KULLIYYAH almost universal modern society. Holzinger et. Al


Nowadays, technology bring multimedia has transformed theeducational method of teaching into much better than the traditional method. This world is changing rapidly especially in the field of education. Thisfield are growing to be much better due to the helps of advancement technologytoday.

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For example, with the existing of multimedia elements in education such as text,graphic, sound, video and animation, it is significantly help the many studentsto fully grasp an understanding of the subject that they learn within shortperiod. Multimedia elements can be delivered to students by using mobilelearning platform for education purpose. Holzingeret al (2008) agreed that in today’s education, dynamic media is well known,widespread, and is almost universal modern society.Holzingeret. Al (2008) found that using dynamic media in learning is more effective thanstatic media especially when the subject is complicated and contens are rich. Furthermore, the development of m-learning also helps to ease learning byenabling participants to learn everywhere and every time without specific placeand time.

On the other hand, the participant will experience the lifelonglearning in their life. The invention of technology can be utilizedin education style to improve from lacking part of traditional style ofteaching. Aloraini (2005) emphasized that besteducational style approach is using the multimedia technology to present thecontents of the subject.

Multimedia will triggered more than one sense simultaneouslysuch as sight and hearing.    1.2 PROBLEM STATEMENTCertain topic in pre-marriage courseare difficult to understand in the traditional way of teaching. For example,the topic of fiqh munakahat and all the technical discussion related to hukmmight not be able to catch up easily by the participant in just short coursedwithin two days seminar. Some discussions required more explanations andpractical for participant to understand.  In line with the increasing thenumbers of muslim couples divorce in Malaysia.

 Therefore, this research aims to find out theimpact of using CTML on pre marriage course in Malaysia through knowing thedifference of understanding between the muslim couples who were given thelecture by using multimedia program (the experimental group) and those who weretaught by using traditional methods. teacher, discussion & dialog (the controlgroup).  1.3 RESEARCH QUESTIONThis research proposed three questions in total:1.     Isthere any way to enhance the current learning style of pre-marriage course in Malaysia?2.     Whatare the impacts of CTML on pre-marriage course learning style?3.

     Doesthe current teaching pedagogy rely on CTML?  1.4 RESEARCH OBJECTIVEThe objective of this research is mainly to investigate theeffectiveness of CTML using m-learning to pre marriage course. The specificobjectives are:1.

     To designthe 2.     To analyzethe impacts of the animation technology in the presentation of pre-marriagecourse contents to students with converging learning styles.3.     To accessanimation technology as a teaching pedagogy.  1.5 SIGNIFICANCE OF THE STUDYAdvanced technologicaltools in the classroom to support their teaching and to help student betterunderstand the subject.

1.     It encourages the useof multimedia in the Islamic Education especially in pre-marriage course.                        CHAPTER TWOLITERATUREREVIEW  2.1 INTRODUCTIONThis chapter will present the literature review from the previousstudies. It is essential for providing some scientific facts which will determinethe study is valid.   2.2 BACKGROUND INFORMATIONBeichner (1994)in his research, found verify that the multimedia have contribute a positiveeffect on the knowledge and emotions of the students who study scientificsubjects. 2.

3 DEFINITIONOF TERMSThere areseveral important key terms that researcher will used in this research. Thereare:·        EducationalTechnology: “Educational technology is innovativeway to design, deliver, facilitate, and manage instruction for learners of allages, whether it is face-toface in a classroom, online, or a combination ofmethods”. (Department of Educational Technlogy in Boise State, 2011)·       Multimedia: “They represent the consolidation of all elements of technology asthey combine sound, image, video, drawing & text with a high quality inaddition to the interactive environment” (Fouda, 2008).·        MultimediaTechnology: “Its scope is transversal (any final client) and strategic  2.4 EDUCATIONALTECHNOLOGYThere several phases in Educational Technology, Singh (2006) statesthree main phases that are interconnected.a)     Input:b)     Process:c)     Output:        2.5 COGNITIVE THEORY OF MULTIMEDIA LEARNINGFigure 1 Cognitive theory of multimedia learning by Clark and Mayer(2011); adapted from Mayer (2005) Clark and Mayer (2011) present a model that shows the learningprogress with multimedia lesson.

They explain the two processing rows, whichare words and pictures, illustrate the dual channel principles that every everyindividual as which contains processing visual/pictorial material andauditory/verbal material. The limited capacity principle where a person canconcentrate on a limited number of instructions in each channel at one time isillustrated by the large Working Memory box placed in the middle of the figure.The active processing principle where learning takes place when the appropriatematerial is presented in the right way is illustrated in the figure by fivearrows which are, selecting words, selecting images, organizing words,organizing images, and integrating.

However, no matter what type of educationtechnology environment is applied, positive learning can only be achieved ifthe teacher is well prepared. Donnelly and McSweeney (2009) in editing (Sharpe and Pawlyn) researchon e-teachers found that for effective learning it is essential that teachersare well prepared in order to be ready for the tasks that they assigned byperforming the following attributes: teacher must mastered the subject and havestrong background on what they teach, focus on content while explaining, andmost importantly teachers must be friendly and have good communication skillswith students. Those attributes can be most effective and can result instudents’ positive responses.  2.6 STATIC MEDIA VS. DYNAMIC MEDIA 2.7 CHAPTERSUMMARYIt has beenshown based on the literature reviewed that the most frequently used recendstudy theories are the TRA, TPB, TAM, and IDT. With regards to the researchmethod, most of the studies employed the services of empirical research toexplore the influential factors.

The subjects of the study were mainly therelative users, very few of the studies considered using sutndents as the studysubjects.                CHAPTER THREERESEARCH METHOD  4.1 INTRODUCTIONThis chapter comprised the of the the methodology that will beadopted in this research.

It starts with the presentation of the researchpopulation, sampling design, research instrument, the data collectionprocedure, a description of how the data will be analyzed and also a pilotstudy in order to test the reliability and validate the instrument of theresearch.The respondentswill be randomly selected from the Gombak’s community. 4.2 RESEARCHDESIGNAccording toSwanson and Holton 111 (2005), The quantitativeapproach will be used to describe relationship between variables and to findout the attribute of a subject that could explain as a new theory and newproblem.

4.3 STUDYPOPULATIONIn thisresearch, the respondents that will be involved in this study are all themuslim couple at Gombak’s area Once the datahas been collected, the researcher will using a stastitical package for socialsciences (SPSS) version for the data processing and analysis. 4.3 SUMMARYThis chapter explained the method that will be applied throughoutthe research in order to test the research question and hypothesis. Data collection was accomplished through the use of a surveyquestionnaire.

     REFERENCESAloraini, SaraIbrahim, 2005. Distance learning. Alretha Press, Dammam, Kingdom of SaudiArabia.

Beichner,Robert J., 1994. Multimedia Editing to Promote Science Learning. Journal ofComputers in Mathematics and Science Teaching (3), 55–70.                     APPENDICES       


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