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DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name: SHARUL HADFIZRULLAH BIN SHARJUDEEN

Date of birth : 8TH OCTOBER 1987

Title : THE EFFECT OF USING VISUALIZATION COURSEWARE ON STUDENT’S PERFORMANCE AND CONFIDENCE IN LEARNING THERMODYNAMICS

Academic Session : 2012/2013 I declare that this thesis is classified as: I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:

1. The thesis is the property of Universiti Teknologi Malaysia. 2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose

of research only. 3. The Library has the right to make copies of the thesis for academic exchange.

Certified by:

SIGNATURE SIGNATURE OF SUPERVISOR 871008085867 DR. AZLAN BIN ABDUL LATIB

(NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR

Date: Date:

NOTES : * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter from the organization with period and reasons for confidentiality or restriction.

UNIVERSITI TEKNOLOGI MALAYSIA

CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the organization where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access (full text)

“I hereby declare that I have read this project report and in my opinion

this project is sufficient in terms of scope and quality for the award of degree of

Master of Education (Technical and Vocational Education)”

Signature : ....................................................

Name of Supervisor : Dr. Azlan bin Abdul Latib

Date : 30TH OCTOBER 2013

THE EFFECT OF USING VISUALIZATION COURSEWARE ON STUDENT’S

PERFORMANCE AND CONFIDENCE IN LEARNING THERMODYNAMICS

SHARUL HADFIZRULLAH BIN SHARJUDEEN

A dissertation submitted in fulfilment of the

requirements for the award of the degree of

Master of Education (Technical and Vocational Education)

Faculty of Education

Universiti Teknologi Malaysia

OCTOBER 2013

ii

I declare that this project report entitled “The Effect of Using Visualization

Courseware on Student’s Performance and Confidence in Learning

Thermodynamics” is the result of my own research except as cited in the references.

The dissertation has not been accepted for any degree and is not concurrently

submitted in candidature of any other degree.

Signature : …………………………………

Name : Sharul Hadfizrullah Bin Sharjudeen

Date : 30th October 2013

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Khas buat,

Mak (Shadarmah Binti Shaharuddin) dan Ayah (Sharjudeen Bin Mohd Baki)

Terima kasih atas segalanya…..

JASA MAK DAN AYAH TERLALU BESAR……

Apis takkan mampu balas segalanya…..

I love u both…….

iv

ACKNOWLEDGEMENT

Alhamdulillah, praise to Allah s.w.t for giving me the opportunity to finally

reach this level. All these effort and struggle can never be this rewarding if it is

without his blessing, Alhamdulillah.

I would like to express my gratitude towards both of my parents who

tirelessly supported me up until today. They were always there and making them

proud and happy is my pleasure. I also would like to express my gratitude and thanks

towards those who helped and guided me through this learning process especially my

supervisor Dr. Azlan bin Abdul Latib, Dr. Rohana, Prof. Khairiah, Prof. Normah,

and all the lecturers who spent their precious time to give me a piece of their mind. I

also would like to dedicate this success to my fellow comrades and who struggled

together through thick and thin. The memory of our times together remains in my

heart.

Lastly, to my love Nur Athiqah Ruhul Syawana Hamzah. This is my effort,

my struggle, and my commitment for our future. Thank you for being part of my life.

Thank you for loving me…..

v

ABSTRACT

This research was conducted to investigate the effect of using a visualization

courseware to learn Energy and The First Law of Thermodynamics on student’s

performance and confidence. The samples were 38 first year students from the

Faculty of Chemical Engineering of Universiti Teknologi Malaysia. A mixed

method design consists of a quasi experimental approach and structured interview

was used to collect the data for this research. Series of pre and post test together with

the distribution of confidence-log questionnaire were used to gather quantitative data

from two groups of students to measure their performance and confidence. These

data were then analyzed statistically where T-Test was conducted to determine any

significant difference between and within these groups. Mean were also used to

determine the results gathered from this research. Interview sessions were also

conducted on both groups to find out the reasons behind their change of confidence

and performance. Content analysis was used to analyze the narrative text from the

recorded interviews. The results shows positive impacts as there were significant

improvements shown. The courseware helped them to visualize and see the processes

through simulations provided. It also gave the students a better option rather than

depending solely on the class notes and exercises given by the lecturer. The

courseware successfully provide positive mastery experience for the users which

then gave them concrete confidence or self efficacy in their understanding on the

topics thus enhanced their performance in the tests given. Further researches on how

other courseware can be used as well as the integration of this courseware within the

lecture should be done to increase the potential of visual and courseware learning

within this subject.

