EDUNATION MALAYSIA

THE EFFECTS OF
MULTIMEDIA VIDEOS ON
LOW-ACHIEVING FORM 1
STUDENTS' TEST
PERFORMANCES

The$Effectiveness$of$Learning$Through$Multimedia$$

1$

Abstract(
!
This!paper!reports!the!findings!of!a!study!designed!to!investigate!if!low5achieving!
students! can! learn! through! online! videos.! The! team! analysed! students! scores!
before!and!after!watching!the!lesson!video!to!answer!the!first!and!second!objectives!
and!surveyed!the!preferred!type!of!video!to!answer!the!third!objective.!The!results!
provide! some! assurance! in! independent! learning! through! video,! at! least! for!
mathematical! concept! understanding,! and! thus! ease! the! process! of! adopting!
flipped!classroom!model!into!the!Malaysian!classroom.!The!results!were:!
a) low5achieving!students!can!learn!independently!through!video,!
b) videos! are! effective! in! assisting! low5achieving! students! to! grasp!
mathematical!concepts!and,!
c) blackboard5style!video!is!prefferable!by!the!students!in!aiding!their!learning!
process.!
The! results! suggest! that! videos! can! be! used! for! the! implementation! of! flipped!
classroom!model!in!Malaysia!classrooms,!including!for!under5achieving!students.!$
$
Introduction(
(
The$ purpose$ of$ this$ study$ is$ to$ understand$ if$ low<achieving$ students$ can$ learn$
independently$ through$ video,$ and$ to$ identify$ the$ type$ of$ video$ that$ can$ help$
students$ in$ their$ learning$ process.$ The$ research$ questions$ were:$ (i)$ Is$ there$
significant$ increment$ of$ marks$ in$ students$ mathematical$ understanding$ before$
and$after$watching$a$video?,(ii)$Does$video$effective$in$delivering$mathematical$
concepts$ to$ low<achieving$ students?$ (iii)$ Which$ type$ of$ video$ is$ preferred$ by$
students$to$aid$learning$process?$$
$
Objectives(
(
i.
To$ determine$ if$ low<achieving$ students$ can$ engage$ in$ independent$
learning$using$videos$
ii.
To$ determine$ the$ effectiveness$ of$ videos$ in$ assisting$ low<achieving$
students$to$grasp$mathematical$concepts$
iii.
To$ determine$ the$ type$ of$ videos$ (Video$ A$ or$ B)$ that$ can$ encourage$
students$ in$ their$ learning$ process$ (based$ on$ the$ perception$ of$ the$
students)$
(
(
(
(
(

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Methodology(
(
Sampling(Method(
Convenience$ sampling$ is$ a$ non<probability$ sampling$ technique$ where$ subjects$
are$ selected$ because$ of$ their$ convenient$ accessibility$ and$ proximity$ to$ the$
researcher.$This$research$uses$convenience$sampling$where$teachers$were$given$
the$authority$to$choose$samples$that$will$be$used$in$the$experiment.$$
(
Research(Design(
Pretest$ and$ posttest$ design$ check$ whether$ the$ groups$ are$ different$ before$ the$
manipulation$ starts$ and$ the$ effect$ of$ the$ manipulation.$ Both$ the$ control$ group$
and$ treatment$ group$ used$ the$ pre<test$ and$ post<test$ design$ to$ eliminate$ the$
variable$ of$ students$ prior$ knowledge.$ Thus,$ this$ ensures$ that$ during$ t<test$ its$
statistically$ valid$ to$ compare$ the$ mean$ difference$ of$ the$ control$ group$ and$ the$
treatment$group.$$
$
The$controlled$variables$were$the$level$of$education$of$the$students$(Form$1)$and$
the$ type$ of$ school$ that$ they$ belong$ to,$ that$ represents$ low<achieving$ public$
school$(band$5$or$6).$$
$
The$independent$variable$of$the$experiment$was$the$teaching$method$used$in$the$
experiment;$ in$ the$ control$ group,$ standard$ treatment$ or$ the$ teacher$ will$ be$
delivering$the$content$and$in$the$treatment$group$the$video$acted$as$the$teacher$
to$present$the$content.$$
$
The$dependent$variable$was$the$scores$acquired$by$the$students.$
$
Positive$scientific$control$group$was$the$type$of$control$group$being$used$in$this$
experiment;$where$the$control$group$was$expected$to$have$increment$in$scores$
(positive$result)$and$when$the$treatment$group$showed$increment$of$scores$or$
showed$no$significant$difference$of$increment$compared$to$the$control$group,$it$
helped$to$validate$that$the$video$is$working$as$an$effective$instructor.$This$type$
of$ control$ group$ design$ assumed$ teacher$ as$ a$ factor$ that$ is$ known$ to$ work$
effectively.$$
$
(
(

