The development and testing of educational game in problem based learning in learning mathemathics. (PBLMath).
UNIVERSITI TEKNIKAL MALAYSIA MELAKA
Faculty of Information and Communication Technology
THE DEVELOPMENT AND TESTING OF EDUCATIONAL GAME
IN PROBLEM BASED LEARNING IN LEARNING MATHEMATICS.
(PBLMath)
Zareena Binti Rosli
Master of Science in Information and Communication
Technology
2014
© Universiti Teknikal Malaysia Melaka
THE DEVELOPMENT AND TESTING OF USING EDUCATIONAL GAME IN
PROBLEM BASED LEARNING IN LEARNING MATHEMATICS. (PBLMath)
ZAREENA BINTI ROSLI
A thesis submitted
in fulfilment of the requirements for the degree of
Master of Science in Information and Communication Technology
Faculty of Information and Communication Technology
UNIVERSITI TEKl'\l"IKAL M ALA YSIA ME LA KA
2014
© Universiti Teknikal Malaysia Melaka
DECLARATION
l declare that this thesis ｾｮｴｩｬ･ｳ＠
"The Development and Testing of Educational Game in Problem
"Based Leaming. in Leaming Mathematics (PBLMath)" is the result" my own research except as
cited in the references. This thesis has not been accepted for any degree and is not concurrently
submitted in candidature of any other degree.
Signature
Name
. ZAREENA BINTI ROSLI
Date
© Universiti Teknikal Malaysia Melaka
APPROVAL
I hereby deelare that I have ｲ･ｾ､＠
this thesis and in my opinion this the.s is is sufficient in _terms o.f_
scope and quality for the award of Master of Science in Information and Communication
Technology_
Signature
Supervisor Name
. ASSOC. PROF. DR. FAAIZAH BINTI SHAHBODfN
Date
© Universiti Teknikal Malaysia Melaka
DEDICATION
To my beloved family,
Rosli hin Md Dali, Musanif bin Miswandi, Farhan, Fahrni and Faris
For my supervisors,
Assoc Prof Dr. Faaizah Shahbodin and co-supervisor Dr. Gede Pramudya Anantha
(UTeM)
Lastly to my beloved friends who are encouraged, guided and inspired me. Without their
patience, understanding, support and most love, the completion of this work would not have been
possible. Special thanks also to all who contributed to complete row of this thesis.
© Universiti Teknikal Malaysia Melaka
ABSTRACT
·Problem Based learning {PBL) is inc.reasingly used in many. discplines: PBL can be
ddined as ·a .pedagogocal strategy ·for posing significance, contextualized, real world
situations, providing.. resources, guidance, instruction to learners· as they develop content
knowledge and problem soiving skills. This research on Problem Based Leaming focused · on the testing of educational game in Problem Based Leaming on Mathematic learning.
The objectives of this research is ( l) to evaluate the effectiveness of using game in PBL in
term of developing problem solving skills and (2) to evaluate the effectiveness of using
PBL in term of students' achievement. The course entitled Engineering Mathematics 2
which covers the Related Rates topic constitutes a compulsary for students in Engineering
programmes. Phase one is Analysis which includes literature survey and collection of
preliminary analysis data. Second Phase is Designing and Development which adopt
ADDIE model as a basis for multimedia development. The last phase is Testing and
Evaluation. A total of 53 students involved in this research that are in first year of study
from one of Polytechnic in Malaysia The respondent were divided into two groups namely
control group and experiment group. Both groups were given a set of pre-test. Three
phases involved in this research methodology. There are five research instruments gathered
to evaluate the project which are prototype of PBLMath, problem solving sheet, problem
solving rubrics, pre-test and post-test questions. The prototype called PBLMath is
developed to support the effectiveness of teaching and learning. A t-test was conducted to
analysed independent variables by PBL and non PBL treatment while students' problem
solving skills and students' achievement are dependent variables. Finding of this study
revealed that the students who use game are more competent in (i) identifying diagram and
sketches (M=3.88, SD=0.34), (ii) knowing how to use mathematical tenninology and
notation correctly (M=3.69, SD=0.47) and (iii) connecting logical connections between
facts and concepts in mathematics (M=3.63, SD=0.50). Lastly this study has showed that
the use of PBL is significantly related to improve students' achievement with the average
score of PB LMath group was 73.57 (SD= l5 .27) compared to non PBLMath group.
