The Usage of Bio-Chem Kit for Embracing Student's Engagement in Understanding Biogeochemical Cycles
Penggunaan Kit Bio-Chem untuk Menyokong Penglibatan Pelajar dalam Memahami Kitaran Biogeokimia
DOI:
https://doi.org/10.53840/ejpi.v10i1.104Keywords:
Student Engagement, Perceived Usefulness, Perceived Ease of Use, Attitude Towards Infographics, Technology Acceptance ModelAbstract
ABSTRACT
Environmental education is essential since the issue of environmental degradation has raised global attention and concern. The principles of ecology course will teach students basic environmental principles and knowledge necessary for future environmental administrators. In disseminating the knowledge to the students, the educators faced challenges in engaging with the students regarding large and complex information, such as the topic of the biogeochemical cycle. Employing an infographic, BIO-CHEM KIT, could help students understand the topic more meaningfully. This study aims to assess the infographic's effectiveness (BIO-CHEM KIT) in delivering the concept of the biogeochemical cycle among first-year students of the Bachelor of Environmental Administration. As for the evaluation, an empirical investigation method was adopted, and items were developed based on the Technology Acceptance Model (TAM) and Student Course Engagement Questionnaire (SCEQ). The evaluation results first indicate that Perceived Usefulness, Perceived Ease of Use, and Attitude toward Infographics significantly and positively affect student engagement. Second, Attitude toward Infographics is the most significant predictor of student engagement. By this research, infographics are more effective and permanent in the minds. This teaching method can transmit information to increasingly widespread use, and thus, the conventional form of lectures might transform into accessible, understandable courses with much more infographics.
Keywords: Student Engagement; Perceived Usefulness; Perceived Ease of Use; Attitude Towards Infographics; Technology Acceptance Model
ABSTRAK
Pendidikan alam sekitar adalah penting kerana isu kemerosotan alam sekitar telah menimbulkan perhatian dan kebimbangan global. Melalui kursus prinsip ekologi, pelajar akan mempelajari prinsip asas alam sekitar dan pengetahuan yang diperlukan untuk pentadbir alam sekitar pada masa hadapan. Dalam menyebarkan pengetahuan kepada pelajar, para pendidik menghadapi cabaran untuk mendapatkan perhatian pelajar terutamanya dalam penyampaikan maklumat yang besar dan kompleks, seperti topik kitaran biogeokimia. Menggunakan maklumat grafik, BIO-CHEM KIT, boleh membantu pelajar memahami topik dengan lebih bermakna. Kajian ini bertujuan untuk menilai keberkesanan infografik (BIO-CHEM KIT) dalam menyampaikan konsep kitaran biogeokimia dalam kalangan pelajar tahun pertama Ijazah Sarjana Muda Pentadbiran Alam Sekitar. Bagi penilaian pula, kaedah penyiasatan empirikal telah digunakan, dan item penilaian telah diwujudkan berdasarkan Model Penerimaan Teknologi (TAM) dan Soal Selidik Penglibatan Kursus Pelajar (SCEQ). Keputusan penilaian terlebih dahulu menunjukkan bahawa penglibatan pelajar dipengaruhi secara signifikan dan positif oleh Kegunaan Infografik, Kemudahan Penggunaan Infografik, dan Sikap terhadap Infografik. Kedua, Sikap terhadap Infografik ialah faktor yang paling ketara dalam mempengaruhi penglibatan pelajar. Dengan penyelidikan ini, boleh dikatakan bahawa maklumat grafik lebih berkesan dan kekal di dalam minda. Kaedah pengajaran ini boleh menghantar maklumat kepada penggunaan dengan meluas, dan dengan itu, bentuk kuliah konvensional perlu berubah menjadi kursus yang boleh diakses dan difahami.
Kata kunci: Penglibatan Pelajar; Kegunaan Infografik, Kemudahan Penggunaan Infografik, Sikap terhadap Infografik; Model Penerimaan Teknologi
Downloads
References
Abbazio, J. M., & Yang, Z. S. (2022). Are infographics worth it: An assessment of information retention about information embedded in infographics. Music Reference Services Quarterly, 1-32.
Ajzen, I., & Fishbein, M. (1975). A Bayesian analysis of attribution processes. Psychological Bulletin, 82(2), 261.
Barlow, B., Webb, A., & Barlow, A. (2021). Maximizing the visual translation of medical information: a narrative review of the role of infographics in clinical pharmacy practice, education, and research. Journal of the American College of Clinical Pharmacy, 4(2), 257–266.
Bicen, H., & Beheshti, M. (2022). Assessing perceptions and evaluating achievements of ESL students using infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3), 498–526.
Chicca, J., & Chunta, K. (2020). Engaging students with visual stories: Using infographics in nursing education. Teaching and Learning in Nursing, 15(1), 32-36.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, pp. 319–340.
Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., & Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work, and life. International Journal of Information Management, 55, 102211.
Elena Gallagher, S., O’Dulain, M., O’Mahony, N., Kehoe, C., McCarthy, F., & Morgan, G. (2017). Instructor-provided summary infographics to support online learning. Educational Media International, 54(2), 129–147.
Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53-60.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
Lochner, H. L., Swenson, R. D., & Martinson, K. L. (2021). Audience engagement when disseminating livestock information through infographics on social media. Natural Sciences Education, 50(2), e20074.
Ozdamli, F., & Ozdal, H. (2018). Developing an instructional design for the design of infographics and the evaluation of infographic usage in teaching based on teacher and student opinions. EURASIA Journal of Mathematics, Science and Technology Education 14(4), 1197-1219.
Piotti, S., & Murphy, A. C. (2019). A cognitive, socio-semiotic, linguistic, and discursive approach to popularisation strategies in infographics. Lingue e Linguaggi, 29.
Provvidenza, C. F., Hartman, L. R., Carmichael, J., & Reed, N. (2019). Does a picture speak louder than words? The role of infographics as a concussion education strategy. Journal of Visual Communication in Medicine, 42(3), 102-113.
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340–343.
Sekaran, U., & Bougie, R. (2016). Research methods for business, A skill-building approach. John Wiley & Sons.
Teo, T., Luan, W. S., & Sing, C. C. (2008). A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: An application of the Technology Acceptance Model (TAM). Journal of Educational Technology & Society, 11(4), 265-280.
Yuvaraj, M. (2017). Infographics: Tools for designing, visualizing data, and storytelling in libraries. Library Hi Tech News.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 e-Jurnal Penyelidikan dan Inovasi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
