Results of the Interactivity in “Functioning in Bu- 123docz.net

Chapter 3: Data Analysis and Discussion

3.2. Results of the Interactivity in “Functioning in Business” Courseware

No Item Questions 1 2 3 4 5

% % % % % 9 The interactivity of this courseware is according to the maturity

of the students.

6 14 3 46 31 10 This courseware provides opportunities for interaction with

standardized icons.

2 15 5 54 24 11 The content is divided into small segments and includes

examples and summaries for each segment

5 8 14 67 6

12 This courseware frequently poses questions to the users that do not interrupt the learning process

3 6 10 65 16 13 This courseware asks students to apply what they have learnt

rather than memorises it

12 63 5 12 8

14 This courseware allows learners to discover information through active exploration.

4 6 17 52 21 Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree (4); Strongly Agree (5)

Table 2: Analysis on the Interactivity of the “Functioning in Business” Courseware Analysis shows that most of the students agreed that this courseware was interactive mainly because the courseware was designed and developed based on an interactive, dynamic and effective concept. Multimedia resources can be used to develop active learning by allowing the user to be an active learner (Baharuddin Aris, 1999). It is also obvious from the study that students liked to use the courseware to discover information and learn actively. The interactive nature of multimedia courseware is considered to be its most important learning feature and enables students to achieve topic goals and to receive meaningful intrinsic feedback.

It could be seen that most students were not sure about item 9 namely “interactivity is according to the maturity of the students”. This could be because they lacked the knowledge on computer and English; they couldn‟t find the most suitable courseware to them. Most of the students agreed with item 12 which indicated that the courseware posed questions to the users without interrupting the learning process. Generally, the students agreed that the courseware provided opportunities for interaction with standardized icons.

However, more than half of the students (63%) disagreed that the courseware asked

Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology

students to apply what they had learnt rather than memorised it. This is because students had to repeat sentences after listening and they didn‟t have enough time to practise.

3.3. Results of the Navigation of “Functioning in Business” courseware

No Item Questions 1 2 3 4 5

% % % % %

15 Answer key to answer a question. 0 0 0 100 0

16 Glossary key to see the definition of any term. 20 24 19 34 3 17 Objective key to review course objectives. 4 16 24 32 24 18 Summary and review key to review the entire lesson or

parts of it.

5 7 14 47 27

19 Menu key to return to the main page. 0 2 12 65 21

20 Exit key to exit from the programme. 0 0 0 100 0

21 Comment key to record a learner's comments. 5 6 32 38 19

22 Example key to see examples of an idea. 2 3 12 64 19

23 Key for moving forward or backward in a lesson. 0 2 3 75 20 24 Key for accessing the next lesson in a sequence. 4 5 14 47 30 Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree (4); Strongly Agree (5)

Table 3: Analysis on the Navigation of the Courseware

The data from Table 3 shows that the respondents agreed that the navigational assistance of the multimedia courseware was functional. The amount of navigational assistance needed depended on the size of the knowledge base; the usefulness of the aids that were already part of the authoring software, and the types of links the software allowed. Students who navigated in hypermedia courseware enjoyed convenience and flexibility but different navigation patterns might be attributable to different courseware structures. It could be interpreted that this courseware was lacked of glossary, summary and the students‟

comment key.

It could be seen from Table 3 that the navigation was extremely helpful when learning this courseware. 100% of the students agreed that “answer key is to answer a question” and

“exit key to exit from the programme”. It was easy to understand why they chose that, because they often used these keys during learning and doing exercises. 64% agreed that

“example key to see examples of an idea” while 75% agreed that “key for moving forward

or backward in a lesson”. Three items, 16, 17, 21, received high “undecided” evaluations because they wondered whether these keys existed or not. However, there was no need for concern because these items also had 34%, 32% and 38% of the students agreeing with them, this indicated that these keys were appropriate and favourable to them. Good navigation items enabled students to succeed in the process of learning and thus, from the findings of the students' evaluation, the navigation items could bring about changes in the students, especially their determination to succeed in the learning of Business Communications.

3.4. Results of the Feedback in “Functioning in Business” courseware

No Item Questions 1 2 3 4 5

% % % % % 25 This courseware provides feedback immediately after a

response.

7 12 4 65 12 26 The placement of feedback is varied according to the level of

objectives.

4 10 60 23 3 27 This courseware provides feedback to verify the correctness

of a response.

4 9 55 28 4

28 Feedback is enough and consistent 11 13 8 44 24

29 Feedback is related to correct answer 2 10 6 62 20

30 Student‟ marks are recorded 22 16 7 40 15

31 The lecturer knows how I do in the quizzes 7 8 9 36 27

32 For incorrect responses, information is given to the student about how to correct their answers or hints to try again.