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Sample(Size(and(Research(Tools(
In$the$control$group,$at$least$120$students$from$four$low<achieving$schools$(band$
5$ and$ 6)$ were$ tested$ with$ their$ pre<understanding$ of$ Form$ 1$ fraction$
mathematical$concept$using$a$set$of$10$concept$questions$with$a$combination$of$
7$objective$questions$and$3$subjective$questions$(Questionnaire$A),$followed$by$a$
20$minute$lesson$delivered$by$a$teacher$(Standard$treatment).$The$students$are$
then$tested$for$their$post<understanding$of$the$topic$using$Questionnaire$B$that$
has$the$same$structure$as$Questionnaire$A.$
$
In$ the$ treatment$ group,$ a$ video$ was$ presented$ to$ the$ students$ from$ four$ low<
achieving$schools$in$Malaysia,$with$sample$size$of$at$least$30$students$$(! 30)$
from$ each$ school.$ Students$ were$ tested$ with$ Form$ 1$ level$ of$ Fraction$
Mathematical$ concept$ (that$ includes$ identifying$ fractions,$ addition$ of$ fractions$
with$ the$ same$ and$ different$ denominators)$ using$ Questionnaire$ A$ to$ test$ their$
pre<understanding$of$the$topic.$Students$are$tested$on$their$post<understanding$
using$Questionnaire$B$after$being$presented$with$a$16$minute$video$(Video$A$and$
Video$B).$
$
The$videos$presented$were$divided$into$two$types,$Video$A$and$Video$B.$Both$of$
the$videos$presented$the$concept$of$fractions,$which$includes$the$introduction$of$
fractions$composition,$and$the$addition$of$fractions$with$the$same$denominator$
and$fractions$with$distinct$denominator.$$
$
$
$
$

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The$distinctive$features$of$the$video$presented$are$as$follow:$
$
Video$A$(4$minutes)$
Presentation$Style$$Informative$in$logical$order$
o The$presentation$is$brief$and$straight$to$the$point.$Each$concept$is$
presented$within$the$average$range$of$20$seconds$to$60$seconds.$
$
Animation$Style$$Digital$animation$technique$
o In$digital$ 2D$ animation$technique,$ animation$ frames$ are$ drawn$
directly$in$the$software$using$a$mouse$or$a$pen$tablet.$
$$
Narration$Style$
o Cartoon$animation,$fonts,$and$pictures$as$graphic$and$voice$over$in$
a$more$straight$forward$way$of$narration$that$follows$the$flow$of$
the$frames.$
$
Video$B$(12$minutes)$
Presentation$Style$$Informative$in$logical$order$
o The$presentation$is$brief$and$straight$to$the$point.$Each$concept$is$
presented$within$the$average$range$of$50$seconds$to$300$seconds.$
$
Animation$Style$$Blackboard<style/Khan<style$$
o Video$was$created$using$sketching$software$(Sketchbook$Express),$
pen$tablet,$and$screen$capturing$software.$$
o Captures$ instructor$ hand<writing$ and$ diagrams$ that$ was$ drawn$
concurrently$with$the$concept$explanation.$
$
Narration$Style$
o Naturally$follows$the$narrators$hand<writing$and$voice$narration.$
Similar$to$the$chalk<and<talk$technique$of$teaching.$
$
$
$
$
$

