Triggers in PBL Using Animations and Graphics to Enhance Self-Directed Learning Readiness among TVET Students

Authors

  • Ariffin A
  • Hamzah N
  • Rubani S N K
  • Zakaria N
  • Wan Hassan W A S

Abstract

Self-directed learning skills required to help students strengthen their knowledge and build new understanding, appreciation and reflecting on their thinking processes. Students can control their own learning, responsible on managing and evaluate their learning. The purpose of this study is to investigate whether the use of animation can increase self-directed learning readiness in problem-based learning among polytechnic student in Malaysia. To achieve this purpose, this study comparing the finding from problem-based learning using animation with those in problem-based learning using text and images. Problem-solving process were being repeated to help students interpret engineering drawings work steps correctly and accurately. The instrument used is the Self-Directed Learning Readiness Scale (SDLRS) developed by Fisher, King & Tague (2001). Consequently, the findings of this study imply that animation can be an effective medium to present authentic situation in order to enhance self-directed learning readiness among student. The results showed significant differences in mean scores post-test of self-directed learning readiness among the students enrolled in problem-based learning using text and images with the group of students who attended problem-based learning using animation after effects of pre-test mean score is controlled. Therefore, the effects of animation modes have a positive impact on increasing self-directed learning readiness must be in Font Size 8, in the Bottom, First Page, and Left Side

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Published

2019-12-27

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Section

Articles