and interest.

 12

1.8.1 Teaching Aid

According to Erfan Priyambodo and Safira Wulaningrum (2017), teaching aid can be

defined as a media or tool that can be used to help students to understand better.

Teaching aid can be anything from technological devices, application to tools or

materials used by educators to help students to learn better. Teaching aid also known

as teaching resources or educational materials. Teaching aid is totally up to the teacher’s

creativity to design any materials or tool that suits the best to his / her students.

Nasab, Esmaeilib, and Sarem (2015) classified teaching aids into six different

categories such as printed media, display media, visual media, audio media, three

dimensional media, educational opportunities, and multimedia collections. Teachers

can make use of any type of teaching aid that they feel can achieve the learning

outcomes. In this research, teaching aid refers to any material or tool used to help

students to understand the content.

1.8.2 Active Learning

Active learning can defined as any teaching and learning process that does not solely

rely on lecture method and students learning becomes more engaging with one another

(Mizokami, 2018). Any teaching practice that just uses chalk and talk method in

classroom cannot be categorized as active learning. Cooperative learning, collaborative

learning and problem based learning are main components of active learning pedagogy

(Hyun, Ediger, & Lee, 2017). Collaborative learning uses collaboration and
 13

communication as the fundamental core. While, problem based learning uses critical

thinking and communication as fundamental core.

Learning nowadays have shifted from chalk and talk to wide range teaching

activities. According to Badrul Hisham Alang Osman (2016), communication and

collaboration skills will contribute to student’s success in 21st teaching and learning.

He believes that combination of communication and collaboration skills will help the

students to achieve excellent result. In this research, active learning refers to teaching

practice that is more engaging and involves interaction.

1.8.3 Nutrition

Referring to Form Two Science textbook, nutrition is the third topic. This topic focuses

on digestive system, the importance of balanced diet, healthy lifestyle and right eating

habit. This research is about developing teaching aid innovation for Sub Topic 3.2

Importance of Balanced Diet.

1.8.4 Motivation

Motivation is divided into two different categories that are intrinsic and extrinsic

motivation. In education field, motivation is one of the factor that will encourage and

influence students to learn Science. This research is about to see if students are

motivated after using the teaching aid innovation. It is important to see if all students’
 14

from each class and background will express that the integration and perception of

gamification would improve learning, engagement, and motivation.

1.8.5 Interest

Level of interest of a student can also influence his / her intrinsic motivation. In terms

of research, interest will be the main booster for students to show good and positive

attitude while learning Science. This research is about to see if students are interested

after using the teaching aid innovation.

1.8.6 Gamification in Education

The gamification in education is an educational approach to motivate students to learn

by using video game design and include game elements in the learning environments

such as classroom or science lab. The goal is to maximize enjoyment and engagement

of learners through capturing the interest of learners and inspiring them to continue

learning.

A study by Deterding, Dixon, Khaled, and Nacke, (2011) stated that as the use of

game design elements that are included in non-game contexts such as education. Game

design elements includes game board based learning, application based learning, and

activity based learning. Elements of playing game is integrated into education to make

it more fun and interesting.

 15

1.9 Conceptual Framework of Research

This study is to determine the level of interest and motivation among the learners in

school. This teaching aid innovation is for Sub Topic 3.2 in Chapter 3: Nutrition of

Form Two Science. Next, this study contains three main elements that are study topic,

type of learning method, and study outcome. By referring to the three components, an

analysis will do conducted stage by stage and evaluated as in Figure 1.1.

Conventional
method

Level of interest and

Chapter 3:
motivation of students
Nutrition
when using the teaching
aid
Usage of
teaching aid

Constructivism
Theory
Input Output

Process

Figure 1.1. Conceptual Framework of Research

 16

1.10 Summary

In this chapter, we had discussed about important aspect of this study such as problem

statement, objective of the study, research questions, and importance of the study, study

limitations, operational definition, and conceptual framework of research. Furthermore,

this chapter gives an introduction on what is this study about. Research also gave a brief

introduction about Malaysian education system. In the next chapter, previous

researches and theories related to this study will be discussed.

 17

CHAPTER 2

LITERATURE REVIEW

2.1 Preface

This chapter will discuss about all the previous study or research that is related to this

study. Many theories have been proposed to explain teaching aid usage and how student

centered learning emerges. Although the literature review covers a wide range of many

theories, this review will focus on two major aspects which emerge repeatedly

throughout the literature reviewed. These themes are teaching aid in education and

student centered learning.

 18

2.2 Teaching aid in Education

According to Nasab, Esmaeili, and Sarem (2017), one of the fundamental factor related

to classrooms is teaching aid. Many different aspects involved in making a classroom

more interesting and one of the factor is teaching aid used. According to Faizah Ja’apar

(2017), education will be fun learning if teachers or educator diversify their teaching

method and style according to learning objectives. Teachers must be able to make

different kinds of teaching aid so that it will assist the learning process of students.

Furthermore, teaching aid materials can be used by several example such as fun

learning style by teachers in classrooms (Faizah Ja’apar, 2017). The teaching aid used

by teachers will make the learning process worthwhile if it is more fun learning.

Teaching aid that can make classroom more fun is what she believes in. Besides,

education and learning process nowadays requires effective use of teaching aids and

technique (Nasab, Esmaeili, & Sarem, 2017). From this statement, the authors states

that use of teaching aids is now an essential part in 21st century education. According

to Faizah Ja’apar (2017), teaching aid materials is important not only to attract student’s

interest but also to help students to understand the content better.

Other than that, Busljeta (2013) states that use of teaching aid makes learning

process interesting and fun. From the above statement, it is crystal clear that teaching

aid has the power to make classroom more interesting. Teaching aid will help the

students to comprehend and understand abstract concepts (Priyambodo &

Wulaningrum, 2017).
 19

According to Busljeta (2013), teaching aid helps the students to acquire

knowledge. Each and every day students learn new knowledge and teaching aid can be

a bridge that assist the transfer of knowledge. The type of available teaching learning

resources and their use have an impact on learning outcomes (Busingye & Najjuma,

2015). There are some common goals of using teaching aid that are increase students

motivation, developing creativity among learners, link prior knowledge, and help the

process of understanding, logical thinking, reasoning, and communication.

Next, Nasab, Esmaeili, and Sarem (2017), states that teachers use teaching aid

because 75% of learning is made via sight sense. Combination of sight and imagination

can help the students to comprehend the content. Teaching aids will help students to

imagine and visualize new knowledge. Nasab, Esmaeili, and Sarem (2017) mentioned

that there are several benefits of using teaching aid such as real experiences are

available, and high interest among students. There is significant difference between

student’s achievement and effectiveness of teaching aid (Orhan-Özen, 2017).

Cheung (2018), in his study interviewed teacher and teachers reiterate that

modern and engaging teaching strategies can effectively catch the attention of both boys

and girls. Teachers are the ones who witness how good teaching strategies are able to

transform education and its impact. Heward and Twyman (2018), argued that individual

teachers can make a tremendous difference in student learning by focusing on alterable

variables such as teaching strategies.

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2.3 Student Centered Learning

According to Lee and Hannafin (2016), states that learners in school takes the

responsibility and autonomy for learning in classrooms. This means that student

centered learning gives opportunity to students to explore the knowledge themselves.

This is not the same as old conventional method which focuses on lecture style teaching.

