Research proposal assg 3rd

A STUDY ON THE EFFECTIVENESS OF TECHNOLOGY AND MULTIMEDIA

USAGE IN ART TEACHING FOR EARLY CHILDHOOD

AMIRA BINTI AHMAD MAHMUD

2013146821

FACULTY OF EDUCATION

UNIVERSITI TEKNOLOGI MARA

SHAH ALAM

2014

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CONTENTS

INTRODUCTION......................................................................................................................4

1.0 Introduction.....................................................................................................................4

1.1 Background of the Study................................................................................................6

1.2 Problem Statement........................................................................................................8

1.3 Research Objectives......................................................................................................9

1.4 Research Questions.......................................................................................................9

1.5 Research Hypothesis...................................................................................................10

1.6 Operational Definitions.................................................................................................10

1.6.1 Definition of Technology and Multimedia...............................................................10

1.6.2 Definition of Art Teaching.......................................................................................10

1.6.3 Definition of Early Childhood.................................................................................11

1.7 Limitation of the Study..................................................................................................11

1.8 Significant of the Study................................................................................................12

LITERATURE REVIEW..........................................................................................................13

2.0 Introduction..................................................................................................................13

2.1 ASSURE Model............................................................................................................13

2.1.1 A – Analyse Learners.............................................................................................14

2.1.2 S – State Standards and Objectives.....................................................................14

2.1.3 S – Select Strategies, Technology, Media, and Materials.....................................14

2.1.4 U – Utilize Technology, Media, and Materials........................................................15

2.1.5 R – Require Learner Participation.........................................................................15

2.1.6 E – Evaluate and Revise.......................................................................................15

2.2 Technology and Multimedia in Classrooms..................................................................16

2.3 Technology and Multimedia in Early Childhood...........................................................17

2.4 Learning with Visuals...................................................................................................18

2.4.1 Pictures.................................................................................................................19

2.4.2 Drawings...............................................................................................................20

2.4.3 Charts....................................................................................................................21

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2.4.4 Graphs...................................................................................................................22

2.4.5 Posters..................................................................................................................23

2.4.6 Cartoons................................................................................................................24

2.5 ICT as a Tool for Learning............................................................................................25

2.6 Conceptual Framework................................................................................................26

RESEARCH METHODOLOGY..............................................................................................28

3.0 Introduction..................................................................................................................28

3.1 Research Design..........................................................................................................28

3.2 Population and Sample................................................................................................29

3.3 Instrumentation............................................................................................................30

3.4 Data Collection.............................................................................................................31

3.5 Data Analysis...............................................................................................................33

BIBLIOGRAPHY....................................................................................................................36

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CHAPTER 1

INTRODUCTION

1.0 Introduction

Technology and multimedia is a term that has been spoken by public since early of

1990s. It received widespread attention in variety of aspects, such as in field of

entertainment, advertising, exhibition, presentation, games, exercises, and education.

Multimedia and technology is not a new thing. It existed since the start of

communication era, which involves the sound and visual display. Before this, the teacher

had using multimedia when teaching, for example the teacher using video cassette for music

subject. With the development of computer technology nowadays, multimedia are started to

be accepted.

Generally, multimedia is the usage of variety types of media that been used for

communication purpose. The time and technology evolution causes the definition of

multimedia changes. Nowadays, the public accepted multimedia as a communication device

that combines the usage of various media with the support of computer technology

(Jamalludin Harun, 2003).

According to Wikipedia (2014), there is an educational theory that preferential for early

childhood which appropriate to the early childhood until the age of eight. It gives the

concentration on education focus and provided the suitable time for them to start the

relevant education.

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The children with the early stage of age experience life in comprehensive way, compare

to any range of age, Adults play the important role in children’s learning and understanding.

The early childhood tends to learn from all of the experiences that they faced, not just from

the certain part of the experience which the adults mostly giving focus and attention

(Wikipedia, 2014).

The young children mostly have the high sense of curiosity. They are more to explore

the new thing that they facing in their life. This situation is very suitable with the approach of

multimedia and technology in teaching and learning of art education in early childhood.

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1.1 Background of the Study

Education in early childhood is the education focuses on children’s learning trough play.

It is reported based on Jean Piaget’s research and philosophy, which is ‘Power of Play’. In

this research, the researcher found that the early childhood might learn in effective way.

