The Effect of a Technology-Enhanced Learning (TEL) Module on the Achievement of Form Four Students in the Topic of Waves and Sound
DOI:
https://doi.org/10.37134/jpsmm.vol11.sp.8.2021Keywords:
Technology-Enhanced Learning, Waves and Sound, Student’s Achievement, Zone of Proximal Development, Physics EducationAbstract
The purpose of this study was to determine the effect of a Technology-Enhanced Learning (TEL) module on the achievement of form four students in the topic of waves and sound. Constructivism was used as the underpinning theory and Sidek’s Model as the model used for module development. A true-experimental design was used to determine the effect of the module on students’ achievement. The instrument used was a self-developed, validated test which was used for both pre-test and post-test. The validity of the module and the instrument was verified by three experts in the related field. Experts agreed that the TEL module has had a high content validity with 90% agreement among the three experts. A sample of 60 Form Four students who took Physics as one of their subjects were selected and assigned randomly into a control group (n=30) and an experimental group (n=30). The treatment for the experimental group was conducted for four weeks. The result of the independent sample t-test [t (58) = -5.53, p < 0.05] showed that the achievement of the students in the experimental group (M = 70.33, SD = 10.31) was significantly higher than the students in the control group (M = 55.53, SD = 10.42). In conclusion, the main finding showed that the TEL module was effective in enhancing students’ achievement in the waves and sound topic. The conclusion implies that the TEL module can be used by Physics teachers as an effective teaching and learning resource.
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