VISUALIZATION AIDS (VIDEO) IN TEACHING AND LEARNING PROCESS TO OVERCOME UNDER ACHIEVER STUDENTS

NORBAIZURA BT MAHAT (G1028492) FARAH AYUNI BT RAMLY (G1023008) NOR FADZLIAH BT YUSOF(G1023140) NOORIZDIHAR BT CHE AHMAD(G1025564) WAN NOR AZIERA BT WAN MUSTAFA(G1023164)

1.0 Introduction
The development of science and technology is important.

Education is improving the potential of individuals.

Teachers need to diversify the teaching methods. Visualization using a video helps the observer to think critically. This will engage the students in the learning process and inquiry.

1.1

Background of the study

In MRSM, sciences teacher noticed that a few students were categorized as under achiever.

supposed to make the learning environment in the class more interesting and enjoyable.
So, to have more effective lesson in science with right concept and to be an inquiry learner, visualization method is carried out to the classroom.

1.2

Problem Statement

The under achiever students in science occurred because of the lesson is not interesting.

students dont discovers science activities by themselves.

1.3

Purpose

diversify teaching method by using visualization (video). decrease the numbers of under achiever among form 1 science students in MRSM.

1.4 Objectives
To get students attention during the science lesson by using visualization (video).

To improve understanding of the students in concept of science by using visualization (video).

1.5

Research Question

How does visualization using video could increase the students mark in science subject? How does a visualization using video assist students in their understanding concept of science?

1.6

Significance of the Study

This study will attract attention of under achiever form 1 students. The benefits of this study are to help the students think critically.

1.7

Limitation

Form 1 science students in MRSM Tun Abdul Razak, Pekan Under achiever categorized as the students that get the mark range from 0%-60% Involve 40 under achiever students from 6 classes

1.8
1.8.1

Definition of term
Visualization

process of graphically displaying real or simulated scientific data

1.8.2

Under Achiever

student who fails to achieve his or her potential Current theories among academic scholars prefer to address underperformance problems with remedial help

1.9

Conclusion

teacher needs to change the teaching method of science education among form 1 science students

2.0 Literature Review

2.1 Fujimoto, R: Using video Interactive Learning Programs
motivate learners, convey important information. provide user controls, and make sure to not overload working memory.

2.2

School of Education, Syracuse University

Visual can helps students by identify basic content of the picture.

2.3

Barry A.M

Science can profit from the use of visualization both in learning and in creativity.

predominant way of understanding reality, understanding concepts in learning micro- and macro worlds in science

2.4

Chessman L. Kerry

methods in engaging students at the starts of class to encourage students involve in their own learning

2.5

Tajularipin et al.

studied about effective teaching approach employed by primary school science teachers. Teaching method must be various to trigger the students interest in science. A good science teaching should consist of interactive, hand-on activities and active discussion to challenge old knowledge in order to construct a good new understanding of the knowledge.

3.0 Methodology
study use quantitative data that generated respondent answer obtained from pre-test and post-test. the pre-test, traditional teaching method (didactic) was applied. While, for the post-test visualization (video) and explanation technique was applied.

3.1

Research Method

this study use quantitative data that generated respondent answer obtained from pre- test and post test

3.2

Population

students in MRSM Tun Abdul Razak which categorized as under achiever in academic especially in science subject.

3.3

The instrument

The percentage of the comparison between the pre-test and post-test marks will show the effectiveness visualization

3.4

Method of data collection

sample of 40 students that are under achiever . the students are divided into two classes.

The selected students are given special class in 80 minute.

teacher used a didactic and show videos or instructional aids to each different class. Then the students are given pre-test to identify the achievements.

The six video are: Arrangement of molecules in three states of matter Particles in solid, liquid and gas. Matter, matter everymhwere States of matter The three states of matter Egg density experiment

3.5

Data analysis plan

The data that are collected will be analyses using Microsoft Excel program.

3.6

Consideration

students are not classified into their mode of study (audio, kinesthetic or visual). very limited time, hard for the teacher to find a suitable time.

4.0 Analysis of Data

82% students can increase their results.

while 13% students unchanged results and 5% of students decrease their results.
5% represent 2 of students (C6 and D2) detect that for the second class for post test they were late to class for 10 minutes. 13% of students(B1, B4, D4, F1 and G7) do not shows any increment of results.

Comparison pre-test and post-test results

Decrease result 5% Unchange result 13%

0%

Increase results 82%

Thank you for your time!