They also gain their knowledge through what they tend to like, which is playing, doing art,

and involve in social games with peers. This theory stressed on the how the power of play

can be mix up with educational lessons (Wenner, 2009).

The uses of multimedia and technology in art teaching is needed to make the learning

method increase significantly along with globalization. Before this, the usage of media is

already applied, i.e., the usage of cassette in music subject, in literature class to play poems,

and documentaries. The early childhood students can understand and adapt easier about

what they learn with the multimedia and technology as the teaching tools. This is because,

the cassette provides audio that can be play and gives the sound of melody and

pronunciation. It also can be access repeatedly in order to gives understanding to the

students.

Nowadays, the technology expands concomitant with the education evolution. In school,

the multimedia and technology in teaching and learning has been implemented. Apart from

that, the teaching tools have changed from media to multimedia that combined the several of

media such as audio, visual, graphic, animation, and etc. that being supported with the

computer technology in interactive way.

Based on the statement above, clearly that the early childhood students must be familiar

with the multimedia and technology in art learning.

Nowadays, most of people have computers and the teachers should use multimedia in

teaching. Compare to the past teacher that wrote using the chalk, and occasionally drawing

simple pictures, by using multimedia in teaching must be interactive teaching (Wen, 2000).

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According to the previous research, the introduction of multimedia and technology has

been made for its potential to facilitate the learning of other subjects, and even for the

development of students’ thinking (Steve Kennewell, 2000).

Therefore, the usage of multimedia and technology in art teaching should be practice to

the early childhood students and identify the effectiveness on the usage of multimedia and

technology in art teaching.

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1.2 Problem Statement

The education system nowadays encounters the rapid changes. Teaching and learning

with the usage of multimedia and technology in art subject has been widely used.

Technology and multimedia changed the way on how children learn and response with their

environment (Patricia Edgar, 2008). Based on the statement, the teaching and learning

method have changed over the technology usage evolution. However, the ability of the

student in early childhood on adapting and learning multimedia and technology should be

taken into consideration.

The usage of technology and multimedia in early childhood setting are involving the

existence of suitable materials and tools to develop the children’s learning, communications,

and interactions (Roberta Schomburg, 2011). The application that been used also need to be

study and identify about on how it been operate. The usage of multimedia and technology

need to be identified on how it influences the students in their interest, perception, and

motivation.

However, how effective is the multimedia and technology usage in art teaching for early

childhood? Therefore, the study will explore the level of effectiveness of the multimedia and

technology usage in art teaching for early childhood and suggest another ways that can

improve it better.

Since there are various results on the effectiveness of technology and multimedia usage

in art teaching for early childhood, thus another study should be carried out in order to

determine the exact level of effectiveness resulted in early childhood in term of technology

and multimedia usage in art teaching.

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1.3 Research Objectives

The research objectives for this study are:

i. To analyse the level of capability of the early childhood students in adapting and

dealing with the multimedia and technology application in art learning.

ii. To identify how the multimedia and technology usage in art teaching influence the

early childhood students in their emotion, interest, and perception.

iii. To investigate whether the multimedia and technology usage in art teaching for early

childhood improving the curriculum unit.

1.4 Research Questions

The research questions for this study are:

i. What is the level of capability of the early childhood students in adapting and dealing

with the multimedia and technology application in art learning?

ii. How the multimedia and technology usage in art teaching influence the early

childhood students in their emotion, interest, and perception.

iii. Is the multimedia and technology usage in art teaching for early childhood improving

the curriculum unit?

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1.5 Research Hypothesis

The hypothesis for this research is:

Ha: If the early childhood students reach the level of capability in adapting and dealing with

the technology and multimedia in art learning and improving the curriculum unit, then the

technology and multimedia usage in art teaching in art teaching for early childhood is

effective.

1.6 Operational Definitions

1.6.1 Technology and Multimedia

Technology and multimedia: According to (Jamalludin Harun, 2003), technology and

multimedia is the usage of several media that being used for the communication purposes.

Nowadays, the public accepted multimedia as the combination of several types of media that

connected directly with the computer technology. In this study, technology and multimedia is

described as the usage of multimedia software as a tool in teaching and learning, suitable in

the early childhood settings. It also enables the interactivity with students.

