TABLE OF CONTENTS

CHAPTER 1:INTRODUCTION..........................................................................................................2

1.0 Introduction......................................................................................................................................2

1.1 Background of the Study.................................................................................................................3

1.2 Statement Of the Problem................................................................................................................4

1.3 Research Objective..........................................................................................................................4

1.4 Research Question............................................................................................................................5

1.5 Operational Definition.......................................................................................................................5

1.5.1 Education.................................................................................................................................5

1.5.2 Creativity.................................................................................................................................6

1.5.3 Art............................................................................................................................................6

1.5.4 Multimedia...............................................................................................................................6

1.6 Limitation Of The Study...................................................................................................................7

1.7 Significant Of The Study..................................................................................................................7

CHAPTER 2:LITERATURE REVIEW.............................................................................................8

2.0 Introduction........................................................................................................................................8

2.1 What is art?........................................................................................................................................8

2.2 Defining creativity...........................................................................................................................10

2.3 Elements of creativity......................................................................................................................11

2.3.1 Fluency...................................................................................................................................11

2.3.2 Originality..............................................................................................................................13

2.3.3 Elaboration.............................................................................................................................13

2.4 Multimedia Software.......................................................................................................................13

2.4.1 PowerPoint.............................................................................................................................14

2.4.2 Prezi.......................................................................................................................................14

2.4.3 Flash.......................................................................................................................................15

2.5 Conceptual Framework....................................................................................................................16

CHAPTER 3: RESEARCH METHODOLOGY..............................................................................17

3.0 Introduction......................................................................................................................................17

3.1 Research Design..............................................................................................................................17

3.2 Population and Sampling.................................................................................................................18

3.3 Instrumentation................................................................................................................................18

3.4 Data Collection................................................................................................................................20

3.5 Data Analysis...................................................................................................................................21

1

CHAPTER 1

INTRODUCTION

1.0 Introduction

Creativity is one of the greatest qualities any of us can be blessed with. Creativity in nature of

the success you build for yourself, or something that many look beyond and don't even think

of as something of importance in the world of business. Although creativity is important

process from learning and teaching, teachers or educators need to be more creative to share

with their students and produce creative generation in the future. The purpose of art education

for Lowenfeld was to develop creativity so that it could transfer to other subjects and spheres

of human activity (Efland,1990)

Art education is different to other ways of learning and teaching because it's about

experience rather than outcomes, self awareness, imagination rather than logic and

collaboration rather than competition. Although that, creativity is a way of thinking and being

of finding and a new relationship between ideas or indeed of having new ideas. In art

education, creativity is most often linked to the art: the arts are perceived as expression of

creativity(Atherton,2011)

Art also has the distinction of fostering creative self-expression and “unlocking creative

potential, self-discovery and productivity” (Harris, 2001, p. 189). Creativity is an important

roles in art education through the learning and teaching, be creative in art class can change

the mood and environment in the class to be more interesting and interactive with students.

He viewed the role of art education ultimately as a means for development of student's

creative self-expression and not necessarily as an end in itself. Teachers and students need to

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be risk-taker and allow bodies of work to evolve overtime through self-directed learning

because this is where true creative self-expression can be supported and valued.

In new era of technology, art student should be more creative through the idea with their own

speciality with using multimedia as a tool because of development multimedia in education

is increased with technology. There are many advantages to art student become creative with

multimedia, as example multimedia as a new subject to art student can help their improve the

skill of creativity thinking and will become more interesting in art education.

1.1 Background of the Study

This paper is focuses on the creativity in multimedia of learning in art education, in 21th

century technology was evolve in all country and Malaysia develop through technology in

our economy system, industry, and also in our education system. Nowadays, we need to

compete with each other because of higher competition in job opportunities and also in

education in all subject also in art education. Students and teachers need to proficient using

material of multimedia as a tool in their learning or teaching such as power point, flash, prezi

and etc.