Next, Lee and Hannafin (2016), highlights that students should be scaffolded while

doing research about a project and presenting the findings. Teachers should act as a

scaffolder during this learning type. It is also important to realize that students become

the owner of learning actions (Lee & Hannafin, 2016). Students become the owner of

how to perceive the knowledge through peer discussion. Students decide which will be

the best way for them to learn.

Giving learner – centered environment is an important way to boost the learning

process of students in classrooms (Lumpkin, Achen, & Dodd, 2015). Authors believes

that student centered environment has the necessary ingredients to optimize learning.

Furthermore, cooperative learning among students can escalate students’ critical

thinking (Millis, 2010). Cooperative learning among students is one of the essential

elements of student centered learning. Emulating cooperative learning in classrooms

can help train students in high order thinking skill.

One of the characteristic in student centered learning is students physically

involved through inquiry and cooperation (Krahenbuhl, 2016). This could be the best

approach deployed by teachers to shift classroom to a more fun learning. According to

Hollweck (2016), more effective way in education is engage students actively by

 21

assigning case study or problem based learning. Students more likely to gain positive

outcomes when they are involved actively in project or problem based learning

environment (Patrick, 2014). According to Krahenbuhl (2016), there is an increasing

demands for teachers to drop passive learning environment and use student centered

learning. More and more stakeholders and parents voice out with their concerns of still

using the old method of chalk and talk.

2.4 Gamification in Education

Gamification is defined as the introduction or integration of gaming elements into non-

game contexts or situation where it is a relatively new concept but an old practice

(Chapman & Rich, 2018). In terms of non-game contexts particularly education, the

need to ensure student interest and participation has meant that game mechanics such

as rewards and group tasks have become core teaching tools. All games have three basic

fundamental characteristics that are they have a clearly stated set of rules; an easy

feedback system, and a well-established objective (Codish & Ravid, 2015).

The term gamification can also be understood as the process of transforming

activities more game-like (Werbach, 2014). In another study by Kapp (2013), he stated

that gamification can be defined as usage of game based mechanics and game thinking

to engage students, motivate them, and solve problems. This means that educator

around the globe can include gamification in education by making teaching and

learning activities more game-like. Gamification in education is being explored and

experimented mainly because of its potential to motivate learners (Dichev & Dichev,
 22

2017). Gamification is being used by teachers because of the aspect it brings positive

changes to learners. The very basic or fundamental elements of including gamification

in education is the adding elements of game into teaching activities to create a great

immersion (Codish & Ravid, 2015).

Gamification has been adopted into education world to support learning in areas

such as learner’s participation, collaboration, enforcing student creativity, and self-

guided learning (Caponetto et al., 2014). Inclusion of gamification will help teachers to

improve students’ participation in teaching and learning activities. This is because

students will be immersed into engaging and interesting activities under the concept of

gamification. Moreover, gamification can also bring help to increase student’s

creativity when conducting activities. Creativity is one of the four main components of

21st Century Learning (Pembelajaran Abad ke-21) in Malaysia.

Gamification is not just technology but also a vital tool that can be adopted to

increase motivation (Dichev & Dichev, 2017). Many scientific papers and studies had

been conducted to see the effectiveness of gamification in education especially.

Alsawaier (2018) in his paper studied about use of digital video game elements to

increase motivation and promote participations from learners. Gamification in

education is a term that is only coined and introduced to this world. More research and

studies are able to show the positive vibration that it can bring into education. Game

features can insert the tainment part for educational activities needed to engage learners

(Cózar-Gutiérrez & Sáez-López, 2016). He discussed game elements incorporated into

classroom can increase engagements between students.

 23

Student-centered learning and hands on activity encourages children to learn

and construct new ideas and knowledge considering them to be critical and creative

(Siti Zuraidah Md Osman, Rozinah Jamaludin & Mohammad Iranmanesh, 2015).

Gamification can be included as an integral part of teaching and learning activities to

facilitate knowledge transfer and constructing ideas. Many applications are readily

available out there to be used as teaching aid. Gamification is available in both laptop

and mobile phone usage. Based on the study conducted by Behrendt (2014), he stated

that students’ emotion in learning should be considered seriously because it is

fundamental to boost students’ intrinsic motivation, their participation in education,

their learning experience and creativity in science.

Gamification is one of the modern day tool that can be included in teaching and

learning to make learning more interesting and fun. It is entirely up to the creativity of

the educators on how they are going to incorporate gamification in classroom activities.

2.5 Active Learning

Education techniques around the world are moving towards a massive transformation.

As a result, different types of teaching and learning methods, such as collaborative

learning, cooperative learning, and problem-based learning have emerged to promote

higher student engagement in classroom. All these methods fit into an emerging

category of pedagogy called active learning (Hyun, Ediger, & Lee, 2017).
 24

Demirci (2017) stated that active learning is a dynamic type of learning where

students actively interact with each other, with education materials, and with teachers.

Active learning can also be understood as that emphasizes students’ use of higher order

thinking to complete activities or participate in discussion in class (Freeman et al.,

2014). Niemi and Nevgi, (2014) articulated that active learning focuses on creating

knowledge with an emphasis on skills such as analytical thinking, and problem-solving

activities that develop students’ thinking.

When students perceive valuable and meaningful learning tasks, they will

actively engage in the learning process, using active learning to integrate their existing

knowledge with new experience (Mello & Colleen, 2013). Cavanaugh (2011) argue that

at least every 10-15 minutes learning process should include a diverse types of learning

activities to keep students focused and engaged, which in turn will help them learn. This

shows the direct positive impact active learning methods can bring to education.

Termos (2013) in his study showed that active learning methods show increased

attendance, participation, and achievement among students who learned through active

learning pedagogical approaches.

Active learning strategies can be divided into two general categories namely

collaborative learning and problem-based learning (David Mello, 2013). Collaborative

and cooperative learning both carries the same thing. The goal of collaborative learning

is to shift the focus from teacher centered method to learner centered.

 25

2.6 Advantages of Gamification in Education

The introduction of gamification in education was because of many advantages or pros

that it can bring. Despite its late arrival, gamification gained large popularity largely

because of the expectation to solve primary problems of traditional learning

environment. Nature of games in gamification makes them fun and increases students’

intrinsic motivation to engage in learning activities (Adams & Dormans, 2012).

Element of game is included that makes learning activities fun and interesting. Many

evidence shows that gamification may be linked to higher numbers of passing students

(de Marcos et al., 2017). Teachers will try their level best to help students to achieve

good score in examination. Thus, this would be a great method to achieve higher marks.

Majority of the literature reviews showed positive effects of gamification on

motivation (Alsawaeir, 2018). Learning activities using gamification will motivate

students to learn better. Particularly, gamification elements transform boring tasks into

interesting ones (Faiella et al., 2015). Including gamification with activity will make

students engaging in learning process. Students’ participation in learning activity

results in greater student engagement, particularly if they have interesting mode of

learning (Faiella et al., 2015). Right activities that was executed will have a positive

changes in student engagement in learning process and activity. The focus in learning

should be on developing skills for collaboration and teamwork for the performance of

the group instead of competition between students.

 26

2.7 Theory and model related to the study

2.7.1 Theory of Constructivism

Theory of constructivism is about students and construction of knowledge. The main

idea is students will build, deconstruct and then rebuild again the knowledge of the

content by themselves (Barrett & Long, 2012). The process of build, construct and

deconstruct is a part of learning under this theory. Teachers should let students take

previous knowledge to develop new knowledge and introduce students to new

knowledge (Qiong Jia, 2010). So, it is very important to know the prior knowledge of

students and use it to link with new knowledge. According to Capuzzi and Stauffer

(2016), he believes that cognitive development of child happens with the help of

interacting with surrounding. Interacting with surrounding is vital to help students to

learn new knowledge.