1.6.2 Art Teaching

Art teaching: Teaching is an action of someone that can increase students’ knowledge. Art

teaching is the ability to provide instruction, stating objectives, and assessing the students’

performance (Markley, 2014). In this study, art teaching is defined as the lesson that taught

by teachers to students about art education.

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1.6.3 Early Childhood

Early childhood: According to (ScienceNetLinks, 2014), early childhood is one of the stages

of physical growth and development in human being. Early childhood age range is between

three to eight years old. In this study, early childhood is categorized as the students in the

early stage of learning, which at the age range of three to eight years old.

1.7 Limitation of the Study

This research is about to study the effectiveness of technology and multimedia usage

in art teaching for early childhood. The first limitation is the respondents of this study. The

respondents are limited to the art teachers from the schools and art centres in Selangor. It is

a small size sample, which the numbers of the respondents are 33 only. The art teachers in

other context such as working environment and students’ behaviour may be affected

differently when they use technology and multimedia in art teaching. As an example, the art

teacher who teaching in higher class will have the different level of effectiveness and

students’ performance compare to the art teacher who teaching in moderate class.

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1.8 Significant of the Study

Based on the previous research, the early childhood who studies about art education

has enjoyed and increase amount of attention over the years (Felicity McArdle, 2002). The

multimedia and technology usage in art teaching seems to be relevant being applied to the

early childhood art learning as a tool for them in enjoying art education.

Technology and multimedia changed the way on how children learn and response

with their environment (Patricia Edgar, 2008). The multimedia and technology usage might

be best approach in attracting students’ interest, perception, and motivation in studying art.

Obviously, there have been tremendous developments in the capabilities of computer

hardware and software, as well as computer system. These changes need the teachers to

be considered as ‘computer competent’. The old list of IT skills for teachers simply is not

adequate for today’s teaching demands (Tan Seng Chee, 2003). The statement support

where the students will be involve in global learning. All the contribution of technology

approach makes the learners to rely more on their own efforts to solve problem, generate

their own learning strategies, and build their own knowledge and understanding instead rely

on teachers as information givers.

It is hoped that the findings from this study will provide the knowledge about the

issue. This issue may explain to the public about the effectiveness of multimedia and

technology usage in art teaching for early childhood, in order to follow the learning evolution

and produce the computer literate students. It also enables the students to be considered as

computer competent in young age.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This study will explore the effectiveness of technology and multimedia usage in art

teaching for early childhood. The main objective of this chapter is to analyse the level of

capability of the early childhood students in adapting and dealing with the multimedia and

technology application in art learning. This is followed by deeper investigation on identifying

how the multimedia and technology usage in art teaching influence the early childhood

students in their emotion, interest, and perception. The last part is to investigate whether the

multimedia and technology usage in art teaching for early childhood improving the

curriculum unit. Therefore, the chapter intends to study the effectiveness of technology and

multimedia usage in art teaching for early childhood.

2.1 ASSURE Model

Teachers nowadays have exciting opportunities to use innovative technology and media

to prepare the 21st century students. Careful planning is required to get the effective

instruction, such as how to plan systematically for the effective use of technology and media.

The teachers need to have the lesson plan in technology and media that can effectively

integrate classroom. To integrating technology and media into instruction, ASSURE model is

used.

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Research has shown that well-designed lessons are started from the student’s interest

and then followed with the present of new material, involve students in practice with

feedback, assess their understanding, and provide relevant follow-up activities. All of these

instruction incorporates in ASSURE model. The ASSURE model is a systematic approach

that can be used to analysing the learner characteristics on their ability to learn (Sharon E.

Smaldino, 2012).

2.1.1 A – Analyse Learners

The first step in ASSURE model is to identify and analyse learners’ characteristics

shown to be associated with learning outcomes. It also can be the guidance on decision

making during the design of the lesson. The educator needs to consider the three main

areas in learner analysis. They are general characteristic of learners, specific entry

competencies, and the learning style.

2.1.2 S – State Standards and Objectives

The second step in ASSURE model is to provide the particular standard and learning

objectives as specifically as possible. The state standards and objectives are based on the

state and rational student performance criteria. For this state, the condition will include the

use of technology and media to support learning and to assessing achievement of the

standard or learning objectives.

