Improving student cognitive using interactive virtual art

1. MARA University of Technology
FACULTY OF EDUCATION
EDU 702: RESEARCH METHODOLOGY
Lecturer: Dr. Johan @ Eddy Luaran
IMPROVING STUDENTS COGNITIVE USING INTERACTIVE VIRTUAL ART
Name: WAN ROZIAH BINTI WAN ALI
ID no: 2014690204
Email: rozywanali87@gmail.com
HP: 013-6913285
Date of Submission: 28 December 2014

2. CHAPTER 1
Introduction
1.1 Background
This chapter provides the background and rationale for the study.
1.1.1 ICT Literacy in Education
Malaysia has embarked on several technology initiatives to spearhead
the utilization of ICT particularly at the turn of the 21st
century for rapid
economic growth and development. With the vision of becoming a developed
nation by the year 2020, the Ministry of Education (MOE) implemented
several ICT programs in schools nation-wide in an attempt to bring technology
into the classrooms starting with programs such as Computer Literacy Pilot
Project, Computer in Education, Computer Aided Instruction and Learning,
National Educational Network, Munsyi Network and Smart Schools (Mahmud,
2006). In 1999, a total of 88 schools were chosen to become smart schools
which showcased the state-of-the-art teaching and learning using technology
effectively and efficiently. Now, more than a decade later, in stages all
schools are upgraded as smart schools. According to the master plan, all
10,000 schools in Malaysia will become smart schools by 2010 (Multimedia
Development Corporation, 2005). Time by time, the technology are moving in
line aggressively with all elements in attempt to be a platform in shaping the
developed country
1.1.2 21st
Century Skills
Hartley (2007) explains the use of digital cameras, video projectors,
electronic whiteboards, virtual environments, mobile technologies and various
types of control switches in teaching and learning. Miller and Robertson
(2010) found that using computer games led to significant gains in general
self-esteem and high speed of computation for primary school children. These

3. studies show how new technology can and will infiltrate the home and the
educational system. Children are even much more relaxed than adults in
using these new technologies. Therefore, ICT is likely to be advantageous for
the acquisition of 21st
century, skills which include ways of thinking, ways of
working, tools for working and skills for living in the world (ICT in Primary
Education, 2012, Volume 1, pg.45).
1.2 Statement of the Research Problem
Nowadays, learning through multimedia approach has become essential.
Thus, the evolution of the ICT has changed our perspective in improving our
education sector. Malaysia previously implicated the conventional approach then
turn to the computer dependent approach.
Realizing the immense importance of teachers in equipping students with ICT
literacy that meets the demands of the 21st
century, MOE implemented various
training and ICT courses to in-service teachers and pre-service teachers. ICT
training is conducted to pre-service teachers through subjects or courses by
respective institutions of higher learning. By 1994, ICT is taught as a core course in
all teacher training programs. To cater to the needs of in-service teachers, MOE
conducted ICT- related courses such as one year special teacher certificate course
in Information Technology, 14 weeks in-service course in Computer Education and
Computer in Education. Parallel to these efforts, the ministry also conducted
computer trainer-of-trainer courses, smart school teacher training courses and basic
computer literacy to in-service teachers nationwide (Ministry of Education, 2001). In
addition, in-service teachers are also provided with short term courses such as the
basic ICT skills courses and workshops in preparing educational courseware
conducted by the Educational Division and its network, State Educational
Technology Divisions and Teacher Activity Centers. By 2000, approximately 60,000
in-service teachers were trained through these ICT programs. Private organizations
such as IBM and Intel too collaborate with MOE in training teachers to integrate
technology in the process of teaching and learning. One fine example was the
program by Intel in which 15,000 teachers were trained in using ICT (Intel Teach to