This study uses the Constructivism idea from Lev Vygotsky (1896 – 1934).

Qiong Jia (2010) said that Vygotsky believes that learning is a social constructions.

Furthermore, Vygotsky’s idea about Constructivism is learning happens through

interaction between student and student and student and teacher. Learning happen

through the social interaction and this will be integrated into the student’s cognitive

aspect.

Theory of Constructivist teaching and learning helps to build a participatory

environment in which students actively participate in the learning process (Fernando &

Marikar, 2017). This study clearly shows that Theory of Constructivism is indeed helps
 27

to promote active participation from students. Narayan, Rodriguez, Araujo, Shaqlaih

and Moss (2013) they identified the core ideas of the Theory of Constructivism is to

learn as knowledge is actively constructed by the learner, not passively received from

the outside (Narayan, Rodriguez, Araujo, Shaqlaih and Moss, 2013). The

constructivism learning theory argues that students produce their own knowledge and

form meaning from their experiences.

According to Aljohani (2017), constructivism learning theory is a philosophy

which enhances students' logical and conceptual development. The bottom line of

constructivism learning theory is the role which experiences or relation with the

atmosphere-play in student education. The constructivist approach stresses that the

active building of knowledge by the students is socially and culturally rooted (Fernando

& Marikar, 2017). Constructivism's main idea is that learning is constructed, in a way

learners build new knowledge based on the involvement of previous learning. The

positive gains of constructivism learning may be particularly crucial where the teaching

of complex skills, such as problem solving or critical thinking skills are concerned

(Giridharan, 2012). Figure 2.1 shows the teaching model based on four phases of

Constructivism Theory.

Giridharan (2012) lists the following four basic characteristics of constructivist

learning environments, which must be considered when implementing constructivist

instructional strategies:

i. Knowledge will be shared between teachers and students.

ii. The teacher’s role is as a facilitator.

iii. Group members will consist of small numbers of heterogeneous students.

 28

Reflection

•Make a Construct/
reconstruct •Enrichmen •Compare
relationship t activity
with student's new
•Explore •Problem knowledge
experience activities solving with prior
•Stimulate •Hands-on,
student's idea •Evaluation •Make
minds-on, conclusion
hearts-on
Uncover idea Idea •Evaluation
•Evaluation application

Figure 2.1. Teaching model based on four phases in Constructivism Theory

2.7.2 ADDIE Model

Researcher uses ADDIE Model in developing the teaching aid innovation. This model

can be used to develop a teaching aid. There are five stages involved in this model that

are Analysis, Design, Development, Implementation, and lastly Evaluation. Figure 2.2

shows the five phases involved in ADDIE Model.

Figure 2.2. Phases involved in ADDIE Model

 29

The first phase in this model is analysis phase. According to Priyambodo and

Wulaningrum (2017), this phase is the phase that identifies the needs and requirements

of users / sample so that the research objectives can be achieved. Secondly, this is the

design phase where research makes the design of the proposed innovation. In this phase

design needs to be done so that research will have a clear imagination of the innovation.

Next, development phase is the third phase involved in ADDIE Model. The design that

was made in the second phase will be used in this phase to develop according to the

design. This is why the design is very important to assist the development stage. Fourth

stage is known as implementation phase where the fully developed innovation will be

used and tested in pilot study. The reason for this implementation is to identify the

weakness and flaws in the innovation and rectify it. It is important that research identify

any improvements so that this will not affect the data during real test. Finally, the fifth

and final stage that is evaluation phase. This phase is very important so that all the

objectives list out earlier can be achieved. Figure 2.3 shows the flow chart based on

ADDIE Model.

2.8 Summary

This chapter discussed about the previous studies made related to teaching aid in

education and student centered learning. Previous studies show how important teaching

aid in education. Some authors discussed about student-centered learning and its

characteristics. Also, the theory used by this research was explained in detail. Theory

of Constructivism is the main theory used by researcher. ADDIE Model was used to

develop the teaching aid innovation.

 30

Analysis Phase

Design Phase

Development Phase

Implementation Phase

Evaluation Phase

Figure 2.3. Flow Chart of ADDIE Model

 31

CHAPTER 3

METHODOLOGY

3.1 Preface

Previous studies have shown that teaching aid can bring positive impacts especially in

education field. In this chapter, aspects such as survey design, research procedure,

population and sample, instruments, pioneer study, data collection method procedures,

and methods and techniques of analyzing data will be discussed. Materials and methods

used in this research will be explained thoroughly and accurately.

 32

3.2 Research Design

This research is conducted to develop a teaching aid innovation which incorporates

active learning components. Developed teaching aid was used for Chapter 3: Nutrition

for Science Form Two. This research studied about the level of interest and motivation

among students. This research is a Research and Development project. Quantitative

method was used for this study. After the students were taught using the teaching aid,

a set of questionnaires will be given. Likert-Scale questionnaires will be used and

analyzed. Survey given tested the interest and motivation level of students. Mean value

was used to determine the level of interest and motivation.

3.3 Procedure of the Research

First of all, researcher must choose a topic and teaching aid innovation idea of his/her

own interest. Researcher then discussed with supervisor about topic confirmation and

teaching aid idea. Next, when supervisor have checked the proposal, researcher begin

to design the teaching aid innovation and the instruments used (questionnaires).

Once supervisor reviewed everything, all the documents were used to apply

permission from Educational Planning and Research Division, Ministry of Education

Malaysia. The proposed research can be started as soon as the ministry approves the

research.
 33

One school from Selangor state was chosen to conduct the research. Level of

interest and motivation was measured. Teaching aid and set of questionnaires survey

questions were brought to the school. Rules and regulation was explained to Form Two

students. The developed teaching aid innovation will be used in that teaching and

facilitation (game) process. Next, after the teaching and learning finished, the

researcher distributed the prepared set of questionnaires survey questions to the

students. The questionnaires were collected for data analysis. Data was analyzed using

Statistical Package for Social Science (SPSS). Figure 3.1 shows flow chart of research

procedure.

Initial research

i. Issues and problem statement was identified.

ii. Suitable population and sampling was identified.

Teaching aid and instrument was prepared

Pilot study and reliability analyzed

Real study was conducted at school

Data analyzed from real study

Findings of the research

Figure 3.1. Flow Chart of Procedure of the Research

 34

3.4 Population and Sample

This study is about developing teaching aid for Form Two students who are taking

Science subject. Thus, the population is be Form Two students who are taking Science

subject. The reason why population is Form Two students is because this teaching aid

innovation is intended for teaching and learning Topic 3 from Form Two Science

subject.

Next, the sample size was chosen through non random sampling method. One

school from Selangor area was chosen to conduct this research. The researcher uses

Purposive Sampling method because the respondent must be Form Two students who

are taking Science subject. The teaching aid was developed for Sub Topic 3.2 from

Science Form Two. So, only Form Two students will be a relevant sample for this study.

The minimum sample size required for quantitative research is 30 respondents

(McMillan, 2010). The specific criteria for choosing sample are:

i. Form Two students from National Secondary School

ii. Form Two students who are taking Science subject

Figure 3.2 shows the information on population and sample of this study.