2.1.3 S – Select Strategies, Technology, Media, and Materials

The third step in ASSURE model is to select strategies, technology, media, and

strategies. After established the beginning points, analyse the learners, which knowing

students’ present knowledge, skills, and attitude, then stated the standards and objectives of

the instruction. After that, build a bridge between these two points by choosing appropriate

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instructional strategies, technology, media, and materials in order to achieve the objectives.

2.1.4 U – Utilize Technology, Media, and Materials

The forth step in ASSURE model is to utilize technology, media, and materials. The

type of steps includes the planning of teaching role for utilizing the technology, media, and

materials in order to help students to achieve the learning objectives. The ‘5P’ process must

be followed to the steps. Firstly, (1) preview the technology, media, and materials. Then it

followed by (2) preparing the technology, media, and materials. After that, (3) prepare the

environment, then (4) prepare the learners. Lastly, (5) provide the learners with the learning

experiences.

2.1.5 R – Require Learner Participation

The fifth step in ASSURE model is to require learner participation. The learners’ active

mental engagements are required to set the effective instruction. Some activities also can be

provided to allow them to practice the new knowledge or skills that been introduced. The

practice that been involved in this step is includes student self-checks, internet activities,

group exercise, and computer-assisted instruction. The feedback resource can be the

teacher, other students, computer, and self-evaluation.

2.1.6 E – Evaluate and Revise

The sixth step in ASSURE model is to evaluate and revise. Evaluate is impact on

student learning after implementing a lesson. The assessment examines the degree to

which students achieved the learning objectives and examines the entire instructional

process and impact of using technology and media. Sometimes there are difference in

learning objectives and student outcomes, the lesson plan need to revise, to address the

areas of concern.

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2.2 Technology and Multimedia in Classrooms

The teachers nowadays have been challenged to find ways to help students and to

guide them. It is important for them to nurture the early childhood students to learn to use

technology and multimedia applications. As mostly phenomenon, there are situations where

the students are come with the limited experience of skills in using technology. In the

situation, the early children student should be introduce with some boarder range in using

multimedia and technology in art learning.

Multimedia and technology applications should be offered to the early children students

as they can experience the meaningful learning opportunities. They also need to learn

multimedia and technology accordingly as they learn anything else also. According to the

article “Meaningful Connection Using Technology in Primary Classroom”, it stated that the

early childhood are mostly lacks of experience dealing with technology and multimedia. They

need the ample time to let them explore and use the technology and multimedia applications

before they are familiar with the computer software applications.

Previous study has reported that the early childhood children should be given

opportunities and allows them to explore the usage of computer software applications in

interactive way during the year of preschool.

This experience can help them to manage themselves about the basic skills in dealing

with computer. This experience also can allow them to develop their confidence level while

adapting the computer software applications as well as improve their skills in more advanced

applications (Karen L Murphy, 2003).

By the multimedia and technology usage that practiced in art teaching and learning for

early childhood students, they can see the purposeful use of multimedia and technology, and

receive the benefit from the usage.

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2.3 Technology and Multimedia in Early Childhood

The age nowadays is the digital age. All people are leaning technology and multimedia

regardless of the age range. The revolution of technology and multimedia makes the

technological and media literacy become more important than ever.

Much of the concern has focused on the content of entertainment and educational

media produced for young children including the effects of media violence and sexuality on

young children, the exposure to the commercial messages, stereotypes, inappropriate

behaviours, and social interactions. Based on the situation stated, to avoid the inappropriate

use of technology, the educators need to shows the positive examples of how to successfully

adapt and integrate technology and multimedia into the classroom. The educators need to

enhance the children’s learning using a set of guidelines for the informed and intentional

selection, use and evaluation of technology tools with the young children (Sawsan Nusir,

2011).

There are principles for appropriate use of technology to support the optimal

development and learning of young children. They are the selection of technology and

screen media depends on the age, developmental level, needs, interests, and the ability of

each child. In the study conducted by Sawsan Nusir (2011), the researcher stressed that the

educators are need to know the effective uses of technology and screen media. They must

be active, hands-on, engaging, and empowering. When the technology and multimedia are

used appropriately, the technology can enhance the early childhood students’ cognitive and

social abilities. The technology and multimedia also should be playful to develop the

children’s interactions and give them the opportunities to explore digital and materials in

playful and creative ways.