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ABSTRAK

Kajian ini telah dijalankan untuk mengkaji kesan penggunaan perisian dalam

mempelajari topik Energy dan The First Law of Thermodynamics terhadap prestasi

dan keyakinan pelajar. Seramai 38 orang pelajar tahun pertama dari Fakulti

Kejuruteraan Kimia Universiti Teknologi Malaysia telah menjadi sampel dalam

kajian ini. Sebuah reka bentuk kaedah campuran yang terdiri daripada pendekatan

eksperimen separa dan temubual berstruktur digunakan dalam pengumpulan data

bagi kajian ini. Siri ujian pra dan pasca bersama-sama dengan soal selidik log

keyakinan (confidence-log) telah digunakan untuk mengumpul data kuantitatif

daripada dua kumpulan pelajar bagi mengukur prestasi dan keyakinan mereka. Data

dianalisis secara statistik di mana T –Test dan Min telah digunakan untuk

menentukan perbezaan diantara dan dalam kumpulan. Sesi temuduga juga telah

dijalankan ke atas kedua-dua kumpulan untuk mencari sebab di sebalik perubahan

keyakinan dan prestasi mereka. Analisis kandungan (content analysis) digunakan

untuk menganalisis teks naratif daripada temubual yang telah direkodkan. Hasil

dapatan kajian menunjukkan kesan positif kerana terdapat peningkatan ketara yang

ditunjukkan dari segi keyakinan dan pencapaian. Perisian ini membantu mereka

untuk melihat proses melalui simulasi yang disediakan serta memberi pilihan yang

lebih baik selain bergantung pada nota dan latihan yang diberikan oleh pensyarah.

Perisian ini juga berjaya memberikan Pengalaman Masteri (Mastery Experience)

positif terhadap pelajar yang kemudian memberikan mereka keyakinan konkrit atau

Keberkesanan Diri (Self-efficacy) pada kemampuan dan kefahaman mereka sekali

gus meningkatkan prestasi mereka dalam ujian yang diberikan. Kajian lanjut tentang

bagaimana perisian lain boleh digunakan serta integrasi perisian ini dalam kuliah

perlu dilakukan untuk meningkatkan potensi visual dan kursus pembelajaran dalam

mata pelajaran ini.

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TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENT vii

LIST OF TABLES xi

LIST OF FIGURES

LIST OF ABBREVIATIONS

xiii

xiv

1 INTRODUCTION

1.1 Introduction

1.2 Problem Background

1.3 Problem Statement

1.4 Research Scope and Limitation

1.5 Significance of the Study

1.5.1 Thermodynamics Lecturers

1.5.2 Faculties and Department

1.5.3 Software Developer

1.6 Research Objective

1.7 Research Question

1.8 Hypothesis

1.9 Assumptions

1.10 Theoretical Framework

1.11 Conceptual Framework

1

3

6

7

8

8

8

9

9

9

10

10

11

14

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1.12 Closure 16

2 LITERATURE REVIEW

2.1 Introduction

2.2 Engineering Education

2.2.1 Trends in Engineering Education

2.3 Thermodynamics

2.4 Teaching Thermodynamics

2.5 Thermodynamics and Information Technology Approach

2.5.1 Articulate Virtual Laboratories: CyclePad

2.5.2 The Expert System for Thermodynamics

(TEST TM)

2.5.3 Visualization Courseware by Normah 2011

2.6 Bandura Self-Eficacy Theory

2.7 Research on Teaching Periodontal Pocket Charting To

Dental Students Using Computer Aided Learning (CAL)