I
© Universiti Teknikal Malaysia Melaka
ABSTRAK
Pembelajaran Berasaskan Masalah (PBL) semakin digunakan dafarn pelbagai displin_..
PBL bolefl ditakrifkan sebagai satu strategi pedagogi bercirikan adanya permasafahan
n.yata sebagai konteks pembelajaran, model yang menye"rupai keadaan dunia sebenar,
menyediakan panduan, arahan dan sumber kepada pelajar agar mereka dapal
mernbangunkan pengetahuan dan berkemahiran dalam penyelesaian masalah. Kajian ini
memberi tumpuan kepada ujian permainan pendidikan dalam Pembelajaran Berasaskan
Masalah dalam pembelajaran matematik. Objektif kajian ini ialah (1) untuk menilai
keberkesanan pengunaan permainan p endidikan dalam PBL dalam meningkatkan
kemahiran kemahiran penyelesaian masafah dan (2) menilai keberkesanan menggunakan
PBL dari segi pencapaian pelajar. Kajian ini menjurus kepada kursus Matematik
Kejuruteraan 2 yang merangkumi topik "Related Rates". Ia merupakan kursus wajib bagi
pelajar program kejuruteraan. Tiga jasa terlibat dafam metodologi kajian ini. Fasa satu
adafah anafisis yang merangkumi kajian literature dan pengumpufan data analisis awal.
Fasa kedua adafah merekabentuk dan pemban.gunan. perisian kursus yang menguna pakai
model ADDIE sebagai asas bagi pembangunan multimedia. Fasa yang terakhir iafah ialah
pen.gujian dan penilaian. Seramai 53 orang pelajar yang terlibat dalam kajian ini
merupakan pelajar tahun pertama pengajian dari salah satu politeknik di Malaysia.
Responden ini dibahagi kepada dua kumpufan iaitu kumpufan kawafan dan kumpufan
eksperimen. Kedua-dua kumpulan diberi satu set 11jian pra. Terdapat Lima instrument
kajian digunakan untuk menilai projek iaitu prototaip PBLMath, kertas jawapan
penyefesaian masalah, rubrik pen.yefesaian masafah, soalan ujian pra dan ujian pos.
Prototaip yang dipanggil PBLMath dibangunkan untuk menyokong keberkesanan
pengunaan PBL dafam pengajaran dan pembelajaran. Ujian-T dijalankan bagi tujuan
analisa dengan pembofehubah bebasnya adafah kumpulan PBL dan bebas PBL manakafa
kemahiran penyefesian masalah dan pencapaian pelajar adafah pembolehubah bersandar.
Dapatan kajian ini menunjukkan bahawa pelajar yang menggunakan permainan adalalz
Lebih kompeten dalam (i) mengenalpasti rajah dan lakaran(M=3.88, SD=0.34), (ii)
mengetahui bagaimana untuk menggunakan istifah matematik dan notasi dengan betu! dan
(M=3.69, SD=0.47), (iii) mengaitkan hubungan logic antara fakta dan. lwnsep dalam
matematik(M=3.63, SD=0.50). Akhir sekali kajian ini telah menunjukkan bahavi:a
penggunaan PBL adalah signifikan dengan meningkatkan pencapaian pelajar dengan skor
purata kumpulan PBLMath. adalah 73.57 (SP = 15. 27) berbanding dengan kumpulan
tanpa PBLMath.
11
© Universiti Teknikal Malaysia Melaka
ACKNOWLEDGEMENTS
. It would not have been possible to write this. master thesis without the help and support of
the kind people around ﾷ ｭ ﾷｾＬ＠
to only soine of whom it ｩｾ＠ possible to give particular mention
ｊ｟ｩｭ･ｳ
here. Above all, I would like to thank my family for their support and great patience at all
Ｎ ｟ｊ
ｨｩｳ
｟ ｴｾｳｩ
｟ ｷ｟ｑｬｊ､ｾｯｴ＠
haYe_been poS£ible-without-the -hdp;-support and -patience
or
my principal supervisor, Assoc Prof Dr. Faaizah Shahbodin. I am also very thankful to my
co-supervisor Dr Gede Pramudya Anantha for his guidance and advice. Without their
continued support and interest, this thesis would not have been same as presented here.