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2.4 Learning with Visuals

The education system that using multimedia and technology are intends to use on-

screen learning. This requires the students’ ability to interpret visual messages accurately ad

to create such messages. This ability is called as visual literacy. Visual literacy can be

developed through two major approaches called decode and encode. Decode is helping

learners to ‘read’ visuals proficiently by practicing visual analysis skills. Encode is helping

learners to ‘write’ visuals to express themselves and communicate with others (Sharon E.

Smaldino, 2012). Commonly, there are six types of visuals that found in the classroom.

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2.4.1 Pictures

Figure 2.1: Picture

Pictures are photographic or photograph-like presentations. They are two-

dimensional and readily available on the internet, books, magazine, and newspaper. The

skills of decoding textbook and computer pictures should be teach to motivate the learners to

use them for study purposes. The important factors are the quality and the quantity of the

illustrations.

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2.4.2 Drawings

Figure 2.2: Drawing

The drawing employs the graphic arrangement of line. The drawing can be used in all

phase of instruction, like from introduction of topics though evaluation and it readily found in

textbook and computer-based materials. The software programs such as Adobe Photoshop

and Adobe Illustrator can be used to make layout, design, and illustration. The computer

graphics software programs have a lot of typeface and clip-art images can manipulate

visuals in imaginable way.

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2.4.3 Charts

Figure 2.3: Chart

The abstract relationship such as chronologies, quantities, and hierarchies are visual

representation that can appear by chart. They are frequently in form of tables and flowcharts.

A clear and well-defined instructional purpose should have in a chart. It should express only

one major concept or concept relationship generally. To communicate the message through

the visual channel, the chart must be in well-designed.

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2.4.4 Graphs

Figure 2.4: Graph

The visual of numerical data are represents with graph. They illustrate the

relationships among units of data and trends over time. It is more visually interesting than

tables. The spreadsheet software such as Microsoft Excel can produce professional-looking

graphs.

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2.4.5 Posters

Figure 2.5: Poster

Images, lines, colours, and words are visual combinations that incorporate in posters.

They are intended to capture and hold the viewers’ attention to communicate their message

quickly. Posters can be effective in most of learning situations. There are a lot of sources that

use posters such as airlines, government departments, travel agencies, commercial

companies, and professional organizations. Posters can be made by using coloured

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markers, computer printouts, and devices that print poster-sized pages.

2.4.6 Cartoons

Figure 2.6: Cartoon

Cartoons are the rough caricatures of line drawings. Children from all ages can easily

and quickly read cartoons. It can be often use them to make or reinforce a pint of

instructions. The cartoons must be within the experiential and intellectual range of the

students. The software like ToonDoo can provides an array of characters, settings, and

props for students to assemble into a cartoon that depicts the messages.

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2.5 ICT as a Tool for Learning

New knowledge, skills, and attitudes must be developed by learning as an individual

interacts with information and the environment. When integrating technology and media into

a lesson, the teacher must make important decisions to ensure learning. To assume the

challenges of continually evolving knowledge and skill requirements for the future, learners

in the 21st century need to be better educated.

There is a very uncertain tomorrow, and a lifelong learning is a cornerstone to guiding

students towards understanding how to approach the shifting knowledge and skills of their

future. The students learning today are the preparation for them to face the future.

Technology and media have become an essential interface for learners as they move

forward in their education (Partnership for 21st Century Skills, 2009).

The first introduction of ICT into school, it is made for its potential to facilitate the

learning of other subjects and even for the development of students’ thinking. The students

who learn with computer programming were expected to recognize and strengthen their own

thinking.

There are some software tools that are adaptable and provide great utility, such as word-

processors, spreadsheets, databases, and graph plotters. By applying these tools, they may

develop ICT capability. The students can perform their ability in using such tools by their

repetitive operations routine. This can give them opportunity to develop the mind from

routine tasks, amplifying its power, and allowing it to work at the higher levels. On the other

hand, the teacher also may demonstrate their own ICT capability through the appropriate

use of technology in their teaching. The teacher needs to prepare the constant change in

students due to the progress of technology. The teacher also needs to prepare the students

to work confidently with the new technologies.

The usage of multimedia and technology in learning in schools has enable to appreciate

just how complex the multimedia and technology capability is, and how many factors at

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different levels impact upon the standard of students’ attainment (Steve Kennewell, 2000).