Although that, the important thing is students and teachers need to be creative in multimedia

because nowadays all people knows use multimedia in their learning or teaching such as

using a power point as a tool for presentation in a class, all people knows about the basic

function, and we can be more creative by explore the software for example, we can use

hyperlink in our power point because it can be more easy, interesting, and comfortable.

On other hands, learn and explore in other software for presentation such as prezi and sparkol

can helps becoming more creative in multimedia of learning art education and then for

interesting presentation, we can put an audio or video as alternative to attract audience. Thus,

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this paper provide an overview creativity in multimedia of learning and teaching in art

education.

1.2 Statement Of the Problem

What is different of art student and other students? actually art student used creativity as

imagination to produced an artworks, totally different with science students who always

used a logic, an order and strategic in their learning, but it will become more interesting with

add on some creativity.

In school actually limits our creativity more than anything else because is solely focused on

how well you can memorize things you will forget right after the fact, Creativity should be

more concern in the classrooms, schools, communities, and society, because creativity

growth is influenced by happens in classroom and beyond

Furthermore, the seed of creativity live in everyone, some individual are fortunate their

imagination and grown into strong creative thinking abilities, parents and teacher fostered

them with creative experiences and confidence building responses to their attempts,

throughout their childhood, in education it will be waste, if creativity not to be praised and

used in the best way.

Art students and multimedia is a new things they have to learn and actually it will help them

to be more creative through art in education, because of process learning of art is more

complex than other course.

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1.3 Research Objective

The research objectives of this study are:

i. To identify important role of creativity in multimedia of learning in art

education.

ii. To investigate level of student's knowledge of creative in art education.

iii. To identify ways of learning used creativity and multimedia in art education.

1.4 Research Question

The research questions of this study are:

i. What is the important role of creativity in multimedia of learning in art education.

ii. What is level of student's knowledge of creativity in art education.

iii. What is best ways to learning used creativity and multimedia in art education.

1.5 Operational Definition

1.5.1 Education

In any subject open the students to learn and explore something new yourself in other

areas and might have never considered. Education is the most important in our life,

because to get a job we need education, to be knowledge and intelligent “Knowledge is

necessary”, according to Hayes, “to make an informed creative contribution in any

domain.” (qtd. In Lubait & Sternberg, 27) Lubart and Sternberg, creativity is needed in all

career fields as a much larger investment in time, theory approach, after that education is

personal investment for the future. However, there are benefit is knowledge gained, will

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educate us to think critically and then we can prevents from something re-inventing ideas

and renew our ideas to produce new high quality work For the purpose of this study, to

know the important of education is to gain a knowledge as intelligent person in the future.

1.5.2 Creativity

According to Eisner (2005), boundary pushing, inventing, boundary breaking and

aesthetic organising are key features of the development of creativity. Yet the issue of

creativity is multi-faceted and open to disparate and often contradictory definitions. In

fact, Sternberg (2006) argues that ‘creativity as a problem of study is large, unwieldy, and

hard to grasp’ (3). Creativity has often been viewed as a somewhat mystical phenomenon

consider the visitation of the muse or serendipitous inspiration (Haring-Smith 2006). Yet,

our understanding of it has grown through systematic study over the past 50 years. For the

purpose of this study, creativity is not gifted, all people can be creative if they think

critically.

1.5.3 Art

Human activities is diverse range of art and the products of those activities likes primarily

on the visual art, art always define with painting, but is not just a painting there are so

many of art likes sculpture, printmaking, photography, and other visual media such as

computer digital art. From early 17th century the term of art is always referred to any skill

or called mastery and there are no different from crafts and sciences. After that, aesthetic

were considerations are primary, fine arts are separated from acquired skills, such as the

applied arts. For the purpose of this study, art is something we can learn and appreciate

the values of their aesthetic by our basic knowledge of art, because it will be different the

value from people who not understanding the real term of aesthetic of art.

