Chapter 1,2,3

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CHAPTER 1
INTRODUCTION
1.0 Introduction
In an era of technology and interactive communication before in the run of vision
2020, multimedia instruction is now general thing among of us. The variety of
material and tool for teaching and learning now available for provide educators
quality in learning process. To achieve the target of vision 2020 education system
should applied multimedia application in learning process at the school to be equal
with other countries. Most countries such as USA, UK, Europe, Singapore and others
use multimedia technology in many aspects in working field or in education process.
Nowadays the globalization era in modern technology has become important tool for
academic purpose and for those who are in the business world in order for them to be
successful in their own field.
Multimedia is one of the interactive technologies that encourage students to the quest
for new knowledge. Student can transferring their experience, knowledge and ideas
by using multimedia material like iPod, laptop or computer as a visual stimulation
into their learning to improve their memory creativity and increase interest in
learning. Rather than traditional classroom, using paper and pencil and listening to
their teachers it seem very dull and boring to compared between by using multimedia
material, student will can do multiple and better work because it use image, visual,
and song that will catch the students eye to pay more attention.
We can see that visual arts play an important role in education and our life. It involves
aspect of understanding, appreciation and criticism. These processes affect the
aesthetic sense and creativity of individual in terms of perception and imagination. At

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the same time it also helps student to learn the value perspective and culture, which is
important in a global society. Besides, it also will motivate student that might be drop
out on school by helping them in their grades.
“With the arts, children learn to see,” said Eisner, Professor Emeritus of Child
Education at Stanford University. “We want our children to have basic skills. But they
also will need sophisticated cognition, and they can learn that through the visual arts.”
(Eisner, 2008).
Nowadays with applied advancement in multimedia technology, college and
university students are more skilled at using digital media in learning process compare
with school students. These scenarios happen because the uses of digital media among
teachers at school are very limited and lack of technology equipment at school.
Student expectation regarding using interactive multimedia in the classroom is
increased in order to have better quality in education. Teachers and school
administration should also be prepared to face with the advanced multimedia era by
adding the skill in multimedia in order to have an effective learning.
However teacher will feel that it difficult to teach using multimedia application ever
than before. One of the reasons are the software technology is getting more complex.
For example current multimedia software now includes image editing such as Adobe
Illustrator, Adobe Photoshop and Adobe in Design, drawing applications such as
Macromedia FreeHand, 3D Item such as Adobe Premier, Avid Xpress and 3D Max,
also presentation software such as Microsoft Power Point. Because of the varieties of
software package the teacher need to update the latest ones and it is hard to follow up
in the split of time. (Olsen, 2000).

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Combination of visual art and multimedia in education will help students to produce
better quality in work because the students will have a skill of art and design and
graphic art in the same time. This will help student to have a good future for those
who are not successful in SPM level. It is also full fills student time with meaningful
activities. As a result, the Ministry of education should re-examine the importance of
visual art education in curriculum school system.
1.1 Background of the Study
In this research the researcher focused on the technologies that have been uses in
academic context and specific in multimedia software such as Adobe Illustrator,
Adobe Photoshop, Google SketchUp 8, Computer Microsoft Paint, ArtRage 4 and
Paint tool SAI. This multimedia software provides the users favourable platform for
them to showing their skills and to apply in visual art education learning.
In recent years, with applied multimedia software and hardware technology like 3D
animation development, advertisement and education in learning process it get more
requests compared with traditional methods. From the research and observation also
has showed that student 21st
century are attract to learning using interactive
multimedia in their lesson this can be prove by according to (Becker, 1992) “the
review of research on technology-mediated instruction have consistently found that
instruction of this type can have positive effects on student learning”.
Besides that, in this research also looking the benefit and drawback of learning using
multimedia software in visual art education. It focused on student, educators or
teacher and education system. Through the article and research we can see that
student get more interested using multimedia software in their learning process but

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when student spend more time and effort on this part it cannot balanced their time and
attention on the study for the other subjects.
According to (Kinney, 2000) “based on students responses to survey and
questionnaire, has showed that student prefer to learn through multimedia rather than
watching and listening to educators. Also they find that using multimedia more visual
than what educators usually write on the board. Since many of student has disaster
and negative experience in high school with lecture instructors, less of the material,
ineffective management classroom and not treat student in respectful manner. This
interactive multimedia software can created new opportunity and environment to
students improve skill and ability to meet standard level on the 21st
century in
education field.
1.2 Statement of the Research Problem
Interactive multimedia technologies become one of the needed in our environment.
We can see that most of student at the university and college are expert in using
multimedia software such as adobe Illustrator, Photoshop, Flash and other in learning
process it has become successful software that can be applied in visual art education
and increase the interest among school student. According to (Oshodi, 1999) “state
that awareness created towards the use of information and communication technology
over the years is increasing in the classroom learning environment in the third world”.
Most of student regarding using the multimedia software in visual art education
received encouraging responses, “There are two factors that decide a student learning
style, the first one, being the level they understand in multimedia, (i.e. are they
already knowledgeable in multimedia to apply on visual art education?) And the other

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one is their personality type”, (i.e. are they can extravert, introvert, or have a neurotic
reaction in learning process?). Next there are two factors that influence students
ability to master multimedia software, firstly multimedia attitude it reflected by their
interest in computer drawing, photographing, designing, animating, or audio and
video clipping. (Chai, 2005).
“A secondly is their future expectation; visual art education using multimedia
software will help students recognition for a future career. For example if they plan to
find a job related to graphic or art and design after graduation, it would be a great
motivator for them to make an effort in this direction”. (Chai, 2005).
In addition applied interactive multimedia software alone will not stimulate
significant changes in visual art education learning. Teachers need to involved and
take part in the implementation of multimedia software to apply in education. Without
the involvement of teacher student will not take this advantage to potential benefit of
multimedia software on their own.
1.3 Research Objective
The research objectives of this study are:
i) To identify student perception towards using multimedia software in
improving their academic learning.
ii) To examine the effect of using multimedia software in learning visual art
education.
iii) To determine differences in student achievement after using multimedia
software in learning visual art education.

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1.4 Research Question
The research questions for this study are:
i) What is student perception towards using multimedia software in improving
their academic learning?
ii) What is the effect of using multimedia software in learning visual art
education?
iii) Are there any significant differences in student achievement after using
multimedia software in learning visual art education?
1.5 Research Hypothesis
The hypothesis for this research is:
H1: There is a significant difference in student achievement after using multimedia
application in learning visual art education.
H2: In the positive side we can see that by using interactive multimedia software in
visual art education it can attract student in learning process and increase their
attendant to attend the class.
1.6 Operational Definition
The operational terms for this research are:
1.6.1 Learning
According to (Bligh, 2000) multimedia learning requires the student to appreciate the
beauty of art (mostly visual art) it requires the student to have basic computer
knowledge and computer manipulating experiences such as internet browsing and

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searching in order to retrieve information, software, and images. It also requires more
interaction and communication in the learning environment than traditional learning
environment. In this study, multimedia learning have a connection with visual art
education and it give student experience of computer knowledge and increased
communication in learning environment.
1.6.2 Multimedia Software
According to (Hilgenfeld, 1994) reported that most experts advice teacher to make
their multimedia software interactive, motivating and relevant with plenty of action
and novelty. These generalities are insufficient guidelines for educators as strategies
exist that provide better guidelines. Also according to (Ipek, 1995) claims that
information in some multimedia software is presented in a format that must be read,
reading speed and reading rate are important learner characteristics to consider in the
development of multimedia modules. This study reveals teachers need to learn and
understand the skill to use multimedia software as an interactive and motivation way
in the learning process. Most of multimedia software requires teachers to understand
and follow the format and step of guidelines that can be used in multimedia module.
1.6.3 Technology
According to (Gonzales, 1998) technology is a powerful tool to support inquiry-
based learning that is constructivist, values conceptual understanding over procedural
efficiency, responsive to student’s prior knowledge and experiences builds connection
to the outside world and support development of higher order thinking skills, prepares
learners for lifelong learning and promotes educational equity. These studies represent
technology as an important tool to support learning process and give student
knowledge and experience to face the challenge in outside of world.

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1.6.4 The Effectiveness
According to (Pea, 1998) when we are trying to determine the effectiveness of
educational technologies we are confronted by several methodological and practical
issues, we need to remember that technology is only one component of an
instructional activity. Assessments of the impact of technology are really assessment
of instructional enable by technology and the outcomes are highly dependent on the
quality of the implementation of the instructional design example teacher design or
software design. This study is describe the effectiveness of using technology in
education is control by methodology and practical issues. The outcomes dependent on
the quality of teacher and software design.
1.7 Limitation of the Study
It was important to limit the respondents on this research. The respondents are only
focus to school student only. Males and females are involved from other contexts
which is education environment may be affected differently when using multimedia
software in visual art education. As an example male student might be interested and
faster understand the instruction of multimedia software compare with female student.
Also the second limit on this study is the sample size in this study is not perfect
sample size. In this research sample size only limited to 150 respondents consists of
student at SMK Sultan Salahuddin Abdul Aziz Shah in Shah Alam. The sample size is
small number in order to make a general conclusion based on how multimedia
software might affect their academic learning as well as their academic achievement.
The sample size may need a large number to get enough information in order to make
a general conclusion based on how multimedia software helps to improving student
achievement in learn visual art education.

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Apart from that is the place that study will be organized. The sample in this study
only made up of student at SMK Sultan Salahuddin Abdul Aziz Shah in Shah Alam
because this study only focus and conducted for student taking subject visual art
education in their field. Also the sample cannot be representative the rest of
population because the study only focuses in Malaysia context. The result is not exact
enough to conclude how multimedia software can help in improve their learning
academic achievement.
Besides that, the dealing out of the sample is also become the problems. This study
using random sampling which is the stratified sampling, it requires more effort on the
part of the researcher. As an example the researcher intends to compare the
achievement of students using multimedia software with that of students using
traditional learning. The researcher decides to establish the proportion of male and
female student in this study as the same of population.
In addition the suggested ways to using multimedia software in visual art education
might not be hundred percent successful to each student and teacher in teaching and
learning process.
1.8 Significance of the Study
The significance of the study is explored “student expectation regarding using of
application multimedia interactive in the classroom have increased as the
characteristic and behaviour off college age learner have changed with internet
exposure” (Tapscott, 1998). Student expectation regarding presentation styles that
combining text, visual images and multimedia have increased since characteristic off
the college age learner have changed. That happen is because the environment at the

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college and school learning is different. Each student reaction could be different
regarding using multimedia software in the classroom it depend on their educator.
This study is done to increase the interest visual art education among student because
many schools have lessen visual art education in favour pay attention to emphasis on
mathematics and science to effort the student competitive in a global economy.
According to (Barak Obama) “in addition to giving our children science and math
skills they need to compete in the new global context, we should also encourage the
ability to think creatively that comes from a meaningful arts education”.
It is hoped that the findings from this study can help educator in teaching process and
provide the quality of visual art education among school. It can be a different neither
using multimedia software nor not using multimedia in teaching and learning visual
art education. Also to help the student improve their creativity skill and multimedia
skill in order to be fully prepared entering the real world.

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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
In this study it described comparison between multimedia software and traditional
classroom tools of learning and teaching visual art education in improving student and
teacher at the school. The objective of this chapter is to analyze and review past
studies and get the data regarding using multimedia software in learning visual art
education. These also followed by deep discussion in learning theories. The second
part focused on the type of multimedia software and tool that has been applied in
learning visual art education classes. The last two part of this chapter is to identify the
benefits and drawbacks of using multimedia software in teaching visual art education.
Besides that, the chapter destine to identify the role of multimedia software in
improving student achievement learning process.
2.1 Learning Theories Related in Multimedia Software
Conceptually, learning framework describe to learning theory, teaching practice,
student-centred learning, and new technology in order to provide student with rich,
meaningful learning experiences that extend beyond the classroom. According to
(Wenger, 1999) the framework focused on developing a learning environment within
the theoretical framework of flexible learning, learning communities and communities
of practice. In this research there are three approaches of learning theory can be
related with multimedia software such as Behaviourist, Cognitivist, Connectivist and
Gagne’s Theory. According to (Orlich, 1998) “they represent broadly the major trends
in the way learning is conceptualised and provide some distinctively different
guidelines for instructional practice”.

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2.1.1 Behaviourist
The behaviourist was influenced by Thorndike (1913), Pavlov (1927) and Skinner
(1974). According to (Gredler, 2001) expresses behaviourism as being comprised of
several theories that make three assumptions about learning such as, firstly are
observable behaviour is more important than understanding internal activities. Then,
is behaviour should be focused on simple element: specific stimuli and responses.
Lastly are learning regarding change behaviour. Through multimedia software
behaviourist concept is not necessary because when you learning something related
basic knowledge and skill it require a behaviourist to instruction example software
Adobe Illustrator, Computer Microsoft Paint, Paint tool SAI and other.
2.1.2 Cognitivist
The cognitivist theory is related to the long-term and short-term memory according by
(Shermis, 2003). One of these memories is the cognitive theory of information
processing used in the teaching of computer learning. This theory also provides an
actively act to acquire, restructure and investigate the knowledge to make it
meaningful. This theory is more pressing to knowledge and knowledge of the past and
present. It helped student receive the information of software design that showed in
the form of symbols, shaped and other channel so that information more organize and
easily accepted.
2.1.3 Connectivist
Learning theory of Connectivist derived by Siemens (2004) and Downes (2006).
According to (Siemens, 2006) now there is a new learning theory called Connectivist
under discussion and receiving increasing attention in the academia. George Siemens
presents Connectivist as a “learning