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Tesis Yang Dikemukakankepadafakultipendidikan, Universiti Malaya Bagimemenuhikeperluanuntukijazahdoktorfalsafah

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Tesis Yang Dikemukakankepadafakultipendidikan, Universiti Malaya Bagimemenuhikeperluanuntukijazahdoktorfalsafah PEMBENTUKAN MODEL KEBERKESANAN PENGINTEGRASIAN TEKNOLOGI DALAM PENGAJARAN DAN PEMBELAJARAN DI SEKOLAH RENDAH MALAYSIA QHAMARIAH BINTI SAMU Tesis Yang DikemukakanKepadaFakultiPendidikan, Universiti Malaya BagiMemenuhiKeperluanUntukIjazahDoktorFalsafah 2012 Sinopsis Kajian ini bertujuan menyelidik kepadanan model yang dicadangkan dengan data yang dikumpulkan daripada 1428 responden yang terdiri daripada guru besar, guru penolong kanan, guru mata pelajaran sains, matematik dan bahasa Inggeris di sekolah rendah seluruh Malayisa. Faktor-faktor yang dikaji adalah kekangan luaran atau kekangan tahap pertama seperti Kompetensi teknologi, infrastruktur teknologi, motivasi daripada pihak luar, kepimpinan teknologi dan perhubungan faktor-faktor ini dengan keberkesanan pengintegrasian teknologi. Pendekatan Model persamaan struktural (Structural Equation Modeling) digunakan untuk menerangkan perhubungan antara faktor. Kajian ini juga menyelidik kesan mediation faktor kepimpinan teknologi dan kesan moderation faktor demografi iaitu peranan, lokasi sekolah dan mata pelajaran. Dapatan kajian ini juga memberi input empirikal yang kukuh untuk mengubah suai model yang dicadangkan kepada model parsimony yang lebih padan dengan data yang dikumpulkan. Analisis Exploratory Factor Analysis dan Confirmatory Factor Analysis digunakan untuk memantapkan struktur faktor yang mewakili laten variabel dalam kajian ini. Model pengukuran dan struktural diuji padanannya dengan data dan didapati nilai memuaskan berdasarkan fit indices. Model disahkan lagi dengan kaedah split sample dan didapati padanan model pengukuran dan struktural memuaskan. Dalam model struktural kompetensi mempunyai kesan yang besar, positif dan signifikan (.519, p = .002), kepimpinan teknologi mempunyai kesan yang sederhana, positif dan signifikan (.329, p = .003), motivasi mempunyai kesan yang rendah, tetapi positif dan signifikan (.081, p = .027), infrastruktur teknologi mempunyai kesan yang iii rendah dan tidak signifikan (.023, p = .452) terhadap keberkesanan pengintegrasian teknologi. Kesan keseluruhan faktor kompetensi teknologi, infrastruktur teknologi dan motivasi adalah positif dan ignifikan. Kompetensi teknologi mempunyai kesan tidak langsung yang positif (.063, .123) dan signifikan (p = .002). Infrastruktur teknologi mempunyai kesan tidak langsung yang positif (.045, .095) dan signifikan (p =.001). Begitu juga dengan faktor motivasi mempunyai kesan tidak langsung yang positif ( .039, .094) dan signifikan (p = .002). Apabila model dikonstrain, kesan langsung faktor kompetensi teknologi, dan motivasi menjadi signifikan dan bagi faktor infrastruktur nilai kesan langsung meningkat. Oleh itu, dirumuskan bahawa kepimpinan teknologi mediate perhubungan antara ketiga-tiga faktor ini dengan keberkesanan pengintegrasian teknologi. Analisis pelbagai kumpulan dilakukan untuk memastikan kesan moderation variabel seperti peranan, lokasi sekolah dan mata pelajaran. Hasil analisis menunjukkan padanan model yang memuaskan bagi semua kumpulan. Analisis 2 perbezaan χ antara model konstrain dan tidak dikonstrain menunjukkan nilai p lebih besar daripada .05. Oleh itu peranan, lokasi dan mata pelajaran tidak menjadi moderator dalam perhubungan antara faktor kompetensi teknologi, infrastruktur teknologi, motivasi dan kepimpinan teknologi dengan keberkesanan pengintegrasian teknologi. Berdasarkan dapatan, satu parsimonious model dibina tanpa Path antara infrastruktur teknologi dan keberkesanan pengintegrasian teknologi. Hasilnya model ini menunjukkan peningkatan nilai PCFI ( .885 ke .887) dan sedikit peningkatan nilai AIC (2773.457 ke 2774.940). Model parsimony ini merupakan model yang lebih baik iv untuk meramal kesan faktor-faktor yang mempengaruhi keberkesanan pengintegrasian teknologi. Kajian ini menyumbang kepada pemahaman yang lebih mendalam tentang kesan mediation faktor kepimpinan teknologi antara perhubungan faktor kompetensi teknologi, infastruktur teknologi dan motivasi dengan keberkesanan pengintegrasian teknologi. Dapatan kajian akan membantu pembina polisi untuk menumpukan kepada faktor yang mempunyai kesan yang tinggi untuk meningkatkan keberkesanan pengintegrasian teknologi. v Synopsis Developing The Effectiveness Of Technology Integration In Teaching and Learning Model For Primary Schools In Malaysia The objective of this study is to test the fit of the a priori model proposed by the researcher with data collected from 1428 head masters, senior assistants and teachers teaching mathematics, science and English in primary schools in Malaysia. Factors examined in this study are technology competency, technology infrastructure, external