0 0 95 2 3

33 This courseware allows students to print out their feedback. 3 12 8 50 27 34 This courseware allows students to check their performance. 12 46 9 23 10 35 There are enough questions for students to practice 14 75 5 3 3 Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree (4); Strongly Agree (5)

Table 4. The analysis of the feedback of the “Functioning in Business” courseware Interestingly, 65% of the students agreed that this multimedia courseware provided feedback immediately after a response, and 50% of them found that enabling the correctness of a response was verified, thus allowing the students to check print out their performance. To some extent, however, they hoped that the courseware could provide them with a more in-depth feedback to answers. It was obvious that students needed more

guidance about how to correct their answers or hints on how to try again. This kind of feedback was not provided in the courseware. So, 95% of the students were not sure about their choice.

Elissavet, et al. (2003) stressed that simple answers such as right or wrong cannot provide any information about how learners should correct their performance. A more helpful form of extrinsic feedback would give the learner information about how to adapt and correct their performance; such feedback would include responses accompanied by explanations.

While the popular choice of items from 25 to 34 was “Agree”, item 35 was greatly evaluated as “Strongly disagree”. The items focused on statements about feedback being enough consistent, related to correct answers, whether the lecturer knew the students‟

marks and whether the marks were recorded. 46% of the students disagreed with item 35 which stated that there were enough questions for them to practise on. Although most students agreed that feedback was enough and consistent (44%), related to the correct answers (62%), recorded marks were given (40%) and that the lecturer knew how the students did in the quizzes (36%), the responses to item 34 strongly indicated that a large number of students wanted to be given more questions so that they could use them to improve their knowledge. Thus the feedback given appeared to be appropriately set and used but it was inadequate. To make the courseware a better supplementary tool, there should be additional questions for the students to use as practice. If not, lecturer should provide more guidance in face-to-face classes and online tutorials.

3.5. Results of the Screen Design in “Functioning in Business” courseware

From the responses by the students in table 5, one can see that, the presentation of information could captivate the attention of students and stimulate recall. Also, the colour of the text followed the principles of readability. The use of graphics supported meaningfully the text provided. It was also obvious that sound was a necessity in presenting information. Students also hoped that the presentation of information could be more captivating with the quality of the text, images, graphics and video being improved.

No Item Questions 1 2 3 4 5

% % % % % 36 Screens designed in a clear and understandable manner. 13 12 8 54 13 37 The presentation of information can captivate the attention of

students.

12 4 9 63 12 38 The presentation of information can stimulate recall. 11 18 28 28 15 39 The use of space is according to the principles of screen

design.

5 17 8 55 15 40 The design uses proper fonts in terms of style and size. 7 11 7 72 3 41 The use of text follows the principles of readability. 12 7 6 56 19 42 The colour of the text follows the principles of readability. 1 1 2 76 18 43 The number of colours in each screen is no more than six. 4 4 35 45 12 44 There is consistency in the functional use of colours. 14 14 23 51 13 45 The quality of the text, images, graphics and video is good. 2 25 12 58 3 46 Presented pictures are relevant to the information included in

the text.

4 5 15 62 14 47 The use of graphics meaningfully supports the text provided. 6 3 10 58 23

48 There is only one moving image. 10 5 12 62 11

49 The video enhances the presentation of information. 11 11 13 44 21 50 The sound is of good quality and enhances the presentation of

information.

7 15 20 44 14 51 The sound is an alternative means of presenting information

and not a necessity.

11 21 36 20 12 52 The integration of presentation means is well coordinated. 8 19 23 32 21 Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree (4); Strongly Agree (5)

Table 5: Analysis on the Screen Design of the Courseware

Moving images can effectively portray procedures in which motion is essential (Ornstein, 1995). The video should stimulate, motivate and inform the learner to act on given information (Beaudin et al. 2002). This is in line with the study of Elissavet, et al. (2003) on hypermedia courseware evaluation, that is, different screen elements should be used to present stimulating information that will motivate and assist the learners in retaining and recalling the information.

Table 5 shows that the students' reactions towards the colour and sound features provided in the courseware were favourable. Most of them found that screen design plays an important role in motivating them to study. 28% of the students agreed that the presentation of information could stimulate recall while another 28% were undecided about it. 14% of the students disagreed that there was consistency in the functional use of colours while another 14% strongly disagreed that was so. Perhaps different individuals had different views for colour thus making the evaluation well distributed. The highest number of students (62%) agreed with the item 46. 58% agreed that the quality of the text, images, graphics and video was good. However, 25% of the students had opposite idea because they complained about poor equipments. Although 36% could not decide whether

“the sound is an alternative means of presenting information and not a necessity”, this did not appear to have been an issue as 44% of the students agreed with item 50 which stated that the sound was of good quality and enhances the presentation of information. This could be because the students often listened to English almost of the learning time.