Population for this study is whole Form Two students who are taking Science subject

from National School (SMK). Sample that researcher chose was from school through

purposive sampling.
 35

Figure 3.2. Population and Sample of This Study

3.5 Development of Teaching Aid

Development of teaching aid was the first objective of this study. It is crucial that the

teaching aid that was developed must have a guideline to follow. This section will

discuss about how to develop Teaching Aid. ADDIE Model was used by the researcher

as the backbone of the development process. ADDIE Model consists of five phases that

are analysis, design, development, implementation, and evaluation. Each of the five

phases will be discussed in detail in this section.

 36

3.5.1 Analysis Phase

Analysis phase is the first step in ADDIE Model to develop teaching aid. In this phase,

a specific target need to be set to start a study. Research problems, objectives, and

questions must be identified by researcher. It is very important to find and understand

problem(s) related to the study that will be conducted. The researcher chose to build a

teaching aid for Topic 3: Nutrition in Science Form Two. Researcher did literature

review to analyze any problems or issue related to education and the topic of interest.

Analyzing previous studies will shed some light and give deeper understanding about

the topic. Later, researcher searched for more publication and information on the

Internet. After that, discussion and brainstorming sessions were done in between

supervisor and researcher.

3.5.2 Design Phase

In this phase, with all the information and brainstorming sessions with supervisor,

teaching aid design was created to give a clear picture of the teaching aid. Schematic

design of the teaching aid was created using Adobe Photoshop software. Important to

realize, researcher wanted to use simple and easily available materials so that it other

teachers able to develop on their own. The prime goal of developing this teaching aid

is “Low cost, High Impact” (Taylor, Eastwood, & Jones, 2014).

 37

3.5.3 Development Phase

3.5.3.1 Development of Teaching Aid

Begin with, all the listed materials must be bought from any shops available. Color and

interactive design are used to make the main materials that is the game board look more

attractive and colorful. Children loves colors and unique design thus it is important to

make some colors and sketches to make it more pleasant (Stebila, 2011). Different

people have different creativity with design. Hence, it is up to the teachers to plan their

own coloring process on the game board.

A box was prepared to put all the materials inside the box which was called as

kit box. Kit box will contain all the materials needed for teaching aid materials. It is

easy to carry and educators will not lost any of items. Educators can put everything

inside the kit box and carry it into classroom. This kit box can be any box that is

available on stores. Alternatively, educators can just recycle and reuse unused box from

house.

3.5.3.2 Development of Manual

Researcher also created a manual as a guide for other educators or teachers to use and

gain benefit from this teaching aid. Manual for teaching aid is very important as it

guides and provides instructions on how to use and conduct the learning process.

First step is the researcher enters the classroom and begin to start induction session by

engaging the students with the topic:

 38

Researcher take all the necessary item such as dice, question papers, and laptop

and arrange in classroom or science lab. Researcher must explain to the students about

the rules and regulation of the game. Ask the students to form five groups. The next 40

minutes is for the student centered learning process using the teaching aid developed.

Researcher displays the game board in front. Researcher will call one representative

from each group to come in front. Representative from throw the dice to determine the

group turn number. Next, one member from Group 1 will come in front and throw the

dice to start the game. The same member or different member will come in front and

take on piece of paper containing questions from Q – Box (Question Box). Each group

members must discuss and brainstorm ideas to answer the question given.

Other groups will also discuss and brainstorm ideas. Each group will be given

40 seconds to discuss. Then, Group 1 members will come in front and present their

answer or conduct the activity given based on the question. If Group 1 manage to

answer correctly, they can throw the dice as reward and move forward and this is called

“Successful Move”. Group 1 does not have to answer any questions for “Successful

Move” round because this is reward for answering correctly. In case of Group 1 cannot

answer or answered wrongly, Group 1 cannot throw the dice for “Successful Move”.

The game then moves to Group 2, 3, 4, and 5 to throw the dice and take piece of paper

containing questions or activity. Each group will move the marker on screen so that all

can see the position of each group and which group is leading the game. Each group

must be vary of several boxes that will make the marker to move backwards. Each

group must check several boxes that will make the marker to move forward. The game

ends when any one group manage to reach the “Champion Box” first.
 39

This is where students relate to the factors effecting amount of calorie intake

from Science Text Book. Students must be able to create a diet for the case study and

justify it. Finally, after all the presentation, researcher hands out survey questionnaire

to each students to answer. With estimated time of completion of 10 minutes researcher

collect all the survey questionnaire. That concludes the teaching and learning process

using teaching aid.

3.5.4 Implementation Phase

The developed teaching aid from the previous phase will be implemented on a pilot

study. Researcher will distribute survey questionnaires to the students and will collect

it. The data from the survey will reveal the usability level of this teaching aid. Data

analysis for pilot study will be done using Statistical Package for Social Science

(SPSS). Pilot study is a vital process in implementation phase because any flaws or

amendments needed can be identified before using the teaching aid in real study

scenario.

Cronbach’s alpha value will the measured and will determine if the instrument

designed will be able to answer research objective. Cronbach’s alpha value was

obtained from the questionnaire answered by pilot study respondents.

Next, after engaging the students with the teaching aid developed, the researcher

distributed the survey questionnaire to the sample group. Secondly, researcher collected

the given survey questionnaire from the respondents. Point to remember is that it is not
 40

always possible to receive the same amount of survey questionnaire as the amount that

was given out. Teaching and learning process took place at school’s classroom. Thus,

the data collection method is also at the classroom right after the teaching process. The

researcher gives out survey questionnaire and collects it before respondents leaving out

from classroom.

3.5.5 Evaluation Phase

In this phase, the research will evaluate the data collected from pilot study. Researcher

also will make any improvements or amendments to the teaching aid if there are any

comments from expert validity or the respondents themselves.

3.6 Instruments

3.6.1 Survey Questionnaire

This study uses survey with set of questionnaire as an instrument to get data from

respondents (students). Instrument is a tool to collect data from sample / respondent.

After that, the raw data will be analyzed to answer the research questions that was listed

out. There are few steps on how to collect data using survey. Firstly, the researcher must

teach the sample group using the teaching aid innovation. Survey questionnaire is

divided into two sections that are:

 41

Section A: Respondent’s profile

Section B: Interest and motivation level

All the survey questionnaire consisted of a serial number. In Section A there

were three question items that are class, gender, and race. Four point Likert-Scale score

question items was used for Section B. Respondents tick on a number that represents

the answer that they want. Table 3.1 shows the Four point Likert-Scale score question

items that were used for Section B.

Table 3.1

Four point Likert-Scale score

Likert-Scale Score

Strongly Disagree (SD) 1

Disagree (D) 2

Agree (A) 3

Strongly Agree (SA) 4

3.7 Validity and Pilot Study

3.7.1 Validity

Experts validity was conducted for two types of validity namely face validity and

content validity. One lecturer from Faculty of Science and Mathematics, UPSI and two

Science teacher was approached to validate the instrument and product of this research.
 42

Validity gives a picture of how well the collected data covers the real area of study

(Haradhan Mohajan, 2017). Figure 3.4 shows the types of validity used in this research.

Expert validity will be measured by using Cohen Kappa analysis.

Face validity
Validity
Content
validity

Figure 3.4. Types of Validity Test Used

Face validity is about instrument’s content simply looks relevant to the respondent

or study participant taking the test. Face validity evaluates the appearance of the survey

questionnaire in terms of feasibility, readability, consistency of style and

formatting, and the clarity of the language used. Next, content validity involves

evaluation of a newly developed survey instrument in order to ensure that it includes

all the items that are important part and eliminates unneeded items to a particular

construct of the instrument (Haradhan Mohajan, 2017).