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1.5.4 Multimedia

Vaughan (2003) defined multimedia as presenting information through processes

including but not limited to text, audio, graphics, animation, and video. In art education,

need use multimedia through the subject as time based media and visual art multimedia

itself because when use multimedia is more efficient and dynamic, to maintain their

interest and meet their learning needs. Students can control when and how often they

access content (Bruce & Hwang, 2001). In learning process it not just a textbook, such as

presenting with multimedia will affect audience perception and makes thing will be more

interesting in their learning like PowerPoint presentation and latest the application likes

Prezi and Corel presentation with interactive and visual support. Nowadays there are so

many learning material application with the online course and easy to students can access

anytime and variety of settings will suitable with their interest. In 21th century, learning

supported with multimedia is necessary to enhance content. For the purpose of this study,

creativity by using multimedia is important for learning of art education and students can

explore them self through the multimedia technology.

1.6 Limitation Of The Study

Research is limited because not really particular in our society and education system,

although some student's behaviour make it hard. This paper examines some possible social,

environmental, cultural and ethical limits to creativity, in the context of educating for

creativity (NACCCE, 1999).

1.7 Significant Of The Study

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Among the educators, they have to express their creativity and develop to student in

differences way that makes their students have interest to be more creative thinking in their

study and transferring the idea from self-expression through the artwork, for example to

produce a good painting, student should be creative from the chosen subject matter,

composition and materials, and it will failed if the painting just have direct image and

message although their skill is perfect. To be creative can make audiences open minded,

thinking and feel the message from the painting.

Creative is not a gifted, creativity can be develop from their mindset, expression from

their childhood, moral support from their parents, teachers, schools and society. If we are to

believe the figures of the often-cited Robinson Report (Robinson 2000) we find that by the

age of 5, a child’s potential for creativity is 98%; by the age of 10, this figure has dropped to

30%; at 15 it is just 12%; and by the time we reach adulthood, our creativity has plummeted

to a mere 2%.

In my opinions, creativity must be nurtured to art students and teachers, we must

valued our acknowledge with remains be critical thinking, and art students needs to be always

creative in their learning, creativity as a key to our future to be successful people with

knowledge and intelligence.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

The purpose of this chapter was to review the literature concerning the important role of

creativity in multimedia of learning in art education. The review will discuss the what is art,

defining creativity, elements of creativity, multimedia software and conceptual framework.

2.1 What is art?

Art is like defining the wind. We know it exists and we see evidence of it all around us, yet

the ever-changing elusive qualities of art prevent us from confining it to one distinct

definition. Another possible difficulty in defining the word “art” is due to the limitations of

the English language. There exists one word, “art,” that represents many different concepts.

In Webster’s New Twentieth Century Dictionary o f English Language (Merriam-Webster,

1983) eight definitions exist for this word. The context of art being focused on in this

research will have a framework of three distinct definitions including, art as a product, as an

act of creation, and as a discipline of study. The first definition of art from Webster’s New

Twentieth Century Dictionary, stated that art is a “Product of creative work, such as a

painting, sculpture, drawing etc....” (Merriam -Webster Staff, 1983, p. 105) Art is a physical

product that can be touched, hung on a wall, or viewed in a museum. These products are

often sold and bought and some have designated homes called art museums, where visitors

can view the products that have been made.

The second definition of art is related to the first. If a physical product of art has been created,

then one would assume that someone has produced it through an act of creation. The act of

creation is the focus of the second definition of art. This definition refers to what art educator

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Manuel Barkan (1960) called the “experience of creating your own artistic expressions” (p.7).

Using this consideration, art is more than just the materials or techniques used, but also the

expression of one’s own ideas through the language of creation. At the foundation of this

definition, art is about creation.

The third consideration in defining art is in reference to art as a discipline of study (Clark,

Day, & Greer, 1987). A discipline is a field of study that exhibits three characteristics: “ [A]

recognized body of knowledge or content; a community of scholars who study the discipline;

and a set of characteristic procedures and ways of working that facilitate exploration and

inquiry” (Dobbs, 1992, p.9).

