kajian kes zoom a

7/28/2019 Kajian kes Zoom A

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The Case Study: Information collected

Section 1: Curriculum and Intended Learning Outcome

1.1 Subject

The program can be used across all the Primary School Assessment Test

(UPSR) core subjects which is Bahasa Melayu (Comprehension), English,

Mathematics and Science. It contains bulk of questions provided by the program

builder and all the questions are adhering to the UPSR Syllabus determined by the

Ministry of Education.

1.2 Topic/Domain

This program is an activity to support learning. Teacher can use it as

worksheet, test or evaluation in the end of the topic taught.

1.3 Mode of Delivery.

The activity is mostly tutor-supported learning. It can be delivered in blended

mode of face-to-face or distance. The activity may be conducted in the class while

pupils are face-to-face to with the teacher. It can also be worksheet to bring home as

homework and have to complete it in the duration that the teacher had been set it up.

After the duration ends, teacher can assess the task completed. In this condition, the

teaching and learning can be distance. However, in this case study, the pupils only

can learning online in the school. It is because their sources of computer and internet

are very minimal outside the school.


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1.4 Intended learning outcome

By using the program, learners will be able to:

Use the knowledge and concept taught in the class in answering the

questions.

Get familiar to the exam questions and format.

Increase their skills in computer and internet.

Utilize the computer and internet wisely.

The program is exam-oriented. Thus, the brief learning outcome can be explained by

the format of the test (UPSR). The UPSR will cover three years of learning from

standard 4 to 6. The format is shown as follows:

1.4.1 Bahasa Melayu

Pemahaman (Comprehension)

The Pemahaman paper has 40 questions for 50 minutes.

It consist the grammar (tatabahasa), use of vocabulary etc.

Penulisan (writing)

Each papers consists of three sections that are sections A, B and C.

Candidates only have 1 hour and 15 minutes to answer all three sections.

Section A

For section A, a picture will be given. Then, pupils must build five compound

sentences based on the picture. The suggested time to answer this section is 15

minutes. The marks allocated for this section is 10. Occasionally, however, pictures


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might not be provided and to substitute that, candidates might be asked to write

sentences on a graph, a pie chart, multiple images, or a time table.

Section B

Section B is similar to the previous format of the Penulisan paper. For this section,

candidates must choose one of three karangan or essays to be written on the UPSR

paper. The suggested time to answer this section is 35 minutes. The total marks

allocated for this section is 30 marks.

Section C

For Section C, there is a short story that contains some moral values. The student

must write a paragraph containing the moral values. Pupils who get SK (Sekolah

Kebangsaan) paper must give at least 5 moral values. The suggested time to answer

this section is 20 minutes. The total marks allocated for this section is 20 marks.

1.4.2 English

The English examination is divided into 2 papers. Paper 1 contains 40

objective questions and the student has 50 minutes to answer them. Each question

is worth 1 mark. Usually, the questions should be in this placement:

Questions 1-4 - general questions

Questions 5-7 - fill-in-the-blanks based on short paragraph with pictures

Questions 8-15 - choose the best answer/question to a dialogue

Questions 16-21 - grammar

Questions 22-23 - punctuation

Questions 24-25 - spelling
http://en.wikipedia.org/wiki/Graphicshttp://en.wikipedia.org/wiki/Pie_charthttp://en.wikipedia.org/wiki/Moral_valueshttp://en.wikipedia.org/wiki/Moral_valueshttp://en.wikipedia.org/wiki/Pie_charthttp://en.wikipedia.org/wiki/Graphics


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Questions 26-30 - similar to questions 1-4

Questions 31-40 - comprehension questions based on a story, label etc.

Paper 2, which has subjective questions, contains three sections. A total of 40 marks

has been allocated for this whole paper.

Section 1 asks the students to describe a picture in 5 sentences. This

question bears 10 points.

Section 2 has two questions. The student is given 3 choices of items,

packages, etc., each with their own pros and cons. In the first question, the

student has to correctly fill in the details of the items mentioned in a table. In

the second question, the student is given a situation that involves the three

items (birthday party, movie with friend, etc.) and has to pick one of the three

items and write a paragraph about why he chose it. Question one bears 10

points and Question two bears 5 points. Section 2 can also have a

notice/advertisement and another paragraph is given at the bottom, related to

the notice/advertisement which the person must fill in the blanks given there

by using the information from the notice/advertisement, which is why it is

sometimes called "Information Transfer".

Section 3 contains 3 or 4 pictures that tell a story. Below each picture, words

are given to guide the student. The student is to write an essay using all the

words given in any order they like. This section is worth 15 points


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1.4.3 Mathematics

The mathematics examination is one hour and thirty minutes long, and is

divided into two sections, a "section A" and "section B". Sections A is multiple

choices and consists of forty questions, all have a one point score value. Section B,

like Science, is the subjective area of Maths. There are 20 questions here in total,

the first five have a one point score value, questions 6-14 have a two-point score

value, and the last five have a three point score value. Questions that are frequently

asked in this exam are fractions, subtraction,multiplication,division, addition,area

and volume, mass, perimeter, decimal points, average, data, digit numbers,

percentage, money, time, date and duration.