2.8 Teaching Thermodynamics Using Simulations by P.Juglas

17

18

19

21

23

26

27

30

31

34

36

38

3 RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research Design

3.2.1 Mixed-Method Approach

3.3 Population and Sample

3.4 Research Location

3.5 Instrumentation

3.5.1 Pre and Post-test

3.5.2 Confidence-Log

3.5.3 Interview

3.6 Pilot Study

3.7 Reliability and Validity of Research Instrument

3.8 Data Analysis

3.8.1 Quantitative Research Analysis

40

40

41

42

44

44

45

46

48

49

50

51

53

ix

3.8.2 Qualitative Data Analysis

3.8.2.1 Data Cleaning

3.8.2.2 Data Understanding

3.8.2.3 Creating Analytical Categories and

Concept

3.9 Operational Framework

3.10 Closure

55

55

56

56

57

58

4 RESULTS

4.1 Introduction

4.2 Description of Samples

4.3 Research Question analysis

4.3.1 What is the effect of using a visualization

courseware in learning Energy and The First

Law of Thermodynamics on student’s

performance?

4.3.1.1 Test Results

4.3.1.3 Controlled Group paired sample

t-test

4.3.1.3 Experimental Group paired sample

t-test

4.3.1.4 Experimental and Controlled Group

Independent Sample T-Test

4.3.2 What is the effect of using a visualization

courseware in learning energy and the first law of

thermodynamics on student’s confidence 2

4.3.2.1 Confidence Log Result

4.3.1.4 Experimental and Controlled Group

Independent Sample T-Test

4.3.3 Sample interview results

4.3.3.1 Controlled group interview

4.3.3.2 Experimental group interview

59

60

62

62

62

65

66

68

69

69

73

75

75

89

x

5 DISCUSSIONS CONCLUSION AND

RECOMMENDATIONS

5.1 Research Overview

5.2 Discussion

5.2.1 Change in Student’s Performance

5.2.2 Change in Student’s confidence

5.3 Conclusion

5.4 Recommendations

5.5 Recommendations on Further Studies

REFERENCES

APPENDIX A-D

104

107

108

112

115

117

119

120

126

xi

LIST OF TABLES

TABLE NO TITLE PAGE

3.1

Confidence-Log scale

48

3.2 Index of correlation value and interpretation By Rowntree

(1981)

