The Effects of Geography Information System (GIS) Based Teaching on Underachieving

Students’ Mastery Goal and Achievement

I. Singh, S. S., Rathakrishnan, B., Sharif, S., Talin, R., & Eboy, O. V. (2016). The Effects of

Geography Information System (GIS) Based Teaching on Underachieving Students’

Mastery Goal and Achievement. The Turkish Online Journal of Educational Technology,

15(4), 119.

II. The study addresses the declining motivation and achievement levels among Malaysian

upper secondary school students studying Geography. The main issue is the lack of interest,

and the article aims to investigate the impact of GIS-based teaching on underachieving

students' motivation and learning outcomes.

III. The article explores the decline in Malaysian students' interest and achievement in

Geography, attributing it to a lack of motivation. The study employs a mixed-method

model, combining quantitative data from a quasi-experimental design and qualitative

insights from student interviews. The treatment group, exposed to GIS-based teaching on

world vegetation, outperformed the control group using traditional methods. Results

indicate that GIS-based teaching positively influences underachieving students' motivation

and achievement in Geography.

IV. Yes, the author's claims are supported by the study's findings, revealing a significant

improvement in the mastery goal and achievement scores for students exposed to GIS-

based teaching. The triangulation of quantitative and qualitative data strengthens the

argument, suggesting that GIS-based teaching has a more positive impact on students'

motivation and achievement compared to traditional methods.

a. The study utilized a concurrent triangulation mixed method model. Quantitative

data were collected through a quasi-experimental design, comparing a treatment

group (GIS-based teaching) with a control group (traditional teaching).

Qualitative insights were gathered through student interviews. The combined

analysis of these data sources indicated that GIS-based teaching had a more

positive effect on students' mastery goal learning motivation and achievement

compared to traditional methods.