The discipline of art have distinct skills, knowledge and understandings that allow students to

experience works of art. Through the study of this discipline, students learn about different

media, techniques, principles of design, elements of art, and their implications through the

making of artworks, the study of philosophy, the study of historical and cultural aspects, and

through discourse (Dobbs, 1992).

Due to the expansive nature of “the arts,” the parameters of art within this study were limited

to the visual arts, as defined by Discipline-Based Art Education (Clark, Day,& Greer, 1987;

Getty Center for the Education in the Arts, 1985; Greer, 1984). Visual art is a discipline of

study that provides knowledge, skills, and understandings that enable students to have broad

and rich experiences with works of art (Dobbs, 1992). Within the Discipline-Based Art

Education [DBAE] model students engage in visual arts learning through the study of

aesthetics, art criticism, art history, and production, each of which provided different ways to

access and learn about art (Clark, Day, & Greer, 1987; Dobbs, 1992; Efland, 1988; Eisner,

1987,1988; Lewis, 1989). Dobbs (1992) suggested that each discipline aids students in

gaining art experience through:

Art Production: Creating artworks that “involve the manipulation of selected materials

using various techniques that elicit the desired visual effects.” (p.21)

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Art Criticism: Responding to and making judgments about the properties and qualities that

exist in visual forms. Discussions of interpretation, intent, what is seen, felt or thought in

response to the work of art are involved in critical analysis of artwork, (p.21)

Art History: Acquiring knowledge about the contributions artists and art have made and

continue to make within culture and society, (p.21)

Art Aesthetics: Understanding how people justify judgments and philosophies of art objects,

(p. 22) It is important to know about art, to look at the student of art education using

creativity in multimedia correctly.

2.2 Defining creativity

Sternberg and Williams (1996) stated, "Creativity is as much an attitude toward life as a

matter of ability. It is hard to find in older children and adults because their creative potential

has been suppressed by a society that encourages intellectual conformity" its mean student

and educator can't freely to be creative, because society is strict and has to follow their

conformity in education. Sternberg and Williams also believed that there are three basic types

of creative 24 thinking: synthetic ability, analytic ability, and practical ability. To generate

novel and interesting ideas is the synthetic ability. Analyzes and evaluates ideas is called

analytic ability. Practical ability need to translates theory as practical and crucial to recognize

that an idea either have a potential audience. Three types of creativity have important

relations with each other and becoming only truly creative ideas and this is the important

things to be creative as student or educator.

Creativity is a vast field of study with numerous definitions and viewpoints. There seems to

be significant agreement that creativity is the skill of bringing about something new and

valuable (Lumsden, 1999). Creativity diverges from familiar patterns of thought and

converges on new solutions (Anderson, 1964; Barron, 1968; Brittain, 1952; Guilford, 1967;

Harre, 1981; Hausman, 1987; MacKinnon, 1970; May, 1975; Morgan, 1953; Piaget, 1981;

11

Rhodes, 1987; Smith, 1967; Stein, 1974). Although that, researchers Isaksen and Treffmger

(1985) expanded this definition of creativity by defining it as the making and communicating

of meaningful new connections that help us think of many new and unusual possibilities,

guide us in generating and selecting alternatives, and use different points of view. Another

important property of creativity, as stated by James Smith, is that “it is not a special talent

doled out to a chosen few. All children are born creative. It is present in every individual,

though it varies in degree” (Smith, 1967, p.4)

2.3 Elements of creativity

2.3.1 Fluency

The concept of fluency translates into the number o f ideas a person can meaningfully express

in response to a stimulus (Torrance, Ball, & Safter, 1992, p. 6). The meaning can be

articulated through the use of written, verbal, or visual indicators, such as drawings,

descriptions, or titles. Five states of fluency are defined by Guilford (1959,1970).

They include:

Thought Fluency: the ability to think well and effortlessly.

Word Fluency: the ability to think of words that contain a given letter or combination of

letters.