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Data(Analysis(
(
Result$ analysis$ was$ done$ using$ one<tailed,$ paired$ sample$ t<test$ with$ 95%$
confidence$ level$ to$ determine$ if$ there$ is$ a$ significant$ difference$ between$ the$
result$ of$ pre<test$ (Questionnaire$ A)$ and$ post<test$ (Questionnaire$ B)$ of$ the$
treatment$ group$ to$ answer$ the$ first$ and$ second$ objectives.$ The$ null$ hypothesis$
states$that$the$main$results$of$Questionnaire$A$and$Questionnaire$B$are$equal.$$
$
H0:$The$video$gives$no$effect$to$student$test$scores;$!! = !! $$
$
The$second$research$question$was$answered$using$two<tailed,$independent$t<test$
with$ 95%$ confidence$ level,$ by$ comparing$ the$ mean$ scores$ differences$ in$
Questionnaire$A$and$B$between$the$control$group$and$the$treatment$group.$The$
null$ hypothesis$ states$ that$ the$ main$ results$ of$ the$ control$ group$ and$ the$
treatment$ group$ are$ equal.$ The$ alternative$ hypothesis$ states$ that$ there$ is$ a$
significant$difference$in$the$mean$marks$of$the$group$compared.$$
$
If$ the$ null$ hypothesis$ is$ rejected,$ further$ evaluation$ will$ be$ made$ using$ one<
tailed,$ independent$ t<test$ with$ the$ alternative$ hypothesis$ as,$ the$ mean$ mark$ of$
the$ control$ group$ is$ significantly$ higher$ than$ the$ mean$ mark$ of$ the$ treatment$
group,$or$the$mean$mark$of$the$treatment$group$is$significantly$higher$than$the$
mean$mark$of$the$control$group.$
$
H0:$There$is$no$significant$difference$in$the$scores$of$the$control$group$and$the$
treatment$group;$!!(!"#$%"&) = !!(!"#$!%#&!) $$
H1:$ There$ is$ significant$ difference$ in$ the$ scores$ of$ the$ control$ group$ and$
treatment$group;$!!(!"#$%"&) ! > !!(!"#$!%#&!) !$or$!!!(!"#$%"&) ! < ! !!(!"#$!%#&!) $
$
To$ answer$ the$ third$ research$ question,$ a$ short$ survey$ that$ consists$ of$ two$
questions$ were$ distributed$ to$ understand$ the$ students$ preferred$ video.$ The$
result$of$the$survey$was$tabulated$in$the$form$of$pie$charts.$
(
(
(
(
(
(
(

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Results(
$
SMK(Puchong(
(
Is( there( significant( increment( of( marks( in( students( mathematical(
understanding(before(and(after(watching(a(video?(
A$paired<samples$t<test$of$the$treatment$group$was$conducted$with$the$sample$
size$ of$! = 32$to$ compare$ the$ scores$ differences$ between$ Questionnaire$ A$ and$
Questionnaire$ B.$ There$ was$ a$ significant$ difference$ in$ the$ scores$ for$
Questionnaire$A$(! = 13.25!, !" = 8.04)$and$Questionnaire$B$ ! = 16.88, !" =
7.60 ; ! 31 = 2.41,$! = 0.0094.$ Since$!!is$ less$ than$ 5%$ (! 0.05),$ we$ can$
conclude$with$95%$of$confidence$level$that$there$is$significant$improvement$of$
marks$for$the$treatment$group$of$SMK$Puchong$after$watching$the$lesson$video.!
(
Are( videos( work( as( effective( compared( to( standard( treatment( in( the(
classroom?(
An$ independent<samples$ using$ 2<tailed$ was$ conducted$ with$ the$ sample$ size$ of$
! = 32$for$ control$ group$ and$! = 32$$ for$ treatment$ group,$ to$ compare$ the$
difference$ of$ Questionnaire$ scores$ of$ the$ groups.$ There$ was$ no$ significant$
difference$ in$ the$ mean$ scores$ for$ control$ group$(! = 3.125!, !" = 6.9)$and$
treatment$ group$ ! = 3.625, !" = 8.27 ;$! 61 = 2.70,$! = 0.8.$ Using$ 2<tailed$
test;$!$is$more$than$5%$(! > 0.05),$thus$null$hyphothesis$is$not$rejected$and$we$
can$ conclude$ that$ there$ is$ no$ significant$ difference$ in$ the$ marks$ of$ the$ groups$
scores.$$
$
Since$the$2<tailed$test$has$concluded$that$there$was$no$significant$difference$in$
the$ test$ scores$ for$ the$ groups.$ The$ video$ lesson$ is$ as$ effective$ as$ standard$
classroom$treatment$in$term$of$delivering$understandable$mathematics$concept$
to$the$students$of$SMK$Puchong.$$
$
(
(
(
(
(

