Effects of Google sites on science achievement and creativity belief among year five pupils / Saraswathy Ramasundrum
In recent years, research has shown that there is a decline in pupils’ science achievement and creativity belief because of out-dated pedagogy and lack of innovation in learning. These deficits led to pupils being passive, and shortcomings in their creativity. Hence, Google Sites has a social media...
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| Format: | Thesis |
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2020
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| Online Access: | http://studentsrepo.um.edu.my/15213/1/Saraswathy.pdf http://studentsrepo.um.edu.my/15213/2/Saraswathy_Ramasundrum.pdf http://studentsrepo.um.edu.my/15213/ |
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| Summary: | In recent years, research has shown that there is a decline in pupils’ science achievement and creativity belief because of out-dated pedagogy and lack of innovation in learning. These deficits led to pupils being passive, and shortcomings in their creativity. Hence, Google Sites has a social media application has increasingly been viewed as a tool to enhance learning. The aim of this study is to see the effect of Google Sites on science achievement and creativity belief among Year Five pupils. A quasi-experimental design was employed. Two intact classrooms were chosen randomly from an urban public primary school in Selangor. The control group comprised of 31 pupils and the experimental group had 35 pupils. The intervention used Google Sites platform that had YouTube videos, Online Quizzes, and Online Notes on the topic of the Matter. The pupils in the experimental group were also exposed on on-line chats to receive frequent feedback from teachers and peers. The control group were taught using conventional method. Data was collected using two instruments: an achievement test and a creativity belief questionnaire. The achievement test was based on Bloom’s Taxonomy higher-order thinking questions on the Matter. The creativity belief questionnaire had 10 items with 5-point Likert scales. Both groups were given the test and questionnaire at the beginning. After seven weeks of intervention, the pupils given the same questions with different arrangements of the questions in the post-test. In addition, a task that required only the experimental group to create a Story Jumper to assess their level of creativity. Their levels of creativity were measured using the Story Jumper Rubric. The findings showed a significant difference in terms of achievement before and after the intervention for the experimental group, with F (1,65) =31.37, p <. 001. Secondly, the finding showed a significant difference in terms of creativity, which involves a questionnaire before and after the intervention for the experimental group, with F (1,65) =623.48, p<. 001.In addition, the analysis of the Story Jumper task showed the pupils in the experimental group were placed at the expert and master level in terms of creativity. Using Story Jumper allowed pupils to show their ability to use the technology by adding voices, creating illustrations, combining pictures, and reconnect daily life to their science stories. The pupils were able to create content knowledge that were accurate, informative and organized. The implication of the study is that teachers could use available technology tools to enhance creativity belief and achievement of science pupils.
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