4. the Future 2005). Educational portals and websites such as MySchoolNet,
EducationNet, KPMNet and EDUWEBTV are created for the teachers and students
to access instructional and learning materials, resources and information.
EDUWEBTV was introduced to teachers in 2009 and serves as the latest
educational online resources for both teachers and students (Mahmud & Ismail,
2009).
On the other hands, a growing body of studies including those in the research
compendium Critical Links, presents compelling evidence connecting student
learning in the arts to a wide spectrum of academic and social benefits. These
studies document the habits of mind, social competencies and personal dispositions
inherent to arts learning. Additionally, research has shown that what students learn
in the arts may help them to master other subjects, such as reading, math or social
studies. Students who participate in arts learning experiences often improve their
achievement in other realms of learning and life. This situation proves that study of
the arts contributes to the students‟ achievements and success. In a well-
documented national study using a federal database of over 25,000 middle and high
school students, researchers from the University of California at Los Angeles found
students with high arts involvement performed better on standardized achievement
tests than students with low arts involvement. Moreover, the high arts-involved
students also watched fewer hours of TV, participated in more community service
and reported less boredom in school.
A May 2005 Harris Poll on the attitudes of Americans toward arts education,
commissioned by Americans for the Arts, revealed strong public support. Among the
findings: 93% agree the arts are vital to providing a well-rounded education for
children, 86% agree an arts education encourages and assists in the improvement of
a child‟s attitudes toward school, 83% believe that arts education helps teach
children to communicate effectively with adults and peers, and 79% agree
incorporating the arts into education is the first step in adding back what‟s missing in
public education today.
Hence, realizing the importance of art contribution in students‟ achievement,
the Ministry of Education as a stakeholder invested the best-paying policy to achieve
Vision 2020 especially in the field of education. Malaysia and the Kingdom of Saudi
Arabia has joint Committee on Science and Technology. Both countries have agreed
during the meeting to focus on three areas of collaborations, namely the field of

5. education and training, joint R&D projects that has high visibility and high impact to
the community and matters related to policy and procedures between the countries
(Press Release, Ministry of Science, Technology and Innovation, Saudi Arabia, April
2014).
1.3 Research Objectives
This study is outlined based on several objectives which are:
1 To identify the level of students achievement in learning arts.
2 To determine the effectiveness of interactive learning in teaching Visual
Art.
3 To identify the ways to improve learning of Visual Arts.
1.4 Research Questions
In order to achieve the objectives of this study, the research questions are
devised as follow:
1 What is the level of students‟ achievement in learning arts?
2 Is there any changes in students achievements after using the interactive
learning in teaching Visual Art?
3 What are the ways to improve learning of Visual Arts?
1.5 Research Hypothesis
In this research, the researcher put some predictions of the possible outcome
of the study.
HO1: There is significance different in student‟s achievement after using
interactive software.

6. 1.6 Operational Definitions
The following operational definitions of terms apply to this discussion:
1.6.1 Cognitive
Cognitive could be define as Psychological processes involved in
acquisition and understanding of knowledge, formation of beliefs and
attitudes, and decision making and problem solving. They are distinct from
emotional and volitional processes involved in wanting and intending.
Cognitive capacity is measured generally with intelligence quotient (IQ) tests.
Piaget (1936) was the first psychologist to make a systematic study of
cognitive development. His contributions include a theory of cognitive child
development, detailed observational studies of cognition in children, and a
series of simple but ingenious tests to reveal different cognitive abilities.
Before Piaget‟s work, the common assumption in psychology was that
children are merely less competent thinkers than adults. Piaget showed that
young children think in strikingly different ways compared to adults. According
to him, children are born with a very basic mental structure that is genetically
inherited and evolved on which all subsequent learning and knowledge is
based. Thinking skills (sometimes referred to as cognitive skills) is a broad
term that refers to the operation of various thought processes. Reasoning
ability, intuition, perception, imagination, inventiveness, creativity, problem-
solving skills and expression are among the thought processes associated
with study of the arts (Critical Evidence, pg. 13). Thus, within the context of
this study, cognitive can be define as the process of coming to know and the
stages of respondents move through as they gradually acquire the ability to
gain knowledge of art.
1.6.2 Interactive
According to Oxford Dictionary, interactive could be describe as
allowing a two-way flow of information between a computer and a computer-