 43

3.7.2 Pilot Study

Pilot study was be conducted on 2019. Pilot study is very important so that researcher

can ensure that the innovation is working accurately. Researcher chose one school from

Perak to conduct the pilot study. It is not the place of the actual research but it has a

similar background to the actual study. The respondents were requested to sign on an

informed consent form attached with the questionnaire which would serve as an

evidence of their voluntary participation in the study. Table 3.2 shows Cohen Kappa

coefficient value.

Table 3.2

Cohen Kappa Coefficient value

Cohen Kappa Value Approval Scale

Less than 0.10 Very weak

0.10 – 0.20 Weak

0.21 – 0.40 Modest weak

0.41 – 0.60 Modest

0.61 – 0.80 Good

0.81 – 1.00 Very good

Before conducting pilot study, expert validity was obtained from one UPSI

lecturer and two school teachers teaching Science Form Two. Expert’s validity

concluded that the items given in the questionnaire were suitable with the current

syllabus and were able to measure the research objectives stated in this study.
 44

In this study, questionnaire is structured and the items are a closed type. All

the items for evaluation dimensions are rated on a 4-point Likert scale from strongly

disagree to strongly agree. Data was collected by giving questionnaire to the

respondents. The answered questionnaire was be analyzed for reliability test

(Cronbach’s alpha) by using Statistical Package for Social Science (SPSS). Reliability

is defined as ‘the extent to which test scores are free from measurement error (Mujis,

2011). Table 3.3 shows the Cronbach’s Alpha Value and its internal consistency

interpretation.

Table 3.3

Cronbach’s Alpha Value

Cronbach’s Alpha Value Internal consistency

0.90 - 1.00 Very good

0.80 - 0.89 Good

0.70 - 0.79 Accepted

0.60 - 0.69 Questionable

0.50 - 0.59 Weak

0.00 - 0.49 Unacceptable

(Taber, 2018)

3.8 Data Collection Procedures

Here are the procedures on how to collect data:

 45

School in Selangor will be chosen as a sample to conduct the research using purposive

sampling method. Permission was received from the Headmaster to conduct a research

with students. Research background will be explained to the sample group. The

researcher start the game with respondents about Sub Topic 3.2 from Science Form

Two using the teaching aid developed. The teaching and learning is only about 60

minutes. Survey questionnaires were distributed and the respondents were asked to

answer honestly. Respondents were asked to return the survey questionnaire once

finished. Researcher collects the answered survey questionnaire for data analysis.

3.9 Methods / Techniques of Analyzing Data

Raw data collected via survey questionnaire will be analyzed to answer the research

questions. Each question items on Section B of survey questionnaire will be analyzed.

Statistical tool or software that will be used to analyze data is Statistical Package for

Social Science (SPSS). Average Mean value will be used as data analysis method to

answer research question (ii). Table 3.4 shows the shows the level of average mean

value based on the study by Faezah Nurmin, (2008).

3.10 Summary

In a nutshell, this chapter discussed about the process of the research. Researcher

explained about procedure of the study, population and how to choose sample, sampling

method, development of the teaching aid, instrument, data collection method, and data
 46

analysis method. Also, how the teaching aid was developed was discussed in detail. In

the next chapter, data analyzed from survey questionnaire will be shown.

Table 3.4

Level of Average Mean Value

Likert-Scale Mean Value Level

Strongly disagree 0.00 - 1.00 Not very good

Disagree 1.01 - 2.00 Not good

Agree 2.01 - 3.00 Good

Strongly agree 3.01 - 4.00 Very good

(Faezah Nurmin, 2008)

 47

CHAPTER 4

FINDINGS OF STUDY

4.1 Preface

On this chapter, will be focusing on findings on the study from data collected via

research conducted. Data analysis was done based on data received from questionnaire

to answer all the research questions. SPSS software was used to analyze the raw data.

Mean value, standard deviation, and variance will be analyzed to get information from

raw data.
 48

4.2 Development of Teaching Aid

Figure 4.1 shows the overall of the design of the game board developed as a

teaching aid for nutrition topic. The box with number “1” will be the starting point.

Groups will move from box number one. For example, if a group threw the dice and

got five, the group will count from box number one. So the landing spot will be box

number five. The stairs are the rewards in this game which will grant groups that land

on the box to move to other forward boxes. This will be beneficial to groups to reach

the last box first. However, snakes are also placed as a barrier where it will make groups

that lands on the box to move backwards. A total of 80 boxes was designed including

the start (number one) and the Champions Box (number 80). The teaching aid integrates

game elements such as points, winner and questions into education which is

gamification.

Figure 4.1. Design of the Teaching Aid Using Adobe Photoshop

 49

4.3 Reliability Test

Reliability is defined as the ability of an instrument developed to measure data

consistently (Tavakol & Dennick, 2008). Pioneer study was conducted before starting

the real research to measure the reliability score for this instrument. Reliability score

can be analyzed using SPSS software. 21 students participated in this pioneer study

from this research. The reliability score after analyzing data from pioneer study is 0.819.

The value of this research’s reliability score exceeded the value of Cronbach’s alpha,

alpha  = 0.700. In short, this means that all the items in the instrument is reliable and

can be used for real research.

There is no fixed accepted value of Cronbach’s alpha but the accepted range

ranges from 0.70 to 0.95 (Taber, 2018). This means, all the items in the instrument for

determine the level of interest and motivation after using teaching aid developed has a

high level of reliability and the instrument developed can used for real research later.

Griethuijsen et al., (2014) in his study showed that the acceptance value for Cronbach’s

alpha is 0.70. Depending on the Cronbach’s alpha value, researcher can drop items

which lowers the overall alpha value. Dropping these items from research instrument

will thus increase the alpha value and make instrument much more reliable. It can be

concluded that the instrument developed has a good internal consistency based on Table

3.3.
 50

4.4 Cohen Kappa Value

The most widely used coefficient for summarizing agreement on a scale with two or

more nominal categories is Cohen’s kappa (Warrens, 2010). The coefficient has been

applied in thousands of research studies and is also frequently used for summarizing

agreement if we have more than two observers. The total Cohen Kappa Score for all

three validity conducted was 0.9. Total Cohen Kappa Score of 0.9 is considered very

good based on Table 3.2. Table 4.1 shows the calculation and Cohen Kappa Score for

all three expert validity. The formula to calculate Cohen Kappa is:

Formula:

K= fa – fc
N - fc

fa = unit of approval

fc = 50% of expected approval

N = total item that was tested for approval value

(Zulkifli Osman, 2010)

Table 4.1

Cohen Kappa Score

Expert Calculation Cohen Kappa Score

Expert 1 19 – 10 0.90
20 - 10
Expert 2 19 – 10 0.90
20 - 10
Expert 3 19 – 10 0.90
20 - 10
Total Score 0.90
 51

4.5 Background of Respondents

Total respondents participated for this study are 30 students from one school from

Selangor as shown in Table 4.2. These students are Form Two who are taking Science

subject in the academic calendar. The sampling consists of 14 male students and 16

female students. Distribution of gender of respondents are shown in Table 4.2. Table

4.2 shows the distribution of respondents based on the students’ school. Table 4.3

shows the distribution of respondents by school.