50

3.3 Data analysis method 52

3.4 UTM standard score and grade 53

3.5 Mean scale 54

3.6 Text code 55

4.1 Gender frequency and percentage distribution. 60

4.2 Ethnicity frequencies and percentage distribution 60

4.3 Year in university frequency and percentage distribution 61

4.4 Current cgpa level frequency and percentage distribution 61

4.5 Controlled group test results 63

4.6 Experimental group test results 64

4.7 Controlled group’s test paired samples statistics 65

4.8 Controlled group’s test paired samples correlations 66

4.9 Controlled group’s test paired samples test 66

4.10 Experimental group’s test paired samples statistics 67

4.11 Experimental group’s test paired samples correlations 67

4.12 Experimental group’s test paired samples test 67

4.13 Test result’s group statistics 68

4.14 Test result’s independent samples test 68

4.15 Controlled group’s confidence-log result. 70

4.16 Experimental group’s confidence-log result 71

4.17 Confidence-log group statistic 74

xii

4.18 Confidence-log independent samples test 74

4.19 Controlled group’s question 1 interview answers 76













4.32 Experimental group’s question 1 interview answers 90













xiii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1.1

Albert Bandura’s Self-Efficacy Theoretical Framework

13

1.2 Conceptual framework 14

2.1 Fossil-fuelled steam power plants 21

2.2 The mechanical cycle of the four-stroke spark-ignition 22

2.3 Cyclepad ‘build mode’. 27

2.4 Cyclepad sensitivity tool 29

2.5 Thread of selections of a thermodynamic system in TEST™

software

30

2.6 Interactive question and activities 32

2.7 Steam plant simulation 32

2.8 Albert Bandura’s self efficacy theoretical framework 36

3.1 Research design flow chart 41

3.2 Research sampling 43

3.3 Research operational framework 57

4.1 Controlled group accumulated confidence log responses 72

4.2 Experimental group accumulated confidence log responses 73

xiv

LIST OF ABBREVIATIONS

CAL - Computer Aided Learning

I-TTIG - I-Tech Technical Implementation Guide

TEST - The Expert System for Thermodynamics

UTM - Universiti Teknologi Malaysia

VISCOMPANA - Visualize, Compute and Analyze

CHAPTER 1

INTRODUCTION

1.1 Introduction

Engineering education is the education that develops those enrolled within it into

a competent engineer so that they would be able to pursue their career in the engineering

field. The implementation of this education in Malaysia was done as early as in

secondary schools where engineering subjects were promoted through technical schools

mainly stemmed on the three major fields known as civil, mechanical and electrical

engineering. It wes then further enhanced into a more in-depth and wider scope as

students pursue their studies into the higher education.

Understanding and application are two of the most important part in engineering

education. Without the understanding on engineering or scientific concept behind certain

phenomena or occurrence, students will not be able to explain what actually happened

and design the pathway of solving the problem. These are the attributes or ability

required in order to succeed and make differences as an engineer. According to Raju

et.al (2000), Accreditation Board for Engineering and Technology (ABET) says that

engineering programs should focus on developing students with the ability to apply their

knowledge professionally in engineering field. As stated by Pereira (2007), future

professional engineers should also require critical thinking skills in implementing their

work in the engineering field. Therefore, in teaching engineering students or subjects,

2

lecturers or teachers should emphasize on the importance of understanding and applying

concepts creatively and correctly to ensure that the students learned well.

One of the subjects that cross the boundary of engineering discipline is called

thermodynamics. Applied in most of the engineering discipline, thermodynamics is

taught to almost every engineering student in the university. It’s a subject that requires

students to grasp the concept and apply it in calculations or explaining it to ensure the

understanding of the concepts. Onn and Ramli (2005) in their writings defined

thermodynamics as one of the basic subjects in the engineering education curriculum

that deals with energy. Ekadewi (2007) explained that because of the constant

interaction between energy and mass in engineering aspect, thermodynamics becomes an

essential subject for the students of engineering education.

In terms of learning thermodynamics, understanding concepts and ability to

apply is a very important part in the teaching and learning process. Therefore the

question of how students learn thermodynamics becomes a very important issue to be

answered. Although there are considerable amount of theories emerged in the

engineering education world, the process of teaching and learning thermodynamics tends

to stay as it is where the method of lecturing and giving homework still revolves around

it. Lectures are used as the method to embed concept to students and homework

strengthens it. Onn and Ramli (2005) argued that there were no significant changes in

the teaching method of thermodynamics for the past decades where materials were

introduced during and within lectures, where it was typically the stage where concepts

and applications were exposed and explained. To assess the student’s understanding and

mastery level of the subject, homework, assignments and exams were used as the tool.

These methods and application seems easy enough to be executed by the teachers and

lecturers because it is common and routine to all of them. The argument for this matter

on the other hand was whether this method promotes understanding on the students and

helps them to learn better.

3

The idea of an approach different from the traditional method consists of books

and lectures have taken its place since the presence of information technology. This

approach which uses courseware and simulations were developed to help students

understand more on the application and process that took place in a certain

thermodynamics theory. In contrast to what was done traditionally, this method is more

student-centered where the simulations and courseware is a great tool for self-learning.

Compared to reliance on books and lectures as their main reference, these materials are

capable interacting with the students and provide an in-depth view on theories taught to

them via graphical simulations and interactive interfaces. This will help to close the gap

between self-visualization of the theory application and the real life application of the

theory hence increasing the understanding on the theories taught.

Therefore, in enhancing the ability of teaching and learning thermodynamics,

one should consider the in depth view on lots of theories emerged in the education field

to have more options in handling the subject. Lecturers and teachers should consider

various approaches and be more creative in delivering and shaping concepts to students.

