Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial

• 第一著者: Mohd Shahir, Mohamed Sunar
• フォーマット: 学位論文
• 言語: 英語; 英語; aa
• 出版事項: 2019
• 主題: LB Theory and practice of education
• オンライン･アクセス: https://etd.uum.edu.my/8461/1/s93752_01.pdf; https://etd.uum.edu.my/8461/2/s93752_02.pdf; https://etd.uum.edu.my/8461/3/s93752%20references.docx

The influence of social media, such as Facebook in various fields, including education, is undeniable. However, the previous research found that blended learning methods via social media, especially in science and its suitable pedagogy has not been fully explored. This study aimed to identify the effect of the blended learning method through social media on the achievement in the chemistry subject and the formation of students’ soft skills. Two methods of blended learning through social media have been introduced, namely problem-based learning methods and chemistry consultation slots through Facebook. A combination of qualitative and quantitative methods was used with the involvement of 120 students. The quantitative method used a 2x4 factorial design by involving two independent variables, namely learning approaches (surface and depth) and VARK (Visual, Aural, Read/Write and Kinesthetic) learning styles and two dependent variables (achievement in the chemistry subject and the formation of soft skills). Qualitative methods were executed using focus group interviews and student reflection reports. Two-Way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on their achievement in the chemistry subject is significant. However, the effect of the interaction between VARK learning styles and learning approaches on student achievement is not significant. Meanwhile, for soft skills, the two-way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on the formation of soft skills is not significant. Similarly, the effect of the interaction between VARK learning styles and learning approaches on the formation of soft skills is also insignificant. This research also found no changes in students’ VARK learning styles even after treatment. However, there seems to be a change from a surface learning approach to an in-depth learning approach. Thematic qualitative analysis, on the other hand, showed that students who adopted an in-depth learning approach have the potential to earn better results, especially in chemistry. Based on research findings, it is recommended that blended learning via social media is implemented in the learning process to solidify learning in the 21st century as aspired by the Ministry of Education Malaysia.