3.6. Results of the students’ Learning Evaluation.

Marchionini (1990) argued that the interactivity of hypermedia systems provides learners with access to vast amount of information in varied forms, control over the process of learning, and the potential for collaboration with the system and other people. He proposes a 'multi-faceted' approach to the evaluation of hypermedia based learning that addresses both the outcomes and the processes of learning. The learning process refers to the usability of a product and should be evaluated by observing and measuring the users‟

attitudes. Usability is usually associated with five parameters (Nielsen, 1990): (1) Easy to learn: Users can quickly get some work done with the system, (2) Efficient to use: Once the user has learnt the system, a high level of productivity is possible, (3) Easy to remember: The casual user is able to return to using the system after some period without having to learn everything all over, (4) Few errors: Users do not make many errors during the use of the system or if they do so they can easily recover them, and (5) Pleasant to use.

Users are subjectively satisfied by using the system.

No Item Questions 1 2 3 4 5

% % % % %

53 The courseware is easy to learn; the user can quickly get some work done with it

6 28 12 48 12 54 The courseware is efficient to use; once the user has learnt it,

a high level of productivity is possible

3 5 13 54 25 55 The courseware is easy to remember; the casual user is able

to return to using it after some period without having to learn everything all over

13 16 25 38 8

56 The structure of the courseware is comprehensive and the average performance learners can easily follow it

1 4 13 63 19 57 Learners do not make many errors during the use of the

courseware or if they do so they can easily recover them

7 10 14 57 12 58 Learners are subjectively satisfied by using the courseware 6 14 13 61 6 59 Learners find the courseware is suitable for the people with

self-consciousness.

5 9 8 14 65

60 After listening to the sentences in the courseware, learners can repeat it.

8 55 12 15 10

61 Learners find the courseware interesting 2 70 5 14 9

62 Learners find the role of teachers very important when using the courseware.

7 68 9 13 3

Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree (4); Strongly Agree (5) Table 6: The analysis on the students’ learning towards the courseware

It can be seen that most of students agreed with items from 53 to 62. However, the data presented in Table 6 revealed that most of the students accounting for 70% believed that the courseware didn‟t successfully provide students with interesting lessons because they felt quite bored when working with the computer a lot (item 61).To form the grooves in the brain language, learners had to repeat the sentences and paragraphs many times, therefore, they felt uninterested. The fact that 65% of the students expressed their strongly agree with the item 59. They supposed that this courseware was really good for the hardworking students because it improved their language skills a lot, especially listening and speaking.

However, the students, who were lazy, could not complete the learning progress.

As the researcher mentioned above, the scientific basis of DynED program is the Neuron Program Language, it tends to form language skills by repeating a certain action in a long time. So, the amount of the students could repeat the sentences in this courseware after

listening accounts for only 15%, whereas there were 55 students who could not do it. Even if some of them could recall the sentences, they showed that they could apply what they had learnt from other situations.

As regard to the role of teachers during the learning, about two third of them accounting for 68% had an opposing view. According to students, the teachers most of the time would act as a computer operator, who did nothing more than clicking and operating the teaching courseware. Moreover, when the role was reduced to that of a computer operator, the courseware seemed to be doing all the work. The teachers had to stand by the server computer and had students follow the instructions and then with the help of the support net software to control students‟ learning. Consequently, students did not have many chances to work with the teachers as well as their partners.

3.7. Results of the students’ Preferences toward the Use of a “Functioning in Business” Courseware Compared to Traditional Methods of Learning.

No Item Questions 1 2 3 4 5

% % % % % 63 I prefer to learn English with textbooks than via an

interactive multimedia courseware

3 4 23 56 14 64 I prefer to learn English with an interactive multimedia

courseware instead of using textbook

4 8 12 65 11 65 The courseware has more strength than the textbook 1 35 2 50 12 66 The activities provided in this interactive multimedia

courseware are more effective compared to classroom activities.

10 10 7 52 21

67 The courseware provided improves students 4 skills better than textbook.

2 9 15 45 34 68 I prefer to learn English using an interactive multimedia

courseware with a teacher acting as a facilitator.

10 19 9 35 17 69 I will suggest my friends to use an interactive multimedia

courseware in learning English instead of textbooks.

18 21 15 20 26 Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree (4); Strongly Agree (5) Table 7: Analysis On Students’ Preferences Towards the Use of “Functioning in Business”

Courseware Compared to Traditional Methods of Learning.

Results of the Interactivity in “Functioning in Business” Courseware

Presentation and Organization of the Content