I am also thanked to Universiti Teknikal Malaysia Melaka (UTeM) for their assistance in
supplying relevant literatures. This research is also funded under the short grant provided
by Centre Research and Innovation Management (CRIM), UTeM.
My fellow postgraduate's colleagues should also be recognizing for their supports and
assistance at various occasions. Their views and tips are useful indeed. Lastly, I extend my
regards and blessings to all of those who supported me in all respects during the
completion of the project.
111
© Universiti Teknikal Malaysia Melaka
TABLE OF CONTENTS
PAGE
DECLARATION
APPROVAL
DEDICATION
ABSTRACT
ABSTR.AK
ACKNOWLEDGEMENT
TABLE" OF CONTENT
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
LIST OF ABREVIATIONS
LIST OF PUBLICATIONS
11
iii
iv
vii
ix
x
xi
xii
CHAPTER
1.
INTRODUCTION
l .l
Introduction
1.2
Background of Study
Problem Statement
l .3
1.4
Objectives of Study
1.5
Hypothesis
Scope of Study
1.6
I. 7
Rationale of Study
l.8
Research Framework
l .9
Importance of Study
l. l 0 Operational Definitions
1.1 1
Summary
1
l
3
6
6
7
8
8
9
11
l1
12
2.
LITERATURE REVIEW
2. l
Introduction
2.2
Learning Styles and Motivation
2.3
Problem Solving skills in mathematics
2. 4
Problem Based Learning (PBL) Metho fc, · ｾ ﾷ＠ athem tic.; L arning
2.5
Educational Game and PBL in Mathematics Learning
2.5.1 Types of Educational Games
2.5 .2 Emerging Educational Game in PB L
14
14
16
17
22
27
27
3l
3.
MATE RIAL AND METHODS
3.1
Introduction
3.2
Research Method and Design
3.3
Research Design
3.3.1
Quasi Experimental Design
34
34
34
38
39
IV
© Universiti Teknikal Malaysia Melaka
3.4
3.5
3.6
3.7
. 3.8
3.9
3.10
4.
5.
PBLMath Development
3.4. l
Analysis
3.4.2
Design
3 .4.3
Development
3.4.4
Implementation
3.4.5
Evaluation
Dependent Variable
Testing Procedure
Sampling
3 .6.1
3.6.2
Instrument
3.6.3
Testing
Data Collection
3.7.1 · Cronbach's Aipha
Data Analysis
Problem Solving Rubric in Mathematics
Summary
40
40
45
49
56
59
60
61
61
62
63
64
6.5
67
. 67
68
RESULTS
4.1
Introduction
To measure the effectiveness of using game in terms of students'
4.2
problem solving in mathematics learning
4.2.1 Methodology
4.2.2 Q 1: Is there any significant difference in problem solving
ability between PBLMathGame group and the non
PBLMathGame group?
4.2.3 Ho l: There 1s no significant difference between the
PBLMathGame group and the non PBLMathGame group in
their problem solving ability.
4.3
To measure the effectiveness of using PBL in mathematics learning
based on academic achievement
4.3. l Methodology
4.3.2 Q2: Is there any significant difference in terms of student
achievement between the PBLMath and the non PBLMath
group?
4.3.3 H0 2: There is no significant difference in terms of student
performance between the PBLMath and the non PBLMath
group.