1.4.4 Science

This exam is divided into two sections, A and B. For section A, students are

given 30 multiple choice questions with a weight of one marks of each. For section

B, students answersubjective questions. In the subjective paper, there are usually 3-

5 questions and each question has 4 to 5 sub-questions which carry 1 to 3 marks

depending on the question. Usually, the subjective questions will start with a diagram

of an experiment and the questions are based on that diagram. The total weight that

can be given here is 20.

1.5 Context / level of study

The context of the study is primary education. The primary education in

Malaysia enrols children from 7 years old to 12 years old. The children id divided into

standard 1 to 6. This program provides learning tools for upper primary levels which

is standard 4 to 6.
http://en.wikipedia.org/wiki/Sciencehttp://en.wikipedia.org/wiki/Fraction_%28mathematics%29http://en.wikipedia.org/wiki/Subtractionhttp://en.wikipedia.org/wiki/Multiplicationhttp://en.wikipedia.org/wiki/Division_%28mathematics%29http://en.wikipedia.org/wiki/Additionhttp://en.wikipedia.org/wiki/Areahttp://en.wikipedia.org/wiki/Volumehttp://en.wikipedia.org/wiki/Masshttp://en.wikipedia.org/wiki/Perimeterhttp://en.wikipedia.org/wiki/Decimalhttp://en.wikipedia.org/wiki/Averagehttp://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Digithttp://en.wikipedia.org/wiki/Numberhttp://en.wikipedia.org/wiki/Percenthttp://en.wikipedia.org/wiki/Moneyhttp://en.wikipedia.org/wiki/Timehttp://en.wikipedia.org/wiki/Calendar_datehttp://en.wiktionary.org/wiki/durationhttp://en.wikipedia.org/wiki/Multiple_choice_questionhttp://en.wikipedia.org/wiki/Subjectivityhttp://en.wikipedia.org/wiki/Subjectivityhttp://en.wikipedia.org/wiki/Multiple_choice_questionhttp://en.wiktionary.org/wiki/durationhttp://en.wikipedia.org/wiki/Calendar_datehttp://en.wikipedia.org/wiki/Timehttp://en.wikipedia.org/wiki/Moneyhttp://en.wikipedia.org/wiki/Percenthttp://en.wikipedia.org/wiki/Numberhttp://en.wikipedia.org/wiki/Digithttp://en.wikipedia.org/wiki/Datahttp://en.wikipedia.org/wiki/Averagehttp://en.wikipedia.org/wiki/Decimalhttp://en.wikipedia.org/wiki/Perimeterhttp://en.wikipedia.org/wiki/Masshttp://en.wikipedia.org/wiki/Volumehttp://en.wikipedia.org/wiki/Areahttp://en.wikipedia.org/wiki/Additionhttp://en.wikipedia.org/wiki/Division_%28mathematics%29http://en.wikipedia.org/wiki/Multiplicationhttp://en.wikipedia.org/wiki/Subtractionhttp://en.wikipedia.org/wiki/Fraction_%28mathematics%29http://en.wikipedia.org/wiki/Science


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1.6 Prerequisites

By reason of this activity in the form of exercises, the prerequisite knowledge

of the program is the content of the subjects that they have learnt in class. The pupils

have to know the basic skills to work with the computer and the internet. They must

have been taught how to connect to the internet, putting the URL and running the

program as instructed. The step-by-step instruction had been introduced earlier in

introduction. Besides, the task they have to complete is set up by the teacher. So,

they need to be informed the task name and some other information of the task that

had published by the teacher, in case they got redundant activity from other teacher.


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Section 2: Activity

2.1 General Approach

The general approach in this program is exercise-based learning.

2.2 Learning task(s)

Before begin the program, the pupils are asked to revise the content of

learning. The revision can be made by them or conducted by teacher. It depends on

the questions set up by the teachers. It might be formative or summative. As

informed earlier, they had to perform the task in particular duration determined by the

teacher.

2.3 Technique

The technique is individual learning, but sometimes the learners can be put in

pairs or collaborate in a group to perform the tasks.

2.4 Feedback

After the duration of the task ends, the pupils will inform their marks to the

teacher. The teacher will write the marks in the form of evaluation. Teacher can

instruct the pupils to redo the tasks of maybe move to next task by considering the

marks. If it is distance learning, actually, teacher can check it in their user profile to

see the marks.


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Section 3: People involved

3.1 Numbers of learners

The study has been conducted to all Primary 6 students in Sekolah

Kebangsaan Bukit Tampoi (Asli), who will sit UPSR examination in the end of the

year. By statistic, they are using the program the most.