2.6 Conceptual Framework

The conceptual framework for this study is shown in the figure below and it illustrate how

the variables used in this study which is the usage of technology and multimedia are related

with the effectiveness on teaching in art for early childhood students’ learning. According to

(Jabareen, 2009), a conceptual framework is “lays out key factors, constructs and variables,

and presume relationships among them”.

Figure 2.7: Conceptual Framework

In this study, the effectiveness of using technology and multimedia in art teaching for

early childhood will be investigated in depth. There are variables that will perceive the literal

role of the usage of technology and multimedia in defining the effectiveness for the early

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childhood students when the teacher are applying it in art teaching for them.

As shown in the figure above, the art learning that needs the students to deal with the

technology and multimedia will influence their learning experience. The experiences that

being faced by the early childhood students may give the impact to their effectiveness in

learning arts, either in positive or negative way. Thus, this study intends to see the

effectiveness of technology or multimedia usage in art teaching for early childhood. In this

study, the use of technology and multimedia in art teaching and learning is believed can give

impact on students’ learning process. The technology and multimedia usage in art teaching

for early childhood will determine either these implementation of technology and multimedia

in teaching and learning can be effective to the early childhood students, and curriculum

outcomes in art educational context or not.

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CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will discuss the research design, the population as well as the sample of

this study, the instrumentation, the method of data collection, and the data analysis plan.

3.1 Research Design

The study will carried out using quantitative approach. The research design that will be

used in this study is a survey research, which is using a cross-sectional survey as its scope.

An article from (Institute for Work and Health, 2009) stated that a cross-sectional study is an

observational study and the researcher records information about their subject without

manipulating the study environment. The research design was meant to analyze the level of

capability of the early childhood students in adapting and dealing with the multimedia and

technology application in art learning, to investigate whether the technology and multimedia

usage in art teaching for early childhood improving the curriculum unit, to identify the method

that the teacher used to evaluate the early childhood students’ performance regarding to the

usage of technology and multimedia in art teaching, and to identify how the technology and

multimedia usage in art teaching influence the early childhood students in their emotions,

interests, and perception.

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3.2 Population and Sample

The major population of this study will be the art teachers from schools and art centers

in Selangor. The purpose of using the art teachers from the schools and art centers is

because the art teacher is the person who are teaching art and can recognize the students’

attitude, as they can see directly on the interest and perception of their students through the

art learning. The art teacher also can analyze the level of capability of the early childhood

students in adapting and dealing with the multimedia and technology application in art

learning. Art teacher is also the person who uses the method to evaluate the early childhood

students’ performance regarding to the usage of multimedia and technology in at learning.

Art teacher is the nearest person who interacts with the students; that can identify how the

multimedia and technology usage in art teaching can influence the early childhood students

in their emotions, interests, and perceptions. The sample sizes for this study are 33

respondents. The sample of the study will be selected using the non-random sampling. Non-

random sampling is the sampling technique that used to make an explicit choice based on

the own judgment about exactly whom to include in the sample (Sette, 2008). In non-random

sampling process, the samples are selected based on the purpose on the researcher and

the accessibility of the respondents itself. It is called as the purposive sampling. The

purposive sampling makes the researcher to select the samples who suits the criteria that

the researcher looking for. According to (Jack R. Fraenkel, 2012) in his book, he stated that

purposive sampling is the sampling that researchers do not simply study whoever is

available but rather use their judgment to select a sample that they believe, based on prior

information that will provide the data they need. This sampling technique is chosen as the

objective of this study is to investigate the effectiveness of technology and multimedia usage

in art teaching for early childhood. All of the respondents consist of the art teachers from

various schools and art centers in Selangor since they were randomly selected.

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3.3 Instrumentation

The instrument used for data collection in this research study is questionnaire.

According to (Merriam-Webster, 2014), questionnaire is a written set of questions that are

given to people in order to collect facts or opinions about something. Some of the items in

the questionnaire are designed by the researcher in order to identify the effectiveness of the

technology and multimedia usage in art teaching for early childhood. For the purpose of this

study, the questionnaire are includes both close-ended as well as open-ended questions.