7. user; responding to a user‟s input. It also known as computer program,
device, game, and etc. that (in response to a user's action or request)
presents choices (paths) depending on where in the program the user initiated
the action. By following different choices, the user can accordingly control or
change the action of the device or outcome of a game or program. In many
ways the web is the most interactive 'device' in the world. Interactive also
bring the meaning of live presentation in which the audience can participate.
The element should consist in interactive are text or font, sound, audio, video,
and colour. Within the framework of this study, interactive refer to the medium
element of learning process that will assist the student to gain further
information about the lesson, thus it triggered to stimulate the cognitive and
enhance the skill and knowledge in learning process.
1.6.3 Virtual Art
Virtual art can be considered a post-convergent (merge) art form based
on the bringing together of art and technology, thus containing all previous
media as subsets. According to Jacka, L & Ellis, A (2010), virtual worlds are
emerging as the new frontier in the use of ICTs for the engagement of
students in primary, secondary and tertiary education. In 2010 the use of the
virtual world, Second Life, was trialled as a pedagogical tool in the training of
Visual Art Education students studying at Southern Cross University. The
student physically located at three regional campuses, spent time in-world
discussing concepts, visiting art sites, creating 2D and 3D art work and
designing an exhibition space. Therefore, virtual art can be adopted in the
constructions of this study perfectly as an approach to deliver the better
lesson in classroom with engagement of art and technology as a whole.

8. 1.7 Limitation of the Study
1.7.1 Motivating and constraining influences upon technology
integration
Globalizations was changed the nature of learning platforms. In terms
of Educational policy and curriculum context, students‟ access to technology
at school and at home has increased astronomically over the last few years.
The purpose of technology is to enable people. It should be a means to an
end, not an end in itself. In fact, all institutions want to be seen to be very
much part of the 21st century, and want to compete with others and be the
first to do everything even it seems to be problematic. This is because many
senior administrators either do not understand technology-enabled learning,
technology diffusion or issues of access to technology as they should.
Sometimes the learning design agenda is too dogmatic, forcing everyone to
come on board or risk getting categorised as people who are not forward-
looking and do not want to be proactive in embracing technology-enabled
learning practice. However, Malaysia itself are integrating their facilities in
upgrading educational sector through implementation of ICT in both rural area
and urban area school as a part of achieving Vision 2020. Malaysia is parallel
with the other developed country to start with the new alliance in initiative to
make educational better growth to increase competency in nationwide just to
make attachment with the technology.
1.7.2 Use of ICT within participating schools
Poor access to ICT facilities seems to have been an important factor
behind many of the critical judgements. In all of the schools, making use of
computers to support teaching and learning depended primarily on gaining
access to specially equipped ICT rooms. These were greatly in demand and
often timetabled for other uses. Generally, the schools in Malaysia are still in
moderate of using ICT even the facilities are provided by MOE especially
those in rural area and unreachable by the facilities. Therefore, the national

9. policies towards developing the educated nation were seen clearly by initiated
some policies such as National Education Blueprint(NEB) and strategies in
overcoming poverty in education.
1.7.2 Technology and Learning Development
It is ironic that on one hand we see the rapid deployment of technology
creating the need for the development of sustainable models of life-long
learning, and on the other hand to see that the technologies used in our
educational systems have changed very little over the last fifty years. Where
they have been used, it has typically been to enhance traditional models of
delivery and instruction of education. This situation very influencing the growth
of nation at all as it is in line with globalization.
1.8 Significance of the Study
Improving the quality of education through the diversification of
contents and methods and promoting experimentation, innovation, the
diffusion and sharing of information and best practices as well as policy
dialogue are UNESCO‟s strategic objectives in Education (UNESCO, 2002).
This is because information and communication technologies (ICTs) have
become key tools and had a revolutionary impact of how we see the world
and how we live in it. This phenomenon has given origin to the contemporary
and advances in our ways of life. ICT is having a revolutionary impact on
educational methodology globally. However, this revolution is not widespread
and need to be strengthened to reach a large percentage of the population.
The purpose of developing virtual art learning using interactive
approach via Computer Aided Leaning is to improve learners‟ cognitive in
pedagogy. It is much beneficial rather than using primitive or conventional
way of teaching. Multimedia implementations are reliable and can contribute
to improved student learning outcomes in other subjects too. Schools