3.2 Learners characteristic

All of the pupils have mastered reading, writing and arithmetic (3M). There are

no issues of physical or mental disabilities. They are just mixed up with few quick

learners and mostly weaker pupils. From the UPSR trial achievement, the

percentage of pupils passed every subject is only 60.7%. Among themselves, they

prefer to speak their language which is Bahasa Temuan. However, they can speak

Bahasa Melayu with the teachers, although they are not very fluent. So far, there are

no issues of physical and mental disabilities. Most of the pupils got very excited

when learning involving technology such as computer, internet and etc.

3.3 Other people involved

Besides the learners, the program also involving teacher or tutor, as this

program is tutor-supported learning. In this case, all the teachers that teach UPSR

subjects are involved. There are also a technician who responsible in monitoring the

technical elements. The technician is really needed in the class when sometimes

there are problems with the computer or the connection. The program also actually

allows parents to assess and monitoring their childrens achievement. However, in


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this case study, as said earlier, heir sources of computer and internet outside the

school is very minimal.

Section 4: Environment for learning

4.1 Physical setting

The learning activity took place in computer room. The computer room is

located at first floor in the building.

Picture 3 : The computer room

4.2 Social Setting

The activity mostly is individual activity. It is one-to-one monitoring session.

However, sometimes the pupils can be paired or collaborated in group in performing

their task.


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4.3 Tools

In preparing and carrying out the learning task, the learners and the teacher

need physical and virtual tools. The physical tools involved are computers, the

server, internet cable, LCD and screen. Meanwhile, the virtual tools involved internet

application such as Internet explorer or Mozilla Firefox, and also search engine such

as Google, Yahoo and etc.

4.4 Resources

In term of the content of the learning, the resources might include textbook,

revision book or any other resources used by the teachers to deliver the lesson

pertaining to the content. Meanwhile, for the Zoom A Program, the resources is

Zoom A homepage and activity pages.

4.5 Support issues

As mentioned earlier, there are a technician to set up the computers and the

connection. The technician is also responsible to troubleshoot the technical problems

during the lesson. Besides, there are also an IT teacher who is responsible to

provide Zoom A program user ID and passwords to each teacher and each computer

in the computer lab. The IT teacher also will deal with the Zoom A administration on

whatever issues arise.

4.6 Access issues

They have learned computer and Internet skills from a program in English

Language subject which is Information and Communication Technology Literacy(ICTL). This program has been taught since they were in Standard 2.


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Section 5: Outcomes for Learners

5.1 Learners feedback/ observations

Learner does not carry out any evaluation for this program or activity. There is

no evaluation form for this program. However, I had prepared an interview to know

their perspectives on the Zoom A program. It will be discussed in the next Chapter,

Data Collection.

5.2 Assessment scores

The assessment scores are actually saved automatically whenever the task

had been completed by the pupils. However, the teachers also recorded it on paper

to see and analyze their performance from time to time.


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Section 6: Reflections

6.1 Aims and Rationale

The main aim to choose this activity is because this is one of formal

interactive learning program provided for Primary School. The program is very

simple and suitable for the pupils around the age. It can be the most suitable online

learning program to be exposed to the early learners, especially to these aborigines

pupils who is not too exposed to the technology. From the implementation of this

Zoom A program, it will open their eyes to the technology, and hopefully they will

understand how technology can be very helpful in the learning.

6.2 Benefits and Opportunities

Among the many advantages Zoom-A has to offer are as follows:

Zoom-A, can enhance teaching and learning process in line with the motto of

The Ministry of Education Pendidikan Berkualiti Generasi Bestari.

Zoom-A can sustain the effort made by the government to strengthen National

Schools through e-learning to meet globalisation. Zoom-A can optimise the

use of computer labs and to narrow down the digital gap between the rich and

the poor.

Zoom-A can be the platform in creating an environment that deploys ICT,

among teachers and students to face the new era of globalisation and

challenging career world.

Zoom-A upholds the National Education philosophy in moulding good values

among the citizen of Malaysia.


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6.3 Problems and Risks

There are some problems that has been identified while implementing this

Zoom A program. Most of them are involving technical and connection problem. The

good condition computers sometimes are not enough for every pupil. As the result,

pupils will have the turn to complete the task. The connection was provided by TM

School Internet program. However, sometimes, the connection is very slow due to

the big number of users. It also same goes too Zoom A homepage. Sometimes, it

will hang and slow to perform the task. There are no problems of misusing the

internet, because the pupils are obeying to the teachers instruction. But some of the

students just answer the questions quickly without thinking, perhaps their intention is

they can do other activities, such as playing games if the task is completed early.

6.4 Advice

The Zoom A program is very exam oriented. Maybe in the future, Zoom A

administrator can modify the program to be more interactive and pupils-centered.

Also, besides depending on Zoom A program, teachers should consider any

interactive learning programs available in the internet that allows pupils to seek the

knowledge themselves.

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