4.4
Summary
69
69
70
DISCUSSIONS
5.1
Introduction
5.2
Research Findings
5.3
Contribution
5 .4
Implication
5.5
Limitation
5.6
Sumrnary
84
70
71
73
75
76
76
82
83
84
84
89
90
90
91
v
© Universiti Teknikal Malaysia Melaka
6.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS FOR
FUTURE STUDIES
6.1
Introd-uction
6.2
Conclusions
6.3
Recommendations For Future Work
92
92
92
93
95
REFERENCES
APPENDICES
107
Vt
© Universiti Teknikal Malaysia Melaka
LIST OF TABLES
TABLE
I. I
1.2
1.3
2. I
2.2
2.3
2.4
2.5
3. I
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3. 12
3.13
3.14
3.15
4.1
4.2
TlTLE
Key Performance Indicator for BA20 I Course from December 2010
to December 2011
Students' Achievement in Question on Related Rates
Operational Definitions
Description and Classification of Steps in Solving Related Rates
Problems
Problem Solving Steps for Related Rate Problem
The Impact of Problem Based Leaming on Students' Achievement
Game Types
Benefits of using games in learning
Project Requirements in PBLMath
Hardware Requirement
Software Requirement
Functional Requirements
Non-functional Requirements
List of fonts
Test Cases for Subject Matter Ex.pert
Test Cases for PBL Expert
Test Cases for User
onnality Test for Data Distribution
C ronbach ' s Alpha reliability coefficient
Reliability Statistics for PBLMath user questionnaire
Reliability Statistics for Subject Matter Expert questionnaire
Reliability Statistics for PBL Expert questionnaire
Data Analysis Design
Problem Solving rubrics for related rates problem
Problem solving sores between PBLMathGame group and non
PBLMathGame group
Vll
© Universiti Teknikal Malaysia Melaka
PAGE
5
5
12
19
21
26
28
29
42
43
44
45
45
56
59
59
60
62
65
66
66
66
67
71
72
TABLE
4.3
4.4
4.5
4.6
4.7
4.8
4.9
TITLE
Mean scores for problem solving scores between PBLMathGame
group and non PBLMathGame group
T-test result for problem solving skills
Pre and Post-test results for PBLMath group ·
Pre and Post-test results for Non-PBLMath group
Mean scores for post-test
Marks Distribution for PBLMath and Non-PBLMath groups
Pre and Post Test Result
V lll
© Universiti Teknikal Malaysia Melaka
PAGE
73
75
78
79
80
81
83
LIST OF FIGURES
FIGURE
TITLE
PAGE
9
10
35
37
3.3
3.4
Research Framework
Conceptual Framework
Research Methodology
Testing Procedures for the experimental group and the control
group
PBLMath Model
Storyboard Design for Main Menu of the application
3.5
Navigation design in PBLMath
48
3.6
3.7
3.8
3.9
3. 10
3. 11
3.12
3.13
3.14
3.15
3. 16
3. 17
3.18
3. J 9
4.1
4.2
4.3
4.4
5. l
PBLMath Main Interface
Problem Scenario Interface
Lecture Module Interface
Lecture Module Content Interface
Problem Solving Interface
POLY A' s Problem Solving Table Interface
Analysis of Problem Sheet
Learning Resources Interface
PBLMathGame Interface
PBLMathGame Question
Assessment Module
Production of Texts
Productions of Graphics
T esting Procedure
Testing Model for Research Question l
Testing Model for Research Question 2
Frequency histogram for the PBLMath
Frequency histogram for the non PBLMath
Game flow
49
50
50
51
51
52
53
54
54
55
1.1
1.2
3. l
3.2
lX
© Universiti Teknikal Malaysia Melaka
41
47
55
58
58
64
70
77
81
82
87
LIST OF APPENDICES
APPENDIX ·
A
TITLE
. Preliminary Results
PAGE
107
B
Preliminary Questionnaires
108
c
Pre and Post Test Question
l)O
D
Problem Solving Rubric
llI
E
Checklist for PBLMath User
11 2
F
Checklist for Subject Matter Expert
11 3
G
Checklist for PBL Expert
11 4
H
Samples of Students' Answer Sheet
115
x
© Universiti Teknikal Malaysia Melaka
LIST OF ABREVIATIONS
ADDIE
· Analysis, Design, Development, lmpleinentation & ·
· Evaluation
CRIM
Centre Research & Innovation Management
JMSK
Jabatan Matematik Sains dan Komputer
NCTM
National of Council of Teachers of Mathematics
PBL
Problem Based Learning
PMM
Politeknik Merlimau Melaka
SPSS
Statistical Package for Social Science
TIMSS
Trends in International Mathematics and Science Study
UTeM
Universiti Teknikal Malaysia Melaka
Xl
© Universiti Teknikal Malaysia Melaka
LIST OF PUBLICATIONS
Zareena R, Faaiz.a h S., Kam.aruzaman Jusoff, Linda Khoo Mei Sui. (20.13). "Hybrid
Problem Based Leaming Games for Effective Mathematics Leaming". Australian
· Jc:)Umal of Basic and Applied Sciences, Vol, 7(3): 5-9 . .