There should be no boundaries in applying new methods although they should consider

the fact that this subject ends up with students to be able to apply concepts learned. This

will then ease the teaching and learning process hence helps students to understand the

subject better.

1.2 Problem Background

As one of the core engineering education subject, Thermodynamics is one of the

compulsory subjects for most engineering students and usually takes place during their

first or second year of studying as an undergraduate. It is actually a very interesting

subject where the relation of energy and mass is being studied and the level of

mathematical knowledge required is not at a very high standard. According to Junglas

(2006), Thermodynamics should be easy to understand because:

4

i. it has well defined topics and lots of good books as references,

ii. the level of mathematical sophistication is not too high,

iii. well defined procedures for calculations are provided (e.g. of cyclic

processes).

(Junglas, 2006),

Also stated by Junglas (2006), it is one of the least favourite subjects for courses

such as mechanical engineering for its abstract concepts. This is supported by the poor

results yield during their final examination. The importance of understanding concepts

proves to be the vital point and contributes to their underachievement in

thermodynamics.

In learning thermodynamics, students are usually required to understand

concepts which are sometimes difficult for them to handle and absorb. This is due to the

fact that subject itself requires the students to be able to visualize and construct the

concept step by step before going through the tricky calculation part. As explained in

Baher (1999) thermodynamic problems tend to focus more on calculating numerical

values rather than interpreting and applying the learned concept. The lack of focus on

the conceptual problem solving discriminates the importance of understanding the

concept. This then intensifies the inability of students to visualize the problems given in

order to solve and understand the concept taught to them. In addition, most of the

students who are taking this subject has no experience and familiarity with the concepts

taught to them as they are in the first and second year of study.

Implementing an approach that allows students to see the concept rather than

absorbing and imagining what was taught during lectures and reading seems to be more

effective. This is true if we take into account the fact that observing gives more in-depth

view and understanding in the learning process. Therefore, the usage of additional

learning aid that promotes students to visualize concept and be part of the

thermodynamics itself should be a great help. But to acquire the facilities such as power

plants or real jet engines for experiment purposes might affect schools and faculties

5

financially or could seem irrelevant at some point as argued by Baher (1999). Therefore,

other alternative such as simulators or software should come in as an option given their

availability and lower cost for the usage of numbers of students. This should as well give

students proper ‘hands-on’ experience they require in understanding concepts better.

These learning aids though should be embedded with the proper and suitable learning

theories to ensure the effectiveness in delivering the contents.

Since the past decade, there were numerous softwares that help students to learn

and understand the concepts of thermodynamics were developed and tested. The

software varies with respect of the developer’s topic focus and ideas on how it will help

students understand better. Junglas (2006) developed software that allows students to

engage into ‘virtual experiments’ in order to understand the concept of enthalpy and

entropy thus promoting active learning in thermodynamics. Others software developed

by Anderson (2002) and CyclePad by Baher (1999) also were developed consisting of

different focus and approach towards learning. Although the focus and approach does

differ, but the goal remains the same which is to help students understand the concept of

thermodynamics as an engineering subject better.

From the arguments stated above, it shows that using coursewares and

simulations as a learning aid is a relevant approach to enhance the teaching and learning

process. It widens the area of interactions between the students, lecturers and the

theories itself by providing a better view on the knowledge or theories. Furthermore, the

application of information technology and internet nowadays is a big advantage that

should be capitalized on to enhance the teaching and learning session. Therefore, a

research on the implementation of coursewares and simulations to enhance teaching and

learning process of thermodynamics topics is very relevant and should be done. This

will contribute towards a better teaching and learning process as well as promoting a

wider scope of interaction between students and contents.

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1.3 Problem Statement

Referring to the importance of visualization and experiencing the concept itself,

the learning aid for thermodynamics should be interactive and user friendly to help

students and even educators explore and get involved in the concept itself. This can be

achieved by using simulations, experiments, courseware or web based learning aid or

any other method that promotes involvement and better visualizations on concepts.