Associational Fluency : the ability of easily state synonyms for a word.

Expressional Fluency : the ability to easily write well-formed sentences on a specific topic.

Ideational Fluency: the ability to easily generate ideas to meet certain requirements, such as

thinking of an appropriate title for a piece of artwork (Wayne State University. Retrieved

from http://www.is.wayne.edu/drbowen/crtvyw02/Guilford.htm on February 16, 2006).

The elusive nature of fluency often makes it difficult to assess in the classroom setting.

Problem-solving activities that are conducted on an individual basis create a challenge, as the

12

process of responding to stimulus often involves brainstorming a series of ideas through

internal dialogue, thereby complicating the visual assessment of fluency.

Even though assessing fluency visually has challenges, it is attainable in other ways. When

students work together, they often verbally brainstorm ideas with each other making fluency

audible. Fluency of ideas can also be captured through interviews, as interviewees explain the

processes they used in the creation of their products. The component of flexibility of thinking

shows a person’s ability to mentally transition from one thing to another. This area of

creativity has been defined by two

distinct functions: spontaneous flexibility and adaptive flexibility (Guilford, 1959, 1970). A

person with spontaneous flexibility has an aptitude for developing a variety of ideas

effortlessly. This often means being able to remove or divorce ones thoughts from any

preconceived notions about the item or idea in question. This creative element is seen in

improvisational comedy when comedians are given props which they have to use in as many

different ways as possible within a short amount of time. Similarly, adaptive flexibility

requires an abandoning of preconceived notions or thoughts. The difference is that adaptive

flexibility is not about the number or variety of ideas about a topic, but rather the ability to

“think outside the box.” It is thinking about a concept in a new way and being able to look

beyond the concrete to develop a more generalized abstract understanding (Wayne State

University. Retrieved from http://www.is.wayne.edu/drbowen/crtvyw02/Guilford.htm on

May, 12, 2006).

2.3.2 Originality

The concept of originality is founded on the statistically-infrequent-principle (Starkweather,

1964,1968). Answers or ideas that are uncommon or unique are considered original as they

are ideas that do not occur to the general population. Ideas that are considered unusual would

also be considered original if they adhere to logic (Torrance, Ball, & Safter, 1992).

Originality can also be seen in behaviour that would be considered non-conformity.

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2.3.3 Elaboration

Elaboration occurs when detail and substance are added to an initial idea. This can be done

visually by adding more definition and/or details to an image, verbally by elaborating on a

concept, or by deepening the meaning of written language by embellishing what has been

written. It also involves action, the carrying out of an idea, and following through to its

completion. A lack of elaboration would consist of an idea or concept defined by only the

basic or minimal amount of information needed to understand the concept at hand (Torrance,

Ball, & Safter, 1992).

2.4 Multimedia Software

There are so many software that will helps use to be creative in our learning and teaching for

presentation to make more interesting and audience not boring with same method of

presentation, critically thinking with using multimedia can helps us, because of the software,

we can get easily with download or buy online.

2.4.1 PowerPoint

The famous presentation software to students and teachers, undoubtedly the powerful piece

and well worth consideration, product by Microsoft and new collaboration is up to date with

latest version of PowerPoint 2010 with new creative features such as 40-plus presentation

templates, over 30 slide transitions we can customize each one include sound and 3D effect.

PowerPoint is the simplest and easy software, that's way this software top ten of presentation

in the world. The table adapted from website

PowerPoint Statistics Data

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How many PowerPoint users are there? 500 million 

How many presentations are created daily? 30 million 

Use of PowerPoint in teaching 6 million

Use of Power Point in Business and Education 120 million 

Estimated sale of PowerPoint software  $100 million  

Average PowerPoint runs for start up to shutdown  250 minutes 

The average PowerPoint slide shows has 40 words  

Microsoft PowerPoint has estimated  95% share

Table 2.1 Statistic of Power Point

2.4.2 Prezi

Sometimes, we need something new and different to compete others, that is term of creativity

and Prezi is one new presentation software and storytelling tool for presenting ideas on

virtual canvas with a cloud-based. Prezi product employs a zooming user interface and the

user can customize to zoom in and out of their presentation media include easy to view a

video from the YouTube and we can choose a music for the background of presentation. This

product need to login and internet connection with conclude auto safe that will easier to view

and share our presentation to others. Figure 2.1 Prezi for academic presentation shown there

are positive and negative for the presenter but the positive is leading from negative side

(orgtheory,2011).