Zareena R, Faaizah S. (2013)."The use of PBLMathGame as a problem based learning
tool". The 4th International Research Symposium on Problem Based Leaming
(IRSPBL) 2013. On 2"
Faculty of Information and Communication Technology
THE DEVELOPMENT AND TESTING OF EDUCATIONAL GAME
IN PROBLEM BASED LEARNING IN LEARNING MATHEMATICS.
(PBLMath)
Zareena Binti Rosli
Master of Science in Information and Communication
Technology
2014
© Universiti Teknikal Malaysia Melaka
THE DEVELOPMENT AND TESTING OF USING EDUCATIONAL GAME IN
PROBLEM BASED LEARNING IN LEARNING MATHEMATICS. (PBLMath)
ZAREENA BINTI ROSLI
A thesis submitted
in fulfilment of the requirements for the degree of
Master of Science in Information and Communication Technology
Faculty of Information and Communication Technology
UNIVERSITI TEKl'\l"IKAL M ALA YSIA ME LA KA
2014
© Universiti Teknikal Malaysia Melaka
DECLARATION
l declare that this thesis ｾｮｴｩｬ･ｳ＠
"The Development and Testing of Educational Game in Problem
"Based Leaming. in Leaming Mathematics (PBLMath)" is the result" my own research except as
cited in the references. This thesis has not been accepted for any degree and is not concurrently
submitted in candidature of any other degree.
Signature
Name
. ZAREENA BINTI ROSLI
Date
© Universiti Teknikal Malaysia Melaka
APPROVAL
I hereby deelare that I have ｲ･ｾ､＠
this thesis and in my opinion this the.s is is sufficient in _terms o.f_
scope and quality for the award of Master of Science in Information and Communication
Technology_
Signature
Supervisor Name
. ASSOC. PROF. DR. FAAIZAH BINTI SHAHBODfN
Date
© Universiti Teknikal Malaysia Melaka
DEDICATION
To my beloved family,
Rosli hin Md Dali, Musanif bin Miswandi, Farhan, Fahrni and Faris
For my supervisors,
Assoc Prof Dr. Faaizah Shahbodin and co-supervisor Dr. Gede Pramudya Anantha
(UTeM)
Lastly to my beloved friends who are encouraged, guided and inspired me. Without their
patience, understanding, support and most love, the completion of this work would not have been
possible. Special thanks also to all who contributed to complete row of this thesis.
© Universiti Teknikal Malaysia Melaka
ABSTRACT
·Problem Based learning {PBL) is inc.reasingly used in many. discplines: PBL can be
ddined as ·a .pedagogocal strategy ·for posing significance, contextualized, real world
situations, providing.. resources, guidance, instruction to learners· as they develop content
knowledge and problem soiving skills. This research on Problem Based Leaming focused · on the testing of educational game in Problem Based Leaming on Mathematic learning.
The objectives of this research is ( l) to evaluate the effectiveness of using game in PBL in
term of developing problem solving skills and (2) to evaluate the effectiveness of using
PBL in term of students' achievement. The course entitled Engineering Mathematics 2
which covers the Related Rates topic constitutes a compulsary for students in Engineering
programmes. Phase one is Analysis which includes literature survey and collection of
preliminary analysis data. Second Phase is Designing and Development which adopt
ADDIE model as a basis for multimedia development. The last phase is Testing and
Evaluation. A total of 53 students involved in this research that are in first year of study
from one of Polytechnic in Malaysia The respondent were divided into two groups namely
control group and experiment group. Both groups were given a set of pre-test. Three
phases involved in this research methodology. There are five research instruments gathered
to evaluate the project which are prototype of PBLMath, problem solving sheet, problem
solving rubrics, pre-test and post-test questions. The prototype called PBLMath is
developed to support the effectiveness of teaching and learning. A t-test was conducted to
analysed independent variables by PBL and non PBL treatment while students' problem
solving skills and students' achievement are dependent variables. Finding of this study
revealed that the students who use game are more competent in (i) identifying diagram and
sketches (M=3.88, SD=0.34), (ii) knowing how to use mathematical tenninology and
notation correctly (M=3.69, SD=0.47) and (iii) connecting logical connections between
facts and concepts in mathematics (M=3.63, SD=0.50). Lastly this study has showed that
the use of PBL is significantly related to improve students' achievement with the average
score of PB LMath group was 73.57 (SD= l5 .27) compared to non PBLMath group.