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SMK(Pendamaran(Jaya(
(
Is( there( significant( increment( of( marks( in( students( mathematical(
understanding(before(and(after(watching(a(video?(
A$paired<samples$t<test$of$the$treatment$group$was$conducted$with$the$sample$
size$ of$! = 34$to$ compare$ the$ scores$ differences$ between$ Questionnaire$ A$ and$
Questionnaire$ B.$ There$ was$ a$ significant$ difference$ in$ the$ scores$ for$
Questionnaire$ A$(! = 11.53, !" = 8.39)$and$ Questionnaire$ B$ ! = 15.76, !" =
6.66 ; ! 33 = 3.4 ,$ ! = 0.0006 .$ Since$ !! is$ less$ than$ 5%$ ( ! 0.05) ,$ we$ can$
conclude$with$95%$of$confidence$level$that$there$is$significant$improvement$of$
scores$ for$ the$ treatment$ group$ of$ SMK$ Pendamaran$ Jaya$ after$ watching$ the$
lesson$video.!
(
Are( videos( work( as( effective( compared( to( standard( treatment( in( the(
classroom?(
An$independent<samples$using$2<tailed$and$1<tailed$t<test$were$conducted$with$
the$sample$size$of$! = 31$for$control$group$and$! = 34$$for$treatment$group,$to$
compare$ the$ difference$ of$ Questionnaire$ scores$ of$ the$ groups.$ There$ was$ no$
significant$ difference$ in$ the$ scores$ for$ control$ group$(! = 1.06, !" = 3.11)$and$
treatment$ group$ ! = 4.24, !" = 6.93 ;$! 63 = 2.34,$! = 0.022.$ Using$ 2<tailed$
test;$!! $is$less$than$5%$(! < 0.05),$thus$null$hyphothesis$is$rejected$and$we$can$
conclude$with$95%$of$confidence$level$that$there$is$significant$difference$in$the$
marks$of$the$groups$scores.$$
$
Using$1<tailed$test;$!! = 0.011.$Since$!$is$equal$to$1.1%,$it$can$be$concluded$with$
95%$of$confidence$level$that$the$mean$of$treatment$group$is$significantly$higher$
than$the$control$group,$thus$it$can$be$concluded$that$the$multimedia$worked$as$
effective$as$the$teacher$in$delivering$the$mathematical$content.$$
(
$
$
(
(