The questionnaires were distributed to each of the respondents to assist in answering

the research questions of this study. The total number of questions in this questionnaire is

40. The questions have been divided into five sections, they are Section A: Demographic

Information, Section B: Technology and Multimedia Usage Background, Section C: The

Perception of Teacher and Students towards Technology and Multimedia Usage in Art

Teaching for Early Childhood, Section D: Technology and Multimedia Effects in Art Teaching

and Learning, and Section E: The Effectiveness of Technology and Multimedia Usage in Art

Teaching for Early Childhood. The questions were divided into different section in order to

improve the design of the questionnaire, avoid it from appearing intimidate and disorganize,

as well as to segregate clearly the objectives under different sections to ease the data

analysis process.

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3.4 Data Collection

The respondents of this questionnaire are the art teachers from schools and art centers

in Selangor. Before the respondents answer the questionnaire, there will be a short briefing

and explanation on the procedures. The briefing is about the explanation on the research

objectives and what the questionnaire is all about. The time taken to complete the

questionnaire is about eight to ten minutes. The questionnaire is distributed to the

respondents on weekdays during office hours, class sessions, or lunch break. The survey

process was monitored by the researcher. This action was taken to ensure that the data

given by the respondents are valid, and if there any problem or enquiries faced by the

respondents during filling the survey form, the researcher could attend to them. This way is

also chosen in order to avoid unreturned questionnaire. The survey forms were collected

after the respondents complete answering the questionnaires.

The data collections were as follows:

Design of Questionnaire

The questionnaire has five sections. They are Section A: Demographic Information, Section B: Technology and Multimedia Usage Background, Section C: The Perception of Teacher and Students towards Technology and Multimedia Usage in Art Teaching for

Early Childhood, Section D: Technology and Multimedia Effects in Art Teaching and Learning, and Section E: The Effectiveness of Technology and Multimedia Usage in Art

Teaching for Early Childhood.

Sample Selection

The respondents of this questionnaire are 33 peoples of art teacher from schools and art centers in Selangor.

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Figure 3.1: Data Collection

Questionnaire Distribution

The questionnaire is distributed on weekdays during office hours, class sessions, or lunch break.

Time Taken

The time needed to complete all the questions is around eight to ten minutes.

Survey Process

The survey process is monitored by the researcher. This action was taken to ensure that the data given by the respondents are valid, and if there any problem or enquiries faced by the respondents during filling the survey form, the researcher could attend to

them. This way is also chosen in order to avoid unreturned questionnaire.

Questionnaire Collections

The survey form is collected after the respondents completed answering the questionnaires.

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3.5 Data Analysis

All the data obtained from the questionnaire were collected and analyzed to provide

answers to the research questions for this study. In order to analyze and interpret the data,

the Statistical Package for Social Science (SPSS) version 20.0 software was used.

According to (The American University in Cairo, 2011) it stated that Statistical Package for

Social Science (SPSS) was originally developed as a programming language for conducting

statistical analysis, and it has grown into a complex and powerful application with now uses

both a graphical and a syntactical interface and provides dozens of functions for managing,

analyzing, and presenting data. In this system software, the data was keyed-in and

descriptive statistics is used in order to analyzed and interpret data of the information

gathered.

Research Objectives Instruments Section Analysis

To analyze the level of

capability of the early

childhood students in

adapting and dealing with

the multimedia and

technology application in

art learning.

Questionnaire

Section C

Question 12 -

21

Data analyzed according

to the frequency and

mean of each question.

Section C

Question 22

The open-ended

questions are analyzed

and separated according

three different terms:

1. Yes

2. Undecided

3. No


to the frequency of each

responses.

34

To identify how the

multimedia and technology

usage in art teaching

influence the early

childhood students in their

emotions, interest, and

perception.

Questionnaire

Section D

Question 23 -

32




Section D

Question 33

The open-ended




1. Yes

2. Undecided

3. No



responses.

To investigate whether the

multimedia and technology

usage in art teaching for

early childhood improving

the curriculum unit.

Questionnaire

Section E

Question 34 -

39




Section E

Question 40

The open-ended




1. Yes

2. Undecided

3. No



responses.

Table 3.1: Data Analysis

35

Based on the data collection that collected from the respondents, the data then

analyzed according to the frequency and mean of each question. The data collected will be

presented in chart and table form. Open-ended questions are provided in this questionnaire

because the researcher has limited time to conduct actual interview with the respondents.

The data analyzed and separated according to the three different terms. They are ‘yes,

undecided, and no’. Then the data tabulated according to the frequency of each responses.

The data collected will be presented in simple chart form.

36

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Research proposal assg 3rd

Education

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