I
© Universiti Teknikal Malaysia Melaka
ABSTRAK
Pembelajaran Berasaskan Masalah (PBL) semakin digunakan dafarn pelbagai displin_..
PBL bolefl ditakrifkan sebagai satu strategi pedagogi bercirikan adanya permasafahan
n.yata sebagai konteks pembelajaran, model yang menye"rupai keadaan dunia sebenar,
menyediakan panduan, arahan dan sumber kepada pelajar agar mereka dapal
mernbangunkan pengetahuan dan berkemahiran dalam penyelesaian masalah. Kajian ini
memberi tumpuan kepada ujian permainan pendidikan dalam Pembelajaran Berasaskan
Masalah dalam pembelajaran matematik. Objektif kajian ini ialah (1) untuk menilai
keberkesanan pengunaan permainan p endidikan dalam PBL dalam meningkatkan
kemahiran kemahiran penyelesaian masafah dan (2) menilai keberkesanan menggunakan
PBL dari segi pencapaian pelajar. Kajian ini menjurus kepada kursus Matematik
Kejuruteraan 2 yang merangkumi topik "Related Rates". Ia merupakan kursus wajib bagi
pelajar program kejuruteraan. Tiga jasa terlibat dafam metodologi kajian ini. Fasa satu
adafah anafisis yang merangkumi kajian literature dan pengumpufan data analisis awal.
Fasa kedua adafah merekabentuk dan pemban.gunan. perisian kursus yang menguna pakai
model ADDIE sebagai asas bagi pembangunan multimedia. Fasa yang terakhir iafah ialah
pen.gujian dan penilaian. Seramai 53 orang pelajar yang terlibat dalam kajian ini
merupakan pelajar tahun pertama pengajian dari salah satu politeknik di Malaysia.
Responden ini dibahagi kepada dua kumpufan iaitu kumpufan kawafan dan kumpufan
eksperimen. Kedua-dua kumpulan diberi satu set 11jian pra. Terdapat Lima instrument
kajian digunakan untuk menilai projek iaitu prototaip PBLMath, kertas jawapan
penyefesaian masalah, rubrik pen.yefesaian masafah, soalan ujian pra dan ujian pos.
Prototaip yang dipanggil PBLMath dibangunkan untuk menyokong keberkesanan
pengunaan PBL dafam pengajaran dan pembelajaran. Ujian-T dijalankan bagi tujuan
analisa dengan pembofehubah bebasnya adafah kumpulan PBL dan bebas PBL manakafa
kemahiran penyefesian masalah dan pencapaian pelajar adafah pembolehubah bersandar.
Dapatan kajian ini menunjukkan bahawa pelajar yang menggunakan permainan adalalz
Lebih kompeten dalam (i) mengenalpasti rajah dan lakaran(M=3.88, SD=0.34), (ii)
mengetahui bagaimana untuk menggunakan istifah matematik dan notasi dengan betu! dan
(M=3.69, SD=0.47), (iii) mengaitkan hubungan logic antara fakta dan. lwnsep dalam
matematik(M=3.63, SD=0.50). Akhir sekali kajian ini telah menunjukkan bahavi:a
penggunaan PBL adalah signifikan dengan meningkatkan pencapaian pelajar dengan skor
purata kumpulan PBLMath. adalah 73.57 (SP = 15. 27) berbanding dengan kumpulan
tanpa PBLMath.