Table 4.2

Distribution of Respondents by Gender

Gender Frequency Percentage (%)

Male 14 46.7

Female 16 53.3

Total 30 100.0

Table 4.3

Distribution of Respondents by School

School Frequency Percentage (%)

School 1 30 100.0

Total 30 100.0
 52

4.6 Missing Value Analysis

Multiple imputation is currently the widely used method to estimate if there is/are any

missing values or data from respondents answer. Missing data in a research can bring

negative effect on the conclusion that can be made from the incomplete data (Graham,

2009). Having missing data may make data analysis even harder and this event may

lead to invalid conclusion (Kang, 2013). Thus, it is very important to conduct an

analysis to check if there are any incomplete values.

For this research, there is no incomplete data or values. This means that all the

30 respondents answered all the 18 items in the questionnaire form. Figure 4.2 shows

the pie chart for complete and incomplete data. First pie chart on the left shows that all

18 items given in the questionnaire form was answered by respondents. The second pie

chart from the left shows that 100% of the respondents (N=30) answered all the items

in the questionnaire form.

Figure 4.2: Overall Summary of Data Collected

 53

4.7 Findings of Study

To answer research question number two that is to determine the level of interest and

motivation of students after using the teaching aid developed, data collected from

survey questionnaire will be analyzed for descriptive statistics. Statistical analysis that

will be measured are mean, frequency, percentage, standard deviation, and variance.

There are 4 Likert-Scale used in this research that are strongly agree (4), agree

(3), disagree (2), and strongly disagree (1). Likert-Scale 3 and 4 categorized as agree or

positive response while Likert-Scale 1 and 2 will be categorized as disagree or negative

response. Data collected was analyzed and mean value was used as a benchmark to

determine the level of interest and motivation of students after using the teaching aid

Table 4.4 below shows the mean, standard deviation and variance of all the 9

items for level of interest after using the teaching aid in the instrument given for 30

respondents from urban area school. Mean value for all of the nine items is 3.2, which

means that all the items are positive and accepted by respondents.
 54

Table 4.4

Mean, Standard Deviation and Variance Value for Level of Interest

Bil Item Mean SD V

1 I had the fun when studying Sub Topic 3.2 The 3.17 0.531 0.282

Importance of Nutrition by using the teaching aid

developed.

2 I love the way teacher taught Sub Topic 3.2 The 3.33 0.547 0.299

Importance of Balanced Nutrition using teaching

aid.

3 I participated in the learning session using the 3.10 0.481 0.231

Teaching aid.

4 I focus completely on the learning session. 3.13 0.507 0.257

5 I love learning using the teaching aid developed. 3.33 0.479 0.230

6 The use of teaching aids has increased my interest 3.27 0.583 0.340

in studying Science.

7 The way teachers taught using the teaching aid 3.17 0.531 0.282

improved my understanding.

8 The use of teaching aid caught my interest. 3.10 0.481 0.231

9 I feel comfortable when using the teaching aid 3.17 0.461 0.213

developed in learning.

Note, SD= Standard Variation, V= Variance

 55

Table 4.5 below shows the mean, standard deviation and variance of all the 9 items for

level of motivation after using the teaching aid in the instrument given for 30

respondents from urban area school. Mean value for all of the 9 items is 3.17, which

means that all the items are positive and accepted by respondents.

Table 4.5

Mean, Standard Deviation and Variance Value for Level of Motivation

Bil Item Mean SD V

10 I love participating in learning activities for 3.23 0.430 0.185

Science subjects that use teaching aid.

11 The appreciation given to me encourages me to 3.20 0.551 0.303

be more hard working.

12 I find the questions given challenge my level of 3.03 0.556 0.309

understanding.

13 I enjoy competing with other students. 3.07 0.583 0.340

14 I like when teachers help me when I have 3.23 0.504 0.254

problems in my learning sessions.

15 I get the full satisfaction of being able to perform 3.20 0.610 0.372

well during teaching and learning session.

16 I ask a question if I do not understand it in order 3.00 0.587 0.345

to get the teacher's attention.

17 I don't want to give up if I fail to provide the right 3.27 0.640 0.409

answer.

18 Teachers' use of teaching aid has motivated me. 3.27 0.450 0.202

Note, SD= Standard Variation, V= Variance

 56

Detailed analysis of frequency of each Likert-Scale and percentage for each items

in the instrument will be explained based on Table 4.6. Likert – Scale 1 and 2 can be

categorized as disagree section, while Likert – Scale 3 and 4 can be categorized as agree

section. For item number 1, 3, and 4, 6, 7, and 8 two (6.7%) respondents answered

disagree. One (3.3%) respondent answered disagree for item number 2 and 9. The

frequency of respondents answered disagree scale are relatively low with the largest

frequency being 2 (6.7%) respondents out of 30 only. Item number 1 has 21 (70.0%)

answered agree and seven (23.3%) answered strongly agree. For item number 2 has 18

(60.0%) answered agree and 11 (36.7%) answered strongly agree.

Next, 23 (76.7%) respondents answered agree and five (16.7%) respondents

answered item 3 that they strongly agree they involve in the teaching and learning

process. 22 (73.3%) respondents said agree and six (20.0%) said for item 4 that they

strongly agree they give attention during teaching and learning session. Item number 5

has 20 (66.7%) respondents agree while 10 (33.3%) respondents answered strongly

agree with learning using teaching aid developed. For item number 6 and 9, 100% of

the respondents agrees with the statement as all answered Likert – Scale 3 and 4 only.

Besides, for item number 22 (73.3%) respondents answered agree with the statements.

Finally, for item number 7, seven (23.3%) respondents said they strongly agree the way

teacher taught increased their understanding while for item number 8, five (16.7%)

respondents said that they strongly agree that using the teaching aid developed

increased their level of interest.

 57

Table 4.6

Frequency and Percentage Value for Each Item in Level of Interest

Bil Item Scale

1 2 3 4
f (%) f (%) f (%) f (%)
1. I had the fun when studying Sub Topic 3.2 2 21 7
The Importance of Nutrition by using the
(6.7) (70.0) (23.3)
teaching aid developed.

2. I love the way teacher taught Sub Topic 3.2 1 18 11

The Importance of Balanced Nutrition using (3.3) (60.0) (36.7)
teaching aid.

3. I participated in the learning session using 2 23 5

the Teaching aid. (6.7) (76.7) (16.7)

4. I focus completely on the learning session. 2 22 6

(6.7) (73.3) (20.0)

5. I love learning using the teaching aid 20 10

developed. (66.7) (33.3)

6. The use of teaching aids has increased my 2 18 10

interest in studying Science. (6.7) (60.0) (33.3)

7. The way teachers taught using the teaching 2 21 7

aid improved my understanding. (6.7) (70.0) (23.3)

8. The use of teaching aid caught my interest. 2 23 5

(6.7) (76.7) (16.7)

9. I feel comfortable when using the teaching 1 23 6

aid developed in learning. (3.3) (76.7) (20.0)
 58

Detailed analysis of frequency of each Likert-Scale and percentage for each items

in the instrument will be explained based on Table 4.7. Three (10.0%) respondents

answered disagree for item number 15 and 17. Four (13.3%) respondents said they

disagree for item number 12 and 13. Item number 14 has one (3.3%) respondent

disagree and item number 16 has five (16.7%) respondents disagree. Likert – Scale 1

and 2 can be categorized as disagree section, while Likert – Scale 3 and 4 can be

categorized as agree section. With the previous statement, 100% of the respondents

agrees with item number 10 and 18. Item number 11 has 20 (66.7%) said agree and

eight (26.7%) strongly agree compliments given motivates them to try even harder.

