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NAZLEEN BINTI ABDUL RABUA thesis submitted in fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Educational Technology)
Faculty of Education Universiti Teknologi Malaysia
To ALLAH the Almighty, who saw me through the challenging periods of this study and gave me the ability, strength and wisdom to complete this thesis. Words cannot express my debt of gratitude to ALLAH, who gave me the good health, knowledge, and strength to complete this thesis. I could not have made it without HIS grace and mercy. I would forever remain grateful.
Specially dedicated to my beloved Mother (Allahyarhamah Normah Noordin Merican)
I really love and miss you. AL-FATIHAH
ACKNOWLEDGEMENT
I owe a debt of gratitude to many people whose help has been crucial to my success in completing this thesis. First of all, I would like to thank my supervisor, Professor Dr. Baharuddin Aris for his continuous support and encouragement. I have been privileged to have the direction and guidance of two excellent women, with a beautiful heart and loving soul, my co-supervisor Professor Dr. Zaidatun Tasir and also Dr Akbariah Mohd Mahdzir. I am very grateful for everything I have learned from both of you.
My thanks are also due to the Universiti Sains Malaysia (USM) and the Ministry of Higher Learning of Malaysia (MOHE) who provided the PhD scholarship, including particularly to the Director of the Centre for Instructional Technology and Multimedia (USM), Professor Dr. Merza Abbas, Assoc. Professor Dr. Irfan Naufal Umar and Assoc. Professor Dr. Mona Masood for their strong support during the study.
A special thanks to my father, Abdul Rabu Ismail, for his love, generosity and emotional support which has been invaluable in helping me to focus on my academic pursuits. To my brothers (Abdul Rizal and Mohd Razif), my sister-in-law (Lydiayanti), my aunties (Norsiah and Zahani), and all other family members who prayed for me, ‘thank you very much’.
My heartfelt appreciation goes out to all my dear best friends (Haniza Hussin, Nadia Jefri, Siti Sarah Herman, Nurul Halimatul Asmak Ismail, Suziana Mat Yasin, and Norfadzila Aziz). To Muhammad Fahmi Ngah and Allahyarham Saeed Mohamad Mohamud Abdalla, this is for both of you. Thank you for your words of encouragement and prayer support as well as being always ‘there’ for me. Finally, I would like to extend my gratitude to all my fellow Faculty of Education (Educational Technology) UTM friends (Dr Norazlina Ahmad, Dr Nurul Farhana, Dr Norhasyimah Hamzah, Dr ‘to be’ Siti Khadijah, Dr ‘to be’ Mariah Lambak, Dr Nurbiha A. Shukor, and Dr Noor Dayana Abdul Halim) who have been a source of inspiration and sharing. Heartfelt thanks go to all of you. May ALLAH Azza Wa Jalla bless each and every individual mentioned here with HIS warmth and care, Aameen.
ABSTRACT
This study aims to investigate the influence of four types of instructor scaffolding (i.e. Technical, Content, Procedural, and Metacognitive) via an asynchronous online discussion forum on students’ (i) Critical Thinking Engagement (CTE), (ii) Cognitive Performance Test (CPT), and (iii) General Critical Thinking (GCT) test. Students’ perceptions of the intensity of instructor scaffolding as well as their own critical thinking engagement performance conducted during the discussion activities within the conversion of explicit and tacit knowledge processes were also studied. This study employs a mixed methods approach, utilizing the pre-experimental, one-group pre-test post-test design with the concurrent triangulation of quantitative and qualitative data that facilitate the comparison and corroboration of results. A sample of 56 final year undergraduate students selected via random cluster sampling from the Faculty of Education and enrolled in the CD-ROM-based Multimedia Development course were the subjects of the study. The dominant type of instructor scaffolding offered was the Metacognitive scaffolding, both at individual and group levels. The findings of this study show that students’ higher levels of critical thinking processes could be influenced by instructor scaffolding, with Metacognitive scaffolding having the most impact on students’ CTE while Content scaffolding had the most impact on students’ CPT, although it was not effective in improving students’ GCT. It was also found that Metacognitive scaffolding benefited the high-ability students while Content scaffolding as well as indirect instructor scaffolding benefited the low-ability students. These high-ability students were also likely to improve their CPT and GCT. Students’ perceptions of the influence and benefits of instructor scaffolding on their critical thinking skills were positive, thus suggesting the types of instructor scaffolding influenced the intensity of the explicit and tacit knowledge conversion processes. When considering the students’ individual different needs, closer investigation through the construction of three decision or prediction pathway models revealed the six most important instructor scaffolding sub-type predictors that could enhance the students’ performance in three critical thinking measures: CTE, CPT, and GCT. The findings of this research have implications on online instructors, online course designers and educational technology practice.