11
© Universiti Teknikal Malaysia Melaka
ACKNOWLEDGEMENTS
. It would not have been possible to write this. master thesis without the help and support of
the kind people around ﾷ ｭ ﾷｾＬ＠
to only soine of whom it ｩｾ＠ possible to give particular mention
ｊ｟ｩｭ･ｳ
here. Above all, I would like to thank my family for their support and great patience at all
Ｎ ｟ｊ
ｨｩｳ
｟ ｴｾｳｩ
｟ ｷ｟ｑｬｊ､ｾｯｴ＠
haYe_been poS£ible-without-the -hdp;-support and -patience
or
my principal supervisor, Assoc Prof Dr. Faaizah Shahbodin. I am also very thankful to my
co-supervisor Dr Gede Pramudya Anantha for his guidance and advice. Without their
continued support and interest, this thesis would not have been same as presented here.
I am also thanked to Universiti Teknikal Malaysia Melaka (UTeM) for their assistance in
supplying relevant literatures. This research is also funded under the short grant provided
by Centre Research and Innovation Management (CRIM), UTeM.
My fellow postgraduate's colleagues should also be recognizing for their supports and
assistance at various occasions. Their views and tips are useful indeed. Lastly, I extend my
regards and blessings to all of those who supported me in all respects during the
completion of the project.
111
© Universiti Teknikal Malaysia Melaka
TABLE OF CONTENTS
PAGE
DECLARATION
APPROVAL
DEDICATION
ABSTRACT
ABSTR.AK
ACKNOWLEDGEMENT
TABLE" OF CONTENT
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
LIST OF ABREVIATIONS
LIST OF PUBLICATIONS
11
iii
iv
vii
ix
x
xi
xii
CHAPTER
1.
INTRODUCTION
l .l
Introduction
1.2
Background of Study
Problem Statement
l .3
1.4
Objectives of Study
1.5
Hypothesis
Scope of Study
1.6
I. 7
Rationale of Study
l.8
Research Framework
l .9
Importance of Study
l. l 0 Operational Definitions
1.1 1
Summary
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2.
LITERATURE REVIEW
2. l
Introduction
2.2
Learning Styles and Motivation
2.3
Problem Solving skills in mathematics
2. 4
Problem Based Learning (PBL) Metho fc, · ｾ ﾷ＠ athem tic.; L arning
2.5
Educational Game and PBL in Mathematics Learning
2.5.1 Types of Educational Games
2.5 .2 Emerging Educational Game in PB L
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3.
MATE RIAL AND METHODS
3.1
Introduction
3.2
Research Method and Design
3.3
Research Design
3.3.1
Quasi Experimental Design
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3.4
3.5
3.6
3.7
. 3.8
3.9
3.10
4.
5.
PBLMath Development
3.4. l
Analysis
3.4.2
Design
3 .4.3
Development
3.4.4
Implementation
3.4.5
Evaluation
Dependent Variable
Testing Procedure
Sampling
3 .6.1
3.6.2
Instrument
3.6.3
Testing
Data Collection
3.7.1 · Cronbach's Aipha
Data Analysis
Problem Solving Rubric in Mathematics
Summary
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6.5
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. 67
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RESULTS
4.1
Introduction
To measure the effectiveness of using game in terms of students'
4.2
problem solving in mathematics learning
4.2.1 Methodology
4.2.2 Q 1: Is there any significant difference in problem solving
ability between PBLMathGame group and the non
PBLMathGame group?
4.2.3 Ho l: There 1s no significant difference between the
PBLMathGame group and the non PBLMathGame group in
their problem solving ability.
4.3
To measure the effectiveness of using PBL in mathematics learning
based on academic achievement
4.3. l Methodology
4.3.2 Q2: Is there any significant difference in terms of student
achievement between the PBLMath and the non PBLMath
group?
4.3.3 H0 2: There is no significant difference in terms of student
performance between the PBLMath and the non PBLMath
group.