Item number 12 has 21 (70.0%) respondents agree and five (16.7%) respondents

strongly agree.

Next, 20 (66.7%) respondents answered agree for item number 13 and 16, 21

(70.0%) respondents answered agree for item number 14 and 15 and 16 (53.3%)

respondents answered agree for item number 17 and 22 (73.3%) respondents answered

agree for item number 18. Six (20.0%) said they strongly agree for item number 13.

Eight (26.7%) respondents said they strongly agree for item number 14 and 18. Item

number 15 has nine (30.0%) respondents strongly agree, item number 16 has five

(16.7%) respondents said strongly agree and item number 17 has 11 (36.7%)

respondents answered strongly agree with respective statements.

 59

Table 4.7

Frequency and Percentage Value for Each Item in Level of Motivation

Bil Item Scale

1 2 3 4
f (%) f (%) f (%) f (%)
10. I love participating in learning activities for 23 7
Science subjects that use teaching aid. (76.7) (23.3)

11. The appreciation given to me encourages me 2 20 8

to be more hard working. (6.7) (66.7) (26.7)

12. I find the questions given challenge my level 4 21 5

of understanding. (13.3) (70.0) (16.7)

13. I enjoy competing with other students. 4 20 6

(13.3) (66.7) (20.0)

14. I like when teachers help me when I have 1 21 8

problems in my learning sessions. (3.3) (70.0) (26.7)

15. I get the full satisfaction of being able to 3 18 9

perform well during teaching and learning (10.0) (60.0) (30.0)
session.

16. I ask a question if I do not understand it in 5 20 5

order to get the teacher's attention. (16.7) (66.7) (16.7)

17. I don't want to give up if I fail to provide the 3 16 11

right answer. (10.0) (53.3) (36.7)

18. Teachers' use of teaching aid has motivated 22 8

me. (73.3) (26.7)
 60

4.8 Summary

In summary, this chapter discussed about data analysis obtained from questionnaire

given to respondents. Also, reliability score was analyzed using data from pilot study

known as Cronbach’s alpha. Cohen Kappa coefficient was used to analyze expert

validity form from two school teachers and one UPSI lecturer. This data will be

discussed in detail in Chapter 5.

 61

CHAPTER 5

DISCUSSION, RECOMMENDATIONS, AND CONCLUSION

5.1 Preface

This chapter will discuss about findings of the study that was analyzed in the previous

chapter. Besides, this chapter also will touch on some suggestions from researcher for

any further new studies by other researcher. In this chapter, conclusion will be given

based on data from previous chapter. Research questions and objective will be answered

in this chapter. Significance and implications of the research conducted on the field of

study must be stated. Suggestions for future research should also been included in this

chapter.
 62

5.2 Discussion

In this section, the whole development process of teaching aid will be discussed.

Furthermore, data analyzed from Chapter 4 also will be discussed here. Data received

will be used to see the level of interest and motivation of students. Research questions

will be discussed in this section from Chapter 2. This study has two research questions

that are:

i. How to develop a teaching aid innovation?

ii. What is the level of interest and motivation of student after using the teaching

aid?

5.2.1 Development of Teaching Aid

This teaching aid was developed using ADDIE Model and Constructivism Theory.

Researcher included the element of gaming (gamification) to make the learning process

more interesting and fun. The design of the teaching aid was done by using Adobe

Photoshop. Every element in the virtual board game developed such as stairs, snakes,

boxes, colors was analyzed and collected from many different sources. Those elements

was combined into one virtual board game.

Students will be playing using the virtual game board and at the same time

answer questions related to the topic of interest. As stated in Derek Cheung (2018),

student’s participation in activities during teaching and learning process will be able to

develop science process skills. This is directly in line with Standard Curriculum of
 63

Secondary School which highlights the importance of developing science process skills.

The virtual game board was developed and were shown to fellow friends for check and

balance process. Many inputs was received on positive changes that are necessary.

Teachers also gave their ideas and point of view on how to make the teaching aid and

activities more fun and the most important thing is to help students.

This virtual game board was developed with the aim of increasing student’s

interest and motivation in learning Science subject. Pedagogy and teaching and learning

activities that are in line with 21st century and fun learning will attract student’s

attention. Using gamification or fun learning will help teachers to make learning

process more interesting. Virtual game board must have good design and amazing

graphics. Visual stimulation is important to catch student’s attention and focus in

classroom. Teacher can use this game and play a role of a facilitator. Students will be

interested with the game elements, aiming to win the game, reward of getting money,

and moving up the ladder. Any teaching aid with gamification elements, if used wisely

can transform the classroom learning process.

5.2.2 Level of Interest and Motivation

In this section, data analyzed from real study will be discussed here to answer research

question number two that is what is the level of interest and motivation of student after

using the teaching aid. Instrument was given to respondents after finishing conducting

an activity by using virtual game board developed.

 64

Real study was conducted at one school at Selangor with Form Two students.

The school was located at rural area but is rapidly developing. Based on Table 4.2

distribution of respondents by gender, 16 students were female while 14 students were

male. Three students from that class were absent on that day.

Data collected from sample was analyzed using descriptive statistics. Mean

value, percentage, frequency, standard deviation and variance are used to answer

research question number two. In this study, four point Likert – Scale was used in

instrument. 4 point scale (strongly disagree to strongly agree) can be divided into two

partitions that are positive response (strongly agree and agree) and negative response

(strongly disagree and disagree). There were two domain that are being measured in the

instrument that are level of interest and level of motivation of students.

The average mean value for level of interest construct was 3.2. Referring to

Table 3.4 level of average mean value, 3.20 average mean value is in the very good

level. It can concluded based on the table mentioned that, level of interest of students

increased after using the teaching aid developed by measuring the average mean value.

This shows that most of students or majority of the respondents have positive response

and are interested using this teaching aid. The mean value for all the 9 items in this level

of interest construct also were above 3.00 value. The lowest mean value obtained was

3.10 that are for item number three and eight. The highest mean value obtained was

3.33 that are for item number two and five.

Next, it can be observed that the standard deviation for each of the item in

instrument is not too high. In statistics, the standard deviation is a measure of the
 65

amount of variation or dispersion of a set of values. A low standard deviation indicates

that the values tend to be close to the mean of the set. Frequency of students answered

Likert – Scale also indicates that most respondents ticked scale three (agree). Majority

of the respondents agree with the statement in the respective item. All of the item had

majority respondent’s ticked positive partition.

Moving on for the level of motivation construct, the average mean value for this

construct is 3.17. Again by referring Table 3.4, it can be concluded that 3.17 is in the

level of very good average mean value. This shows that the students are motivated when

they use this virtual game board. This shows that most of the students or majority of

respondents have positive response and are motivated when using this teaching aid. The

mean value obtained for each of the item were all above 3.00 value. The lowest mean

value obtained was 3.00 for item number 16 and the highest mean value obtained was

3.27 for item number 17 and 18.

Besides, the standard deviation reading obtained for each item in this construct

is not too high. Reading of standard deviation that is not too high indicates that values

tend to be close to the mean of the set. Next, frequency of respondents answered for

positive partition (Likert-Scale 3 and 4) is higher than negative partition. This shows

that majority of the respondents agree with the statement in the respective item.

In a nutshell, from the data obtained and analyzed using descriptive statistics,

students who participated in this study felt interested and motivated when using the

virtual game board developed.