motivation and technology leadership classified as external barriers or first order barriers and the relationship of these factors with effectiveness of technology integration in teaching and learning. The structural equation modelling approach was used to analyse and explain the relationship between these factors. This study also focus on the mediation effect of technology leadership and moderating effect of selected demographic factors such as the role, location of schools and subjects. The findings of this research revealed strong empirical input to make changes to the proposed model to obtain a better fitting parsimonious model. Exploratory Factor Analysis and Confirmatory Factor Analysis was performed to determine the best factorial structure representing the latent variables in this study. Based on the goodness of fit measure, measurement model and structural model was tested and the fit of the model was acceptable. The the fit of the measurement and structural model was again validated by using the split sample validation method. In the structural model , competency showed large, positive and significant effect (.519, p = .002), technology leadership had medium, positive and significant vi effect (.329, p = .003), motivation had low but positive and significant effect ( .081, p = .027), technology infrastructure had low and no significant effect (.023, p = .452) on effective technology integration. Total effect of technology competency, technology infrastructure and motivation was positif and significant. Technology competency had positive and significant indirect effect (.063, .123, p = .002). Technology infrastructure had positive and significant indirect effect (.045, .095, p = .001). Motivation had positive and significant indirect effect ( .039, .094, p = .002). When model was constrained, direct effect of technology competency and motivation became significant and for technology infrastructure the direct effect valiue increased. Thus, it can be concluded that technology leadership mediates the relationship between these factors and effective technology integration in teaching and learning. Multiple group analysis for selected demogrphic factors was conducted to test moderation effect. The findings showed that the model fit was acceptable in all groups. 2 χ difference test between constrained and unconstrained model showed p value greater than .05. This shows there is no significant difference in the measurement and structural invariance of the models across groups. Demograhic factors do not moderate the relationship in the model. From the findings, a parsimonious model was developed without the path between technology infrastructure and effective technology integration. The model showed an increase in PCFI value (.885 ke .887) and a slight increase in AIC indices (2773.457 ke 2774.940). Therefore, the parsimonious model was a better model to predict the effects of factors influencing effectiveness of technology integration in teaching and learning. The study could contribute to a better understanding about the vii mediating effect of technology leadeship on technology competency, technology infrastructure and motivation for effective technology integration. The research findings could also contribute to policy makers to prioritise factors according to influence to ensure effective technology integration. viii Penghargaan Saya ingin merakamkan setinggi-tinggi perghargaan kepada semua pendidik yang telah meluangkan masa untuk menjawab soalselidik yang digunakan dalam kajian ini. Input yang mereka berikan semasa tinjauan awal sehingga kajian lapangan sebenar telah membantu saya menjalankan analisis serta merumuskan dapatan kajian. Sekalung penghargaan dan terima kasih juga kepada Pengarah Bahagian Buku Teks, Institut Aminuddin Baki, Bahagian Teknologi Pendidikan serta semua Jabatan Pelajaran Negeri yang telah memberikan kerjasama yang tidak ternilai untuk menjayakan kajian ini. Penghargaan yang tidak terhingga juga kepada penyelia saya, Dr Shahrir Jamaluddin yang telah banyak membimbing dan meluangkan masa untuk perbincangan yang menyuntik ide dari awal hingga tesis ini siap. Penghargaan dan jutaan terima kasih juga ditujukan kepada Puan Alina Mohd. Ranee yang telah membantu menyunting hasil penulisan saya. Kepada teman-teman yang sering memberikan sokongan dan semangat untuk terus berjuang, saya ucapkan terima kasih dan sama-samalah kita teruskan perjuangan kita seterusnya. Penghargaan istimewa kepada ibu dan ayah serta semua ahli keluarga yang telah memberi semangat dan dorongan untuk terus berjaya. Syukur Alhamdulillah kerana Allah s.w.t telah memberikan saya kekuatan untuk mengharungi perjalanan saya sebagai calon pascasiswazah yang amat mencabar. ix KANDUNGAN Sinopsis iii Penghargaan ix Kandungan x Senarai Judul xv Senarai Rajah xix Senarai singkatan xxiv Senarai Lampiran xxv BAB I PENGENALAN Latar Belakang Kajian 1 Faktor-Faktor yang
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