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SMK(Jelai(
(
Is( there( significant( increment( of( marks( in( students( mathematical(
understanding(before(and(after(watching(a(video?(
A$paired<samples$t<test$of$the$treatment$group$was$conducted$with$the$sample$
size$ of$! = 32$to$ compare$ the$ scores$ differences$ between$ Questionnaire$ A$ and$
Questionnaire$ B.$ There$ was$ a$ significant$ difference$ in$ the$ scores$ for$
Questionnaire$ A$(! = 13.69, !" = 8.09)$and$ Questionnaire$ B$ ! = 18.50, !" =
4.92 ; ! 31 = 3.93,$! = 0.00022.$ Since$!!is$ less$ than$ 5%$ (! 0.05),$ we$ can$
conclude$with$95%$of$confidence$level$that$there$is$significant$improvement$of$
marks$for$the$treatment$group$of$SMK$Jelai$after$watching$the$lesson$video.!
(
Are( videos( work( as( effective( compared( to( standard( treatment( in( the(
classroom?(
An$independent<samples$using$2<tailed$and$1<tailed$t<test$were$conducted$with$
the$sample$size$of$! = 31$for$control$group$and$! = 32$$for$treatment$group,$to$
compare$ the$ difference$ of$ Questionnaire$ scores$ of$ the$ groups.$ There$ was$ a$
significant$ difference$ in$ the$ scores$ for$ control$ group$(! = 1.19, !" = 2.81)$and$
treatment$ group$ ! = 4.81, !" = 6.93 ; $ ! 61 = 2.70 ,$ !! = 0.0089 .$ Using$ 2<
tailed$test;$!! $is$less$than$5%$(! < 0.05),$thus$null$hyphothesis$is$rejected$and$we$
can$conclude$with$95%$of$confidence$level$that$there$is$significant$difference$in$
the$marks$of$the$groups$scores.$$
$
Using$ 1<tailed$ test;$!! = 0.0045.$ Since$!$is$ equal$ to$ 0.4%,$ it$ can$ be$ concluded$
with$ 95%$ of$ confidence$ level$ that$ the$ mean$ of$ treatment$ group$ is$ significantly$
higher$ than$ the$ control$ group,$ thus$ it$ can$ be$ concluded$ that$ in$ SMK$ Jelai$ the$
multimedia$ worked$ as$ effective$ as$ the$ teacher$ in$ delivering$ the$ mathematical$
content.$
$
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$
SMK(Tengku(Idris(Shah(
(
Is( there( significant( increment( of( marks( in( students( mathematical(
understanding(before(and(after(watching(a(video?(
A$paired<samples$t<test$of$the$treatment$group$was$conducted$with$the$sample$
size$ of$! = 34$to$ compare$ the$ score$ differences$ between$ Questionnaire$ A$ and$
Questionnaire$ B.$ There$ was$ no$ significant$ difference$ in$ the$ scores$ for$
Questionnaire$ A$ (! = 3.65, !" = 5.70) $and$ Questionnaire$ B$ ! = 3.59, !" =
5.68 ; ! 33 = 0.043,$! = 0.966.$ Since$!!is$ more$ than$ 5%$ (! > 0.05),$ we$ can$
conclude$ that$ there$ was$ no$ significant$ improvement$ of$ marks$ in$ the$ treatment$
group$of$SMK$Tengku$Idris$Shah$after$watching$the$lesson$video.!
(
Are( videos( work( as( effective( compared( to( standard( treatment( in( the(
classroom?(
An$independent<samples$using$2<tailed$and$1<tailed$t<test$were$conducted$with$
the$sample$size$of$! = 33$for$control$group$and$! = 34$$for$treatment$group,$to$
compare$ the$ difference$ of$ Questionnaire$ scores$ of$ the$ groups.$ There$ was$ a$
significant$difference$in$the$scores$for$control$group$(! = 4.48!, !" = 7.11)$and$
treatment$ group$ ! = 0.059, !" = 3.37 ;$! 66 = 3.36,$!! = 0.0013.$ Using$ 2<
tailed$test;$!! $is$less$than$5%$(! < 0.05),$thus$null$hypothesis$is$rejected$and$we$
can$ conclude$ that$ there$ is$ a$ significant$ difference$ in$ the$ marks$ of$ the$ groups$
scores.$$
$
Using$ 1<tailed$ test;$!! = 0.00065,$ it$ can$ be$ concluded$ with$ 95%$ of$ confidence$
level$that$the$mean$of$control$group$is$more$than$the$mean$of$treatment$group.$
This$ result$ suggested$ that$ the$ multimedia$ was$ not$ effective$ in$ delivering$ the$
mathematical$content$to$the$students$in$SMK$Tengku$Idris$Shah.$$
(
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Which(type(of(video(is(preferable((from(the(students(perspective)(to(ease(
their(learning(process?(
The$ pie$ charts$ below$ summarizes$ the$ type$ of$ video$ preferred$ by$ the$ students$
from$ all$ the$ schools.$ From$ the$ charts,$ 63%$ of$ the$ students$ preferred$ learning$
from$the$blackboard<style$video$compared$to$the$digital$animation$video.$65%$of$
the$students$perceived$the$blackboard<style$video$as$more$understandable$than$
digital$animation$video.$
$