Junglas (2006) states that, simulation programs promote better understanding and

insights on abstract concepts by allowing ‘virtual experiments’ thus letting students to

engage on a more active learning.

In accommodating the need of a visual based learning aid, a visualization

courseware was developed to help students learn thermodynamics better in UTM. This

courseware is integrated with constructivist principles and focuses on learning energy

and The First Law of Thermodynamics. A research done by the developer on diploma

students in UTMKL shows that there were significant improvement in their test results

and learning confidence. Based on this research, a new question arises whether this

courseware is relevant to be used on students with higher level of education such as

those who are undertaking engineering degree in the UTM. Therefore a research

regarding the effects of learning energy and the first law of thermodynamics

Attached in the E-learning system where students are able to access after being

exposed to the topics, the researcher intends to study the effects of using this courseware

as a learning aid for undergraduate’s students in UTM. Therefore a research was

conducted to investigate the effects of implementing a visualization courseware on

students’s performance and confidence in learning energy and the first law of

thermodynamics among undergraduates of Faculty Of Chemical Engineering in

Universiti Teknologi Malaysia.

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1.4 Research Scope and Limitation

The focus of this research stems on the effects on learning energy and the first

law of thermodynamics using the courseware developed by Normah (2011). The focuses

of this study are the student’s performance and confidence. The subject implemented in

the courseware is thermodynamics focusing on energy and the first law where it was

taught to the second semester students from the Faculty of Chemical Engineering,

Universiti Teknologi Malaysia. The topics covered by the courseware are the

conservation of energy, the first law of thermodynamics in open system and the first law

of thermodynamics in closed system

From the research, the researcher intends to find out the effects of learning

thermodynamics on the student’s performance by analyzing pre and post-test results.

The change in confidence level towards learning thermodynamics is also being studied

using the student’s confidence-log together with the pre and post-test. These results were

strengthened by the application of structured interview protocol to find out qualitatively

student’s view on their confidence in understanding and applying their knowledge in

thermodynamics.

This research was done on the students from the Faculty of Chemical

Engineering, Universiti Teknologi Malaysia who is currently studying the energy

balances and the first law of thermodynamics. The samples were chosen to

accommodate the time frame constrain faced by the researcher. The sample will be

learning these topics within their 2011/2012 semester which is convenient and suitable

for the research purpose.

The courseware will only be distributed to the experimental group and isolated

from the controlled group using the e-learning system. It is also important to understand

that the permission of using and distributing this software comes straight from the

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developer and the researcher only. No distribution is allowed without any proper written

permission from the developer and researcher itself.

1.5 Significance of the Study

Generally, this research contributes towards a better view on how to enhance

student’s performance and confidence thus showing how this can be achieved by simply

integrating the use of courseware in teaching and learning process.

1.5.1 Thermodynamics Lecturers

From this study, the researcher intended to broaden the view of thermodynamics

lecturers and see how learning with the aid of a visualization courseware would help

them improve student’s understanding. This then will provide them with an option to

improve their current teaching style hence helping the students to produce better results.

1.5.2 Faculties and Department.

The researcher intended to put a suggestion evidently with a formal study done

within the University itself in order to promote and urge the faculties and departments to

consider integrating the use of courseware in teaching and learning. This study also aims

to prove that an effort of enhancing the curriculum of thermodynamics by using

courseware is a step ahead to be taken and promoted among the researchers in the

faculty.

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1.5.3 Software Developer

The developed software was proven useful in the previous study done by

Normah in 2010. This new study intended to find out how the courseware developer can

improve the courseware in terms of integration during teaching and learning period,

presentation of the courseware, and the content relevance given that this courseware

were previously tested to the diploma students.

1.6 Research Objective

The focus of this research was on these two objectives.

(i) To investigate the effect of using a visualization courseware in learning

energy and the first law of thermodynamics on students performance.

(ii) To investigate the effect of using a visualization courseware in learning

energy and the first law of thermodynamics on students confidence.