ABSTRAK
Kajian ini bertujuan untuk menyiasat pengaruh empat jenis bimbingan oleh pensyarah iaitu (Teknikal, Kandungan, Prosedural, dan Metakognitif) melalui forum perbincangan dalam talian terhadap (i) Penglibatan Pemikiran Kritis (CTE), (ii) Ujian Prestasi Kognitif (CPT), dan (iii) ujian Pemikiran Kritis Umum (GCT) pelajar. Persepsi pelajar terhadap intensiti bimbingan pensyarah serta prestasi penglibatan pemikiran kritis mereka sendiri dalam aktiviti perbincangan yang melibatkan proses penukaran pengetahuan tersurat dan tersirat juga dikaji. Kajian ini menggunakan pendekatan kaedah campuran, melibatkan reka bentuk pra-eksperimen, satu kumpulan ujian-pra dan ujian-pasca dengan triangulasi serentak data kuantitatif dan kualitatif bagi memudahkan perbandingan dan sokongan yang menguatkan keputusan kajian. Sampel terdiri daripada 56 orang pelajar tahun akhir ijazah sarjana muda, yang dipilih melalui persampelan rawak kelompok daripada Fakulti Pendidikan, yang mendaftar dalam kursus Pembangunan Multimedia berasaskan CD-ROM merupakan subjek kajian ini. Jenis bimbingan pensyarah yang dominan diberikan adalah bimbingan Metakognitif di peringkat individu dan kumpulan. Hasil kajian ini menunjukkan bahawa proses pemikiran kritis peringkat tinggi pelajar dapat dipengaruhi oleh bimbingan pensyarah, dengan bimbingan jenis Metakognitif paling berkesan ke atas pelajar CTE pelajar, manakala bimbingan jenis Kandungan paling berkesan dipindahkan ke atas CPT pelajar walaupun tidak berkesan dalam meningkatkan prestasi GCT pelajar. Dapatan juga mendapati bahawa bimbingan Metakognitif memanfaatkan pelajar berkeupayaan tinggi manakala bimbingan Kandungan dan juga bimbingan pensyarah secara tidak langsung memanfaatkan pelajar berkeupayaan rendah. Para pelajar berkeupayaan tinggi juga lebih berpotensi meningkatkan CPT dan GCT mereka. Persepsi pelajar terhadap pengaruh dan manfaat bimbingan pensyarah terhadap kemahiran pemikiran kritis mereka adalah positif, sekali gus mencadangkan bahawa jenis bimbingan yang diberi oleh pensyarah mempengaruhi intensiti proses penukaran pengetahuan tersurat dan tersirat. Apabila mempertimbangkan keperluan individu pelajar yang berbeza, kajian lebih mendalam melalui tiga model keputusan atau ramalan laluan yang dibangunkan mendedahkan enam peramal sub-jenis bimbingan pensyarah yang boleh meningkatkan prestasi pelajar dalam tiga pengukuran pemikiran kritis: CTE, CPT dan GCT. Hasil kajian ini mempunyai implikasi kepada pensyarah dalam talian, pereka bentuk kursus dalam talian dan praktis dalam teknologi pendidikan.