MOST(LIKED(VIDEO(

VIDEO$A$
37%$
VIDEO$B$
63%$

MOST(UNDERSTANDABLE(VIDEO(

VIDEO$A$
35%$
VIDEO$B$
65%$

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$ $
Conclusion$
$
$
In$ conclusion,$ 3$ schools$ (SMK$ Puchong,$ SMK$ Pendamaran$ Jaya,$ and$ SMK$ Jelai)$
out$of$4$schools$had$shown$significant$marks$increment$in$their$test$results.$This$
shows$ that$ approximately$ 80%$ (at$ least$ 120$ sample$ size)$ of$ the$ students$ were$
able$ to$ independently$ learn$ through$ videos$ and$ improved$ their$ cognitive$
understanding$of$the$mathematical$concept$after$watching$the$videos.$
$
The$ t<test$ has$ also$ proven$ that$ the$ treatment$ groups$ of$ the$ 3$ schools$ (SMK$
Puchong,$SMK$Pendamaran$Jaya,$and$SMK$Jelai)$had$significantly$shown$positive$
result$ (where$ the$ mean$ difference$ either$ showed$ no$ significant$ difference$ or$
positive$significant$difference)$compared$to$the$control$group$in$their$respective$
school.$ This$ result$ to$ the$ conclusion$ that$ the$ lesson$ video$ is$ effective$ in$
delivering$mathematical$concepts$to$low<achieving$students.$$
$
From$the$survey$done,$the$students$believed$that$they$like$the$blackboard<style$
video$ (Video$ B)$ as$ compared$ to$ the$ digital$ animation$ video$ (Video$ A).$ The$
students$also$believed$that$they$understand$the$blackboard<style$video$(Video$B)$
better$ compared$ to$ digital$ animation$ video$ (Video$ B).$ This$ leads$ to$ the$
conclusion$ that$ videos$ that$ could$ help$ to$ aid$ the$ learning$ process$ of$ the$ low<
achieving$students$would$be$Video$B.$$$
$
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References$
$
Cross,$A.,$Bayyapunedi,$M.,$Cutrell,$E.,$Agarwal,$A.,$and$Thies,$W.$(2013)$
TypeRighting:$Combining$the$Benefits$of$Handwriting$and$Typeface$in$Online$
Educational$Videos.$CHI$13,$ACM.$
$
Mayer,$R.E.$(1993).$Illustrations$that$instruct.$In$R.$Glaser$(Ed.),$Advances$in$
instructional$psychology.$Hillsdale,$NJ:$Lawrence$Erlbaum.$
$
Mayer,$R.$E.$(2005).$Cognitive$theory$of$multimedia$learning.$The$Cambridge$
handbook$of$multimedia$learning.$[Google$Books$version].$Retrieved$February$
15,$2011$from$
http://books.google.ca/books?hl=en&lr=&id=duWx8fxkkk0C&oi=fnd&pg=PA31
&dq=c$
ognitive+theory+of+multimedia+learning+1997&ots=x62jx2smdu&sig=_eB8RzX
ht2wn$g95TyVatSV<$
Q83U#v=onepage&q=cognitive%20theory%20of%20multimedia%20learning%
201997$&f=true$
$
$
$
$

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Appendices(
(
Questionnaires(Result(
(
Treatment(Group(
(
SMK(Puchong(
(
No.(
1$
2$
3$
4$
5$
6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
17$
18$
19$
20$
21$
22$
23$
24$
25$
26$
27$
28$
29$
30$
31$
32$
(
(
(
(
(
(
(
EduNation$Malaysia$

PreTtest(
22(
21(
22(
22(
8(
6(
22(
21(
18(
17(
22(
21(
3(
3(
11(
22(
18(
18(
2(
3(
8(
22(
21(
7(
1(
11(
13(
9(
3(
4(
21(
2(

13$

PostTTest(
22(
22(
19(
22(
17(
4(
22(
22(
22(
21(
21(
22(
22(
22(
21(
22(
22(
18(
22(
2(
22(
22(
15(
22(
6(
17(
18(
6(
20(
2(
3(
0(

The$Effectiveness$of$Learning$Through$Multimedia$$
(
SMK(Pendamaran(Jaya(
(
No.(
1$
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6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
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28$
29$
30$
31$
32$
33$
34$
(
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EduNation$Malaysia$