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Figure 2.1 Prezi for Academic Presentation

2.4.3 Flash

Adobe Flash of Macromedia Flash is a multimedia and software another alternative and

speciality to students and art teachers in the learning and teaching. This software used for

creating vector graphic, games, animation and also internet applications, for art student there

are some subject that require to learn about using adobe flash such as interactive multimedia

content to web pages, this software interesting to new students and they are getting excited

when first time learning using adobe. Adobe Flash is not easy as power point, but there are so

many interactive application that will make presentation more interesting than others.

2.5 Conceptual Framework

Conceptual framework is a theory structure of principle, assumptions and rules together with

the idea comprising through a concept. Besides that conceptual framework can be “explains

either graphically, or in narrative form, the main things to be studied the key factors, concepts

16

Negative Positive

Impress some audiences

Cloud-desktop interface very handy

Nice macro layouts and views

Visual Focus

Proudly

Very gimmicky

Over confident

or variables and the presumed relationship among them"(Miles and Huberman,1994,P18)

The conceptual frame work for this study, can be refer in Figure 2.2 and it illustrates how

variables used in this study which creative in multimedia are related in learning art education.

Figure 2.2 Conceptual Framework

In this study student and art teacher should think critically to be more creative in their study

and teaching will affect learning art education, Creative in using multimedia as approach will

influences in their learning in art education and affect their learning environment either it will

be good or bad, for example, some great presentation by senior can be good example to junior

and will increase their confident level and attract to be better through their critical thinking.

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Student

Creative in Multimedia

Learning Art Education

Learning Environment

Influences

Use

Influences

Affect

CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will discuss research design of this study, the method of data collection, the

population and sampling of this study also the data analysis of the data.

3.1 Research Design

This study will be carried out using a quantitative approach because it more suitable than

qualitative because it is more to the reasons and motivations trends in thought and opinion.

Quantitative research design for this study to generalize and quantify results from a sample to

the art education students. Under quantitative approach, a survey research design that will be

used in this study is a cross-sectional survey. Longitudinal survey need to collect at different

point in time in order to study changes over time furthermore cross-sectional survey the

information is collected at just one point in time it will more suitable with this study.

3.2 Population and Sampling

The primarily target population of this study is undergraduate students at Faculty of

Education(Visual Art) and Faculty of Art and Design at Universiti Teknologi Mara Shah

Alam (UiTM). The purpose of using undergraduate students from this particular higher

institution because UiTM  is Malaysia's largest institution of higher learning in terms of size

and population. Education students is the best to use samples in order to see whether or not

the findings of this study. According to Frerichs (2008) the sample of this study will be used

is simple random sampling because is to learn more the theory of sampling and this is the

basic selection process of sampling and is easiest to understand. Purposely target a group of

art education and art students in Uitm Shah Alam. This sampling technique is more suitable

18

to this study is to investigate students and teachers creativity by using multimedia in their

learning art education. All respondents consist of students were randomly selected at

education faculties.

3.3 Instrumentation

The term data refers to the kind of information from this research study is questionnaire. The

questionnaire are designed by researcher to analyze the important role of creativity in

multimedia of learning in art education. Collecting the data and analyze from demographic

information, basic of creativity and multimedia, student's perception and doesn't improving in

their learning. Besides that, some responses to the researcher's questions with an oral

interview or written replies to a survey questionnaire to gather more data receive.