10. integrating the arts into the curriculum as part of a comprehensive education
reform strategy are documenting positive changes in the school environment
and improved student performance. The government believed the arts are
vital to a well-rounded education.
In addition, multimedia arts learning experiences contribute to the
development of certain thinking, social and motivational skills that are
considered basic for success in school, work and life. These fundamental
skills encompass a wide range of more subtle, general capacities of the mind,
self-perceptions and social relationships. The integration among society are
linked together through the globalization.
Integrations of ICT as a means of development where it give
paradigms which is, ICT play a part in development and constitutes a
potentials means of closing the gap among nation.

11. CHAPTER 2
Literature Review
2.1 Introduction
From the entire sources collected, the researcher have combine the view of
other's interest in this particular area of studies and would help to see the
component of other research in related to multimedia and interactive
integration in arts education.
2.2 Multimedia in Classroom
Implementing multimedia activities in a classroom environment requires some
planning. Many issues will occur, such as what are the goals of activity and
define the standard and benchmark to be addressed. Steven Covey offered
this advice in his book, Seven Habits of Highly Effective People (2013) to
begin with the end in mind means to start with a clear understanding of your
destination. It means to know where you're going so that you better
understand where you are now so that the steps you take are always in the
right direction. Adopting that advice to the implementation of multimedia
activities means we should begin by determining the desired outcomes and
defining how they will be measured, and, then, design the learning activity.
Sik-Lanyi and co-workers present two papers: "Multimedia Program for the
Training of the Vision of Children with Visual Impairment and Amblyopia" and
"Using Virtual Reality to Improve Space and Depth Perception".
2.3 Arts Integration and Students Learning
Since the publication of Champions of Change: The Impact of the Arts on
Learning (Fiske, 1999), research has increasingly examined the correlation
between arts learning and general student achievement (Deasy & Fulbright,

12. 2001; Various, 2000). Arts education in its various forms—from traditional art
classes to extracurricular arts activities, from music to drama to visual arts—
consistently associates with higher individual achievement. At the school
level the phenomenon holds true: the 1999 evaluation of arts integration that
appears in Champions of Change found that Chicago Arts Partners in
Education (CAPE) schools showed growth along several different measures
of student achievement. And when compared to other schools in Chicago
serving comparable student populations, CAPE schools attained stronger
standardized test score increases over time on the city‟s standardized test
scores (Catterall & Waldorf, 1999) The growing recognition of a link between
arts learning and achievement creates an emergent, critical question for
research, one that presses beyond questions of whether the arts impact
student learning and moves into deeper explorations of how the arts might
facilitate student growth. If learning with and through the arts is correlated
with higher achievement and other evidence of learning, what special qualities
or processes of arts education might be supporting students‟ growth?
2.4 Arts Integration and Student Achievement
The arts are a result of the unique ability of the modern human mind to make
connections among the basic skills in social relations, natural science,
technology, and language. Until early humans learned to connect those
separate areas of intelligence, there was no art, science, or religion. Students
learn to integrate knowledge and processes from many subjects to create and
understand this more advanced form of human activity known as art. The arts
are important because, along with science and religion, they are defining
characteristics of humans.
2.5 Learning Techniques
2.5.1 Conventional methods
The researcher has done various, journal, book, newspapers, and
Internet research on the learning method field, then found that there

