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Thursday, May 16, 2019

Tajuk 1218 : Aisey.. camner nak tulis limitation of study (LoS) ?


1. Tujuan menulis LoS utk pembaca faham dalam situasi (condiditon) apa dapatan kajian dikupas / interpret. Kalau kajian anda tentang STEM Education tetapi melibatkan guru sains sahaja, maka dapatan kajian adalah dibataskan dgn guru sains, bukan guru maths atau guru2 lain. Ini akan menjadikan dapatan kajian anda lebih ‘strong’ dalam konteks sample kajian anda.

2. Ini contoh kajian aku sendiri… kalau nak bacaklah.. nak cnp pun boleh…


The study was conducted under strict controlled conditions, however, the limited number of subjects used in this study does not represent the whole population of pre-university or matriculation students in Malaysia. Therefore, the findings are unique to that particular matriculation college and are confined within the context in which the study was carried out.
It is assumed that the subjects involved in the study are intellectually mature enough to comprehend the concepts being taught. It is worth mentioning that the interviewees gave their full cooperation during the study. In addition, the content covered in this study is limited to the fundamentals of electrochemistry, including:
1. Oxidation and reduction.
2. Oxidation agent and reduction agent.
3. Electrolytes.
4. Electrochemical series.
5. Electrolytic cells.
6. Factors affecting electrolysis of aqueous solution.
7. Galvanic cells.

It is also assumed that the subjects involved in the study are intellectually prepared to answer the pre-test and post-test in English because the Matriculation centre uses English as the medium of instruction and in examination questions. The actual interviews were conducted in the Malay language because it was believed using their first language would give a deeper insight into their conceptual understanding. Furthermore, having students respond to interview questions in their native language will create a more informal and non-threatening situation and is likely to elicit richer dialogue.

The total of 200 minutes in four 50-minutes lessons allocated was not sufficient to integrate all concepts in the lessons plans if conducted as normal classroom instructions. For the study, prepared transparencies or animations as well as handouts were given to the students so that they could concentrate on the teacher’s explanation to gain a deeper understanding of the whole concepts. It should not be a problem because the subjects involved in the study had gone through the topic of electrochemistry when they were in secondary school.

Finally, this study does not examine all the possible methods of effecting conceptual change discussed in the literature, but focuses on students’ conceptual change aided by computer animation and collective discussion strategies.

OT


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