The questionnaire were created to each of the respondents to helps in the research questions

of this study. There are 24 items in this questionnaire that have been divided into four

sections which are A, B, C, and D. The questions were divided into four section to make it

easier to respondent and to avoided it from appearing disorganize, intimidate and easier to

understand the section of questions. The descriptions of each section are as follows:

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Table 3.1 Descriptions of the Questionnaire

SECTION DESCRIPTIONSNUMBER OF ITEMS

Section A

Demographic Background

This section only general questions on basic demographic data of respondents such as gender and age. Besides that, education level and programme as additional questions on

respondent's

Questions:

1-4

Section B

Creativity and Multimedia Background

This section were focus on creativity and multimedia background as to gather information about their basic

knowledge in their learning art education such as what is creativity and multimedia

Questions:

5-13

Section C

Perception Towards

Creativity and Multimedia

This section consist of several questions to analyze their perception in creativity and multimedia either positive or

negative. This question will helps to identify whether creativity in multimedia improve their learning.

Questions:

14-20

Section D

Creativity in Multimedia

Effect

In the final section focused on the effects of creativity by using multimedia. To identify the effect that creativity in

multimedia either positive or negative impact to their learning by multiple choice of strongly agree, agree,

strongly disagree and disagree

Questions:

21-24

These questions were distributed to get a good result and make the conclusion from the data

on either is important roles of creativity in multimedia of learning in art education. The data

for the 100 respondents were collected among education students in UiTM Shah Alam.

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3.4 Data Collection

The respondent of this questionnaire were focused to students from faculty education and

faculty of art and design in Universiti Teknologi Mara Shah Alam. Before the survey begin,

research needs to explain the as a short briefing on the procedure. The briefing is about

explanation on the research study and what is purpose of this questionnaire is, only a few

minutes it will be enough. This questionnaire were focusing to the students, a weekdays

during office hour, lunch break, and class session is suitable time to distributed and the time

is needed to complete all questions is about five minutes or eight minutes only. This survey

sessions need to monitored by researcher herself to ensure that data were given to the

respondents are valid and trusted. Finally, the questionnaire is collected after all respondent

complete all the questionnaire.

Figure 3.1 Summary of The Data Collection Procedures

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Design of Questionnaire The Question were divided into four sections: Section A-Demographic Background, Section B-Creativity and Multimedia Background, Section C-Perception Towards Creativity and Multimedia

Sample Selections

The Respondents of this questionnaire are 100 students of Universiti Teknologi Mara Shah Alam Campus

Questionnaire DistributionThe questionnaire is distributed due on weekdays wehter during class sessions, lunch breaks or office hours

Time Taken Around Five minutes and 8 minutes to complete all question

Survey ProcessThe survey process need to monitored by researcher herself to ensure the data were valid and trusted

3.5 Data Analysis

All the data from the questionnaire were collected and analysed to answer to the three

research questions for this study. The Statistical Package for Social Science (SPSS) the latest

versions 22.0 software was used in order to analyse and interpret the data. On Other hands,

SPSS software is mostly suitable for a survey research because this software considerably

simplify programming were places constraints on internal file structure, data processing, data

types and matching files.

Research Objectives Section Analysis

i) To identify important role of creativity in multimedia of learning in art education.

B

(Question5-13)

(Question 8-10)

Data were analysed according to the frequency, mean, and standard

The open minded question according to the pictures were categorized and analysed under 2 groups:a: Yesb: No

ii) To investigate level of student's knowledge of creative in art education. (Question 14-20)

Data were analysed according to the frequency, mean, and standard

iii) To identify ways of learning used creativity and multimedia in art education

(Question 21-24)Data were analysed according to the frequency, mean, and standard

Table 3.2 Summary of Data Analysis

22

The quantitative data from Section A, B, C, and D of questionnaire were analysed and

presented in the form of tables. Although that several open-ended questions, the researcher

personally will read the respondent's answer and then analysed and categorized them into two

different group with Yes or No. Moreover, the researcher were determined the data either

they were positively or negatively for sure.

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