4.4
Summary
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DISCUSSIONS
5.1
Introduction
5.2
Research Findings
5.3
Contribution
5 .4
Implication
5.5
Limitation
5.6
Sumrnary
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© Universiti Teknikal Malaysia Melaka
6.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS FOR
FUTURE STUDIES
6.1
Introd-uction
6.2
Conclusions
6.3
Recommendations For Future Work
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REFERENCES
APPENDICES
107
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LIST OF TABLES
TABLE
I. I
1.2
1.3
2. I
2.2
2.3
2.4
2.5
3. I
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3. 12
3.13
3.14
3.15
4.1
4.2
TlTLE
Key Performance Indicator for BA20 I Course from December 2010
to December 2011
Students' Achievement in Question on Related Rates
Operational Definitions
Description and Classification of Steps in Solving Related Rates
Problems
Problem Solving Steps for Related Rate Problem
The Impact of Problem Based Leaming on Students' Achievement
Game Types
Benefits of using games in learning
Project Requirements in PBLMath
Hardware Requirement
Software Requirement
Functional Requirements
Non-functional Requirements
List of fonts
Test Cases for Subject Matter Ex.pert
Test Cases for PBL Expert
Test Cases for User
onnality Test for Data Distribution
C ronbach ' s Alpha reliability coefficient
Reliability Statistics for PBLMath user questionnaire
Reliability Statistics for Subject Matter Expert questionnaire
Reliability Statistics for PBL Expert questionnaire
Data Analysis Design
Problem Solving rubrics for related rates problem
Problem solving sores between PBLMathGame group and non
PBLMathGame group
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5
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TABLE
4.3
4.4
4.5
4.6
4.7
4.8
4.9
TITLE
Mean scores for problem solving scores between PBLMathGame
group and non PBLMathGame group
T-test result for problem solving skills
Pre and Post-test results for PBLMath group ·
Pre and Post-test results for Non-PBLMath group
Mean scores for post-test
Marks Distribution for PBLMath and Non-PBLMath groups
Pre and Post Test Result
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83
LIST OF FIGURES
FIGURE
TITLE
PAGE
9
10
35
37
3.3
3.4
Research Framework
Conceptual Framework
Research Methodology
Testing Procedures for the experimental group and the control
group
PBLMath Model
Storyboard Design for Main Menu of the application
3.5
Navigation design in PBLMath
48
3.6
3.7
3.8
3.9
3. 10
3. 11
3.12
3.13
3.14
3.15
3. 16
3. 17
3.18
3. J 9
4.1
4.2
4.3
4.4
5. l
PBLMath Main Interface
Problem Scenario Interface
Lecture Module Interface
Lecture Module Content Interface
Problem Solving Interface
POLY A' s Problem Solving Table Interface
Analysis of Problem Sheet
Learning Resources Interface
PBLMathGame Interface
PBLMathGame Question
Assessment Module
Production of Texts
Productions of Graphics
T esting Procedure
Testing Model for Research Question l
Testing Model for Research Question 2
Frequency histogram for the PBLMath
Frequency histogram for the non PBLMath
Game flow
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1.1
1.2
3. l
3.2
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LIST OF APPENDICES
APPENDIX ·
A
TITLE
. Preliminary Results
PAGE
107
B
Preliminary Questionnaires
108
c
Pre and Post Test Question
l)O
D
Problem Solving Rubric
llI
E
Checklist for PBLMath User
11 2
F
Checklist for Subject Matter Expert
11 3
G
Checklist for PBL Expert
11 4
H
Samples of Students' Answer Sheet
115
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LIST OF ABREVIATIONS
ADDIE
· Analysis, Design, Development, lmpleinentation & ·
· Evaluation
CRIM
Centre Research & Innovation Management
JMSK
Jabatan Matematik Sains dan Komputer
NCTM
National of Council of Teachers of Mathematics
PBL
Problem Based Learning
PMM
Politeknik Merlimau Melaka
SPSS
Statistical Package for Social Science
TIMSS
Trends in International Mathematics and Science Study
UTeM
Universiti Teknikal Malaysia Melaka
Xl
© Universiti Teknikal Malaysia Melaka
LIST OF PUBLICATIONS
Zareena R, Faaiz.a h S., Kam.aruzaman Jusoff, Linda Khoo Mei Sui. (20.13). "Hybrid
Problem Based Leaming Games for Effective Mathematics Leaming". Australian
· Jc:)Umal of Basic and Applied Sciences, Vol, 7(3): 5-9 . .
Zareena R, Faaizah S. (2013)."The use of PBLMathGame as a problem based learning
tool". The 4th International Research Symposium on Problem Based Leaming
(IRSPBL) 2013. On 2"