1.7 Research Question

Two research questions were constructed to accommodate the research

objectives.

(i) What is the effect of using a visualization courseware in learning Energy

and The First Law of Thermodynamics on student’s performance?

a. How does the controlled group perform on their Energy and The

First Law of Thermodynamics test?

b. How does the experimental group perform in their Energy and The

First Law of Thermodynamics test?

10

(ii) What is the effect of using a visualization courseware in learning energy

and the first law of thermodynamics on student’s confidence?

a. What is the change in the controlled group’s confidence level?

b. What is the change in the experimental group’s confidence level?

1.8 Hypothesis

Two null hypotheses were constructed to assist the research done. The

hypotheses constructed are as follows.

(i) Students who learned energy and the first law of thermodynamics using

the courseware do not perform better in their test.

(ii) Students who learned energy and the first law of thermodynamics using

the courseware do not gain more confidence in learning the subject.

1.9 Assumption

From this research, it is assumed that there would be a significant difference of

performance in examination after learning using the courseware developed by Normah

(2011). This assumption stems on the fact that there were significant change in students

examination performance on the preliminary study done by the developer on students

from the diploma level in Universiti Teknologi Malaysia International Campus, Kuala

Lumpur on 2010. Therefore, using a different approach on a bigger and higher level of

education samples, the researcher assumes that the result on student’s examination

performance would yield a similar result as the previous research.

The researcher also assumed that there would be significant change in confidence

of learning thermodynamics after using the courseware with comparison to the

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controlled group who learn using the conventional method. The assumption is made

based on the literature review done on the application of software in teaching and

learning does increase student’s confidence. These previous researches were also done

using the same instrument which is the confidence-log.

As for the research sample, the researcher assumes that all participants will give

full commitment in contributing for the research. This includes being honest, able to find

time to respond, and ensuring that there are no biased opinions in interviews. The

researcher will do all that he can in his authority to ensure that the data and information

acquired from this research is valid.

1.10 Theoretical Framework

Bandura (1977) states that efficacy beliefs are related to the conviction that one

can successfully execute or perform the behavior required to produce outcomes.

Bandura (1986) also defined self efficacy as, “people’s judgment of their capabilities to

organize or execute courses of action required to attain types of performance “. Self

efficacy can also be seen as the confidence that people have in their ability to do things

that they are trying to do (Sander et.al, 2003). Therefore, self-efficacy itself is can be

concluded as the confidence that an individual has in executing any task or action which

at the end affects the final outcome or performance.

Self efficacy is a result of several factors affecting individuals thus giving its

impact on the confidence of executing certain actions. According to Bandura (1977)

personal efficacy stem from four main sources of information. Among these four

sources, performance accomplishments or mastery experience provide the most

influential efficacy information because it is based on personal mastery experiences.

The other sources of efficacy information include the vicarious experiences of observing

others succeed through their efforts, verbal persuasion that one possesses the capabilities

12

to cope successfully, and states of physiological arousal from which people judge their

level of anxiety and vulnerability to stress. Therefore, self efficacy as explained by

Bandura (1977) stems from four sources which are:

(i) Mastery experience/performance accomplishment

Is defined as experiences on past successes and failures where these experiences

form expectations that are generalized to other situations that may be similar or

substantially different from the original experience.

(ii) Vicarious experience

Observing others perform threatening activities without adverse consequences.

(iii) Verbal persuasion

Suggestions, extortion, or self-instruction can lead people to successfully

accomplishing the task.

(iv) Psychological states

Perceived self-efficacy can be enhanced by diminishing all emotional arousals

such as fear, stress, and physical agitation since they are associated with

decreased performance, reduced success, and avoidance behaviors.

As shown in Figure 1.1, these four factors contribute towards individual self

efficacy or confidence thus directly influences the behavior or performance of that

person. Bandura et.al (1977) stated that empirical tests done on this theory confirm that

different treatment approaches alter expectations of self efficacy, and the more

dependable the source of efficacy information, the greater are the changes in self-

efficacy. Thus, treatments based on performance accomplishments through the aid of

participant modeling produce higher, stronger and more generalized expectations

efficacy than do the vicorous experience alone.