PreTtest(
3(
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4$
4$

14$

PostTTest(
14(
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22(
21(
22(
19(
22(
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22(
19(
14(
21(
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2$
4$

The$Effectiveness$of$Learning$Through$Multimedia$$

15$

SMK(Jelai(
(
No.(
1$
2$
3$
4$
5$
6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
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19$
20$
21$
22$
23$
24$
25$
26$
27$
28$
29$
30$
31$
32$
33$
34$
(

EduNation$Malaysia$

PreTtest(
3(
3(
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22(
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21(
22(
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4$
4$

PostTTest(
14(
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17(
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22(
21(
22(
19(
22(
22(
22(
22(
19(
14(
21(
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2$
4$

The$Effectiveness$of$Learning$Through$Multimedia$$
SMK(Tengku(Idris(Shah(
(
No.(
1$
2$
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4$
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6$
7$
8$
9$
10$
11$
12$
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14$
15$
16$
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23$
24$
25$
26$
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28$
29$
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31$
32$
33$
34$
(
(

EduNation$Malaysia$

PreTtest(
1(
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22(
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1$
3$
(

16$

PostTTest(
7(
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1(
1(
1(
2(
5(
0(
2(
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22(
15(
4(
3(
0(
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2(
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2$

The$Effectiveness$of$Learning$Through$Multimedia$$
Controlled(Group(
(
SMK(Puchong(
(
No.(
1$
2$
3$
4$
5$
6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
17$
18$
19$
20$
21$
22$
23$
24$
25$
26$
27$
28$
29$
30$
31$
32$
(
(

EduNation$Malaysia$

PreTtest(
19(
22(
20(
20(
22(
21(
21(
22(
19(
22(
22(
22(
3(
2(
3(
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21(
19(
22(
19(
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14(
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11(
8(
5(
3(
21(
22(

17$

PostTTest(
20(
22(
22(
22(
22(
19(
16(
22(
22(
22(
22(
22(
20(
20(
21(
22(
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22(
16(

The$Effectiveness$of$Learning$Through$Multimedia$$
SMK(Pendamaran(Jaya(
(
No.(
1$
2$
3$
4$
5$
6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
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20$
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23$
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26$
27$
28$
29$
30$
31$
(
(
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EduNation$Malaysia$

PreTtest(
22(
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22(
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6(
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22(
22(
22(
21(
22(
22(
22(
22(
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22(
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21(
18(
22(
18(
22(
22(
22(

18$

PostTTest(
22(
21(
22(
22(
22(
22(
22(
22(
22(
22(
22(
22(
22(
22(
22(
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The$Effectiveness$of$Learning$Through$Multimedia$$

19$

SMK(Jelai(
(
No.(
1$
2$
3$
4$
5$
6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
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24$
25$
26$
27$
28$
29$
30$
31$
(
(
(
(
(

EduNation$Malaysia$

PreTtest(
2(
22(
22(
22(
22(
20(
21(
22(
10(
3(
14(
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3(
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22(
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21(
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18(
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22(
22(

PostTTest(
5(
22(
22(
22(
22(
22(
21(
21(
14(
5(
14(
16(
22(
15(
22(
22(
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22(
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22(
22(
22(

The$Effectiveness$of$Learning$Through$Multimedia$$
SMK(Tengku(Idris(Shah(
(
No.(
1$
2$
3$
4$
5$
6$
7$
8$
9$
10$
11$
12$
13$
14$
15$
16$
17$
18$
19$
20$
21$
22$
23$
24$
25$
26$
27$
28$
29$
30$
31$
32$
33$
(

EduNation$Malaysia$

PreTtest(
21$
18$
20$
20$
20$
22$
22$
22$
22$
16$
16$
21$
16$
22$
22$
17$
7$
22$
22$
13$
10$
3$
3$
20$
16$
22$
20$
21$
17$
3$
3$
1$
22$

20$

PostTTest(
21$
19$
22$
22$
22$
22$
21$
22$
21$
19$
22$
22$
22$
22$
22$
22$
21$
22$
21$
22$
22$
17$
19$
19$
22$
20$
22$
22$
21$
22$
22$
21$
22$