 66

5.3 Research Implication

5.3.1 Research Implication on Ministry of Education (MOE)

From this study perspective, MOE can give spotlight to teaching aids that can give

positive changes to education. MOE can upload and highlight teaching materials and

teaching strategies into online digital platform such as EduWeb TV. By doing this,

MOE able to increase student’s participation, interest and motivation level (Adams &

Dormans, 2012) on national level. Return of this investment by using gamification in

classroom will be higher passing marks by students (De Marcos et al., 2017).

5.3.2 Research Implication on Teachers

Teachers who apply gamification such as Virtual Game Board that was developed by

researcher will transform the learning process. Teachers able to attract student’s

attention and participation by using this teaching material. This teaching strategy using

virtual game board also is in line with the practicing 21st century education. Teachers

able to expose students to skills that they need to succeed in this world.

5.4 Recommendations

Based on findings of study, there are few things that can be improved for upcoming

research or study related to this study. There will be some weakness and drawback in
 67

this study that was identified by researcher. Researcher would like to make few

recommendations related to improvement of this study to any researcher who will refer

this study. It is hoped that with this recommendations, teaching aid innovation can be

improved further.

i. Diversify method of obtaining data to answer research question by using pre

and post or control – treatment group.

ii. Create mobile application or online application that incorporates gamification

in education to make learning process more technology based.

iii. Include questions from the latest curriculum and syllabus for Science subject

and also from past year questions from centralized examination such as SPM.

iv. Expand the scope of topic of interest from syllabus. Include few sub topics or

the whole chapter to include more questions and activities.

5.5 Conclusion

Researcher developed teaching aid material specifically targeted for Science subject

Form Two students. The design of the virtual game board was done by using Adobe

Photoshop and questions were made from text book and reference books. Hence, the

first objective was achieved.

Next, level of interest and motivation was determined using instrument handed

out to respondents. From data analysis, average mean value for level of interest is 3.20
 68

while for level of motivation is 3.17. Both of the average mean values are in very good

level according to literature review. Hence, the second objective was also achieved.

5.6 Summary

A virtual game board was developed by researcher to increase interest and motivation

among students. This teaching aid was tested with students as respondents and data was

analyzed. Respondents said that they felt interested and motivated by using the teaching

aid. Researcher successfully developed a teaching aid virtual game board and showed

that this teaching aid able to increase participants interest and motivation.
 69

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APPENDIX A1
APPENDIX B1
APPENDIX B2
APPENDIX B3
APPENDIX B4
APPENDIX B5
APPENDIX B6
APPENDIX B7
APPENDIX B8
APPENDIX B9
APPENDIX B10
APPENDIX B11
APPENDIX B12
APPENDIX B13
APPENDIX B14
APPENDIX B15
APPENDIX B16
APPENDIX B17
APPENDIX B18
APPENDIX B19
APPENDIX B20
 APPENDIX C1

BORANG SOAL SELIDIK

TAJUK KAJIAN:

PEMBANGUNAN BAHAN BANTU MENGAJAR UNTUK PEMBELAJARAN BERPUSATKAN

PELAJAR BAGI SUBJEK SAINS TINGKATAN DUA TOPIK NUTRISI

Terima kasih kerana sudi untuk menjawab borang soal selidik ini. Anda diminta untuk
menjawab dengan jujur dan ikhlas. Segala maklumat yang diberi dan diperolehi akan
dirahsiakan sepenuhnya dan tidak akan didedahkan. Kajian dan data hanya digunakan untuk
kajian penyelidikan bagi memenuhi sebahagian keperluan Ijazah Sarjana Muda Pendidikan,
Universiti Pendidikan Sultan Idris.

Arahan:

Soal selidik ini mempunyai dua (2) bahagian dan anda diminta untuk menjawab kesemua
ruangan. Sekian terima kasih.

Bahagian A: Profil Responden

Bahagian B: Aspek Minat & Motivasi pelajar
 APPENDIX C2

Bahagian A: Profil Responden

Tingkatan

Jantina

Nama sekolah

Lokasi sekolah LUAR BANDAR BANDAR

Bahagian B: Aspek Minat & Motivasi pelajar

Arahan:

Berikut merupakan pernyataan mengenai minat dan motivasi dalam mempelajari topik Nutrisi
menggunakan Bahan Bantu Mengajar. Sila baca setiap item soalan, kemudian tandakan pada
skala yang anda inginkan. Sila tanda pada satu skala sahaja untuk setiap item soalan.

Sangat Tidak Setuju (1)

Tidak Setuju (2)
Setuju (3)
Sangat Setuju (4)
 APPENDIX C3

Aspek minat

Bil Item 1 2 3 4
Saya berasa seronok mempelajari Sub Topik 3.2
1 Kepentingan Gizi Seimbang dengan menggunakan Bahan
Bantu Mengajar.
Saya suka cara guru mengajar Sub Topik 3.2 Kepentingan
2 Gizi Seimbang dengan menggunakan Bahan Bantu
Mengajar.
Saya melibatkan diri di dalam sesi pembelajaran dengan
3
menggunakan Bahan Bantu Mengajar.
Saya memberi tumpuan yang sepenuhnya semasa sesi
4
pembelajaran.
Saya suka pembelajaran yang menggunakan Bahan Bantu
5
Mengajar.
Penggunaan Bahan Bantu Mengajar menarik minat saya
6
untuk belajar mata pelajaran Sains.
Cara guru mengajar menggunakan Bahan Bantu Mengajar
7
meningkatkan pemahaman saya.
8 Penggunaan Bahan Bantu Mengajar menarik minat saya.
Saya berasa mudah dan selesa menggunakan Bahan
9
Bantu Mengajar dalam pembelajaran.
 APPENDIX C4

Aspek Motivasi

Bil Item 1 2 3 4
Saya suka menyertai aktiviti pembelajaran bagi mata
10
pelajaran Sains yang menggunakan Bahan Bantu Mengajar.
Penghargaan yang diberikan kepada saya menggalakkan
11
saya untuk lebih bersungguh – sungguh.
Saya merasakan soalan yang diberikan mencabar tahap
12
pemahaman saya.
13 Saya berasa seronok bersaing dengan pelajar lain.
Saya suka guru membantu saya sekiranya saya menghadapi
14
masalah dalam sesi pembelajaran.
Saya mendapat kepuasan yang sepenuhnya apabila saya
15 dapat menunjukkan prestasi terbaik semasa sesi
pengajaran dan pembelajaran ini.
Saya bertanya soalan jika tidak memahami agar dapat
16
menarik perhatian guru.
Saya tidak mahu berserah sahaja sekiranya saya gagal
17
memberikan jawapan yang betul.
Penggunaan Bahan Bantu Mengajar oleh guru memberi
18
motivasi kepada saya.

Diadaptasi daripada Kajian Kajian Mengajar Motivasi, Pembelajaran Kendiri Dan Pencapaian
Membaca Bahasa Inggeris Pelajar SMAN Pekan Baru (Hadriana, 2012)
 APPENDIX D1

DATA FROM PILOT STUDY FOR RELIABILITY TEST

CRONBACH’S ALPHA
APPENDIX D2
APPENDIX D3
APPENDIX D4
APPENDIX D5
 APPENDIX D6

DATA ANALYSIS FROM REAL STUDY

APPENDIX D7
APPENDIX D8
APPENDIX D9
APPENDIX D10
APPENDIX D11