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Figure1.1: Albert Bandura’s self-efficacy theoretical framework

For this research, the focus was on using a courseware to enhance the confidence

and performance of a student. To integrate this theoretical framework in this research,

the main source of self-efficacy which is mastery experience was capitalized. The

courseware serves as a tool that enhances student’s mastery experience in learning the

topics. As shown in figure 1.1 and explained previously, mastery experience is the most

influential source of self-efficacy which is confidence, and contributes towards better

performance. Therefore, the research will show how the courseware itself affects the

student’s mastery experience during the learning process and thus affect their confidence

and performance. This will then be further explained in a conceptual framework.

Self- efficacy (C

onfidence)

Mastery experience

Vicorous experience

Verbal persuasion

Psychological state

Behavior/ Perform

ance

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1.11 Conceptual Framework

The conceptual framework is built with respect to the Bandura self-efficacy

theory promoted by Albert Bandura in 1977. It relates 3 components which are mastery

experience, confidence and performance in direct manner as shown in Figure 1.2. It

focuses on finding out whether implementing a thermodynamic courseware built could

enhance the student’s confidence or self efficacy and performance by enhancing their

mastery experience in the topics itself.

Figure 1.2: Conceptual framework

Bandura self-efficacy theory is a theory that relates perceived self capability with

the outcome of action taken. It focuses on the person’s self-believe or confidence in

executing an action necessary in order to reach a goal. Bandura (1977) and alis (2009)

shares a common view on self-efficacy and states that efficacy beliefs are related to the

conviction that one can successfully execute the behavior required to produce outcomes.

This shows that self-efficacy itself is ‘confident’ where it creates the belief in one’s own

Self- efficacy (Confidence)

Behavior/ Performance

Mastery experience

Thermodynamics courseware

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capability to do something well. The result will then be conveyed in the performance of

executing the task and can be evaluated as good or not.

A major source of confidence according to the Bandura self-efficacy theory

comes from a factor called mastery experience. Mastery experience is a factor that

influences self efficacy directly. According to Sanders et.al (2006), outcomes interpreted

as successful bring about an increase in self-efficacy while failures reduce it. In other

writings on self-efficacy theory, mastery experience is called in different names. Alias

et.al (2009) regard mastery experience as ‘enactive attainment’ while Askar et.al (2001)

regard it as the ‘personal experience’ on the skills performed. Although the name and the

notion on Mastery Experience are different, the meaning is still the same. It is the

memory on the accomplishment experienced in the previous similar events or actions.

Mastery experience enhances confidence and performance of an individual by

acting as the source of capability benchmark. It uses successful or failed past experience

to guide their personal belief or confidence in their ability to perform the task given.

Good mastery experience result in better confidence and performance. The same goes

when a person does have low mastery experience. It lowers the confidence resulting in

low performance. By adding supplements in the cycle during the process of acquiring

mastery experience towards building the confidence, a positive cycle, which will result

in better performance, can be achieved.

Acting as the manipulated variable in this research, the courseware was used as a

tool to help the students learn by themselves. The courseware was developed by Normah

in 2010 and consists of interactive notes, simulations, fail safe quizzes and answers for

every question. These traits help the students who used it to gain better experience

confidence in their knowledge on the topics. This then contributes towards a positive

mastery among those students who had the chance to use it. The self-efficacy

(confidence) and performance component in the conceptual framework serves as the

dependant variable in this research. The change in these two components shows whether

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the implementation of courseware did enhance the mastery experience of the students. It

also serves as the main result for this research thus approving the developed conceptual

framework.

1.12 Closure

Current learning environment and students' growing need materials so that they

can move independently. This is because today's students need to be more responsible in

facing the increasingly fierce competition among them. Therefore, learning requires a

better alternative. Software or website can help provide more information and concise as

well as helping students to understand concepts better. In creating the best teaching aid,

and approach appropriate theories is needed. This will be elaborated in subsequent

chapters.

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