13. are numerous methods of learning and teaching in the field of
education. This is done to gain enough information on children in the
early primary grades physiology in learning.
2.5.2 Computer Aided Learning Based
There are several technology based learning adopted in our
environment today. For example, internet technologies such as online
education, video conferencing and computer-based simulation.
Enhancing World Wide Web developments, the new opportunities for
interactivity and flexible access to various media are challenging the
traditional experienced in shaping learning environments for online
education. This Computer Aided Learning based was effectively
applied in Malaysia as the approach in developing good achievement
among the learner as it in line with ICT and globalization. The
implementing of tutorial interactive fun learning like „Oh My English‟
and „Art Attack‟ in television is efficient and reliable to the situation
today. However, the integration should be implementing wisely in
classroom too as the way to make fun learning hence it could rapidly
increase the learners cognitive and comprehension. Usable systems
lead to more productivity and satisfaction for the user. Nielsen (1993)
associated usability with five attributes that are case of learning of the
interactive system, high efficiency of performance to achieve high level
of productivity, user retention over time of the system, low user's
error rate when using the system, and subjective user satisfaction of
the system.

14. 2.6 Theoretical Framework
Figure 1.1: Theoretical Framework
2.6.1 Theory Descriptions
In the 21st
century, learning through multimedia approach has become
essential. Thus, the evolution of the ICT has changed our perspective in improving
our education sector. Malaysia previously implicated the conventional approach then
turn to the computer dependent approach. Implementing multimedia activities in a
classroom environment requires some planning. Many issues will occur, such as
what are the goals of activity and define the standard and benchmark to be
addressed. Multimedia arrangement in delivering input need to be present
meaningfully as to trigger the cognitive among participants. The element should
consist in interactive are text or font, sound, audio, video, and colour.

15. The researcher is identified three theories used in this research regarding the
cognitive which is sensory memory, working memory, and long term memory. Allan
Paivio introduced the theory of Dual Coding Theory (DCT). It is a theory of human
cognition which looks at the way we store information in either distinct verbal or non-
verbal forms which can interact to enable us to form meaning. It suggests two
distinct subsystems contributing to cognition;specialized language (verbal), and
images(non-verbal). Paivio (2001) stated that human cognition is unique in that it has
become specialized for dealing simultaneously with language and with nonverbal
objects and events. There are basic principles of DCT as the basic units of the verbal
and non-verbal coding systems are referred to as logogens which correlate to our
verbal representations and inner speech, then imagens refer to our mental images or
imagery. The second major aspect of the DCT is the connections within and between
the verbal and nonverbal memory subsystems when Paivio said there has levels to
understand which it stimulate an enhancement of human cognition and deduction.
The overarching concept of the DCT is that these subsystems can in theory operate
independently, in parallel, or in a connected way to enable us to develop memories
and meaning. Thus there has significance on this theory of learning when correlation
between DCT and students cognitive or achievements.
Working Memory(WM) is a psychological construct that refers to the
“processing space” in the mind/brain when a person computes information. For
example, where listeners fleetingly store and process linguistic data to analyze it for
comprehension. WM is the system that holds multiple pieces of transitory information
in the mind, it can be manipulated. According to Baddeley & Hitch, 1974; Daneman
& Carpenter, 1980 WM is the theoretical construct that has come to be used in
cognitive psychology to refer to the system or mechanism underlying the
maintenance of task-relevant information during the performance of a cognitive task.
WM capacity are vary between peoples as particular activity may be well within the
capacity of one person but exceed that of another.
Atkinson & Shiffrin introduced multi store model (Atkinson, & Shiffrin 1968)
describes memory in terms of information flowing through a system. Accordingly, it
can be described as an information processing model (like a computer) with an input,
process and output. Information is detected by the sense organs and enters the

16. sensory memory. If attended to this information enters the short term memory.
Information from the STM is transferred to the long-term memory (LTM) only if that
information is rehearsed. Rehearsal was initially described by Atkinson and Shiffrin
as maintenance rehearsal, but Shiffrin later suggested that rehearsal could be
elaborative (Raaijmakers, & Shiffrin, 2003). If rehearsal does not occur, then
information is forgotten, lost from short term memory through the processes of
displacement or decay. Sensory Memory is specific information from the world
enters the brain for example Iconic Memory (vision) and Echoic Memory (hearing)
where it stays here for a few seconds and attended continues into the short-term
memory store. (STM) or Working Memory as information here is available for further
processing. Material is quickly lost (decays) if not given attention. Rehearsal
determines what is stored in the long-term memory store. LTM is information where
rehearsed short-term memory is „permanently‟ stored. It is mainly Semantic but can
be visual and auditory. For example, in radio convey and receive must in line to give
meaningful understanding. Kinaesthetic is strongly contributed to the meaningful
understanding to the receiver.
Therefore, through the multimedia which is interactive it can stimulate the
stimuli sensory to build working memory and long term memory then come out with
the prior knowledge among the participants. Regarding this, Paivio and Baddeley &
Hitch observed that Multimedia learning has potential to trigger the cognitive to help
student to enhance their skill of knowledge in learning arts. Thus, it promotes
conceptual understanding.

17. CHAPTER 3
Methodology
3.1 Introduction
This chapter describes the methodology that will be used in this study. It includes the
introduction of the chapter, research design, research instrument, the populations as
well as the sample of this study, data collection procedures, and the description of
how the data will be analysed.
3.2 Research Design
The researcher used the quantitative approach because this study is lead to
experimental. Through the implementation, this course uses the DDD-E
Model (Decide/Design/Deliver and Evaluate) as a guide for educationist.
3.2.1 DECIDE: Teachers have many teaching tools to use in the classroom
such as books, videos, paper, pencils, maps, and multimedia
technology. Multimedia technology should simply be considered
another tool in a teacher's arsenal today, to be used whenever it can
best serve to enhance the curriculum. The DECIDE Phase sets the
stage for a multimedia activity, and focuses on determining if
multimedia is an appropriate tool, outlining the instructional goal,
reviewing relevant standards, and specifying assessment measures.
3.2.2 DESIGN: After the researcher has determined the standards, learning
outcomes, and assessment measures, it‟s time to design the
lesson/multimedia activity. There are many issues that must be
considered when designing an activity, including: Available resources,
Grouping strategy and appropriate length or duration.
3.2.3 DELIVER: The Development phase encompasses the actual execution
of the multimedia activity by the students. During this phase, the
teacher's role consists of being an instructor, facilitator, and trouble-

18. shooter. If the students do not have the pre-requisite knowledge or
skills related to the activity, the teacher may have to review/teach some
aspects of content or media production. Classroom management
issues are important to ensure the timely, successful, and effective
completion of the activity.
3.2.4 EVALUATE: Reflection and evaluation are important throughout the
planning, design, and development of a multimedia activity. The
students should have a checklist to follow when they create a
multimedia product, and the researcher should be providing formative
evaluation of students' activities throughout the process. At the end of
an activity, summative evaluation takes place. It is also important for
researcher and the students to take the time to reflect on the activity --
students should note what they learned, and teachers should note
aspects of the lesson that may require revisions for the future.
3.3 Methods of data collecting
Designed for the purpose of collecting data, there are several process are
adapted and constructed to go with the necessitate of this study
3.3.1 Sampling
In obtaining the information towards this programme, the researcher
need a sample in this research study that is a group of secondary
student in a school, focusing on art class which is called as population
within around 40 students is required as respondents. The purpose of
choosing these sample is because as the participants will undergo the
major projects for their SPM. At this range of age, they needs the
critical thinking skills which closely related to the cognitive stimulation.
In this study, the researcher use stratified random sampling because
every unit have equal chance to be selected as a sample. The test is

19. given to the selected subgroup or strata for the sample in the same
proportion as they exist in the population. For the further process, the
researcher intends to compare the achievement of student with
integration of virtual learning with that of the students with conventional
approach. That is mean, the result of pre-test before integrating the
interactive learning programme(Independent variable) and the ability or
outcome(dependent variable) after post-test are obtain through the
cognitive skill that the sample improved.
3.3.1 Instrumentations
3.3.1.1 Questionnaire
Designed for the purpose of collecting data, questionnaires from the
studies by Ikhsan et.al(2013), Bello and Tijani(2010) and Adediwura
(2012) are adopted and constructed to go with the necessitate of
this study. The questionnaires are comprised of two main sections
which is Part 1 and Part 2. The questionnaire is distributed via
online to the art teachers to obtain the objectives.

20. Figure 1.2: Sample of Questionnaire (Part 1)

21. Figure 1.3: Sample of Questionnaire (Part 2)

22. Figure 1.4: Likert Scale‟s Description
3.3.1.2 Observation Scheme
The second instruments that will be used in conducting this
research is an observations scheme. The observation scheme is
systematically structured in order for the data from the observation
to be systematically recorded and analysed. This scheme consist of
five criteria which are „students interaction‟, „engagements in class
discussion‟, „students response‟, „students knowledge/thinking
skills‟, and „students participations‟. In this observation scheme,
each criterion is provided with four qualities ranging from one as the
most positive description and the last one as the most negative
description. Each quality represents the criteria tat are being
observed. The researcher will have to choose the quality that best
describes the students in natural setting of the observations.
Likert Scale Description
1 Strongly Disagree
2 Disagree
3 Slightly Disagree
4 Slightly Agree
5 Agree
6 Strongly Agree

23. 3.3 Data Collections
The procedure to collect the data for this study is done in several stages. The
summary of that stage is presented in the following flow chart:
Figure 1.5: The summary of data collection stages
The stage of data collection in this research is starting with the pre-test which
is before the real data collection process of this study is carried out; it will be
conducted on a smaller population of the same intended samples such as some
secondary art student from form four and five in a school. The result from pre-test
will help to improve and amend the questionnaire. Then the online questionnaire will
be distribute to the random art teacher from secondary school in Malaysia as to
gather the data collection and will be analysed in percentage. After that the
programme will be developed and presented interactively to the intended sample in
real school setting and the observation will happen and analysing the data in
Pre-Test
Distribute online questionnaire
Analysed data from questionnaire
Develop the Programme
Observe classroom
Analysed data from classroom
Post-Test
Evaluation

24. classroom using systematically prepared observation rubric scheme. The last step
the researcher need to conduct is post-test which the evaluation is begin trough the
prior knowledge presented by each sample in the classroom.
3.4 Data Analysis
The data collected from the close-ended items are analysed using the
Statistical Packages for Social Scientists (SPSS) Version 2.0. The mean
scores of each items in the questionnaire are calculated by frequency and
mean value and standard deviation according to the research question
respectively. In order to analysed the data from observation in the classroom,
the researcher use the Rubric and observation scheme which is
systematically structured with the criterion is provided with four qualities
ranging.

25. Research Questions Instruments Type of Analysis
1) What is the level of
students achievement in
learning arts?
Questionnaire Frequency and
Percentage
Mean and Standard
Deviation
2) Is there any changes in
students achievements
after using the interactive
learning in teaching
Visual Art?
Observation Rubric and observation
scheme
3) What are the ways to
improve learning of
Visual Arts?
Questionnaire Frequency and
Percentage
Mean and Standard
Deviation
Figure 1.6: The summary of data analysis procedures
3.5 Summary
This chapter has demonstrated the overall methodology used in this study
which includes the introduction, research design, research instruments and data
collection procedures, populations and sampling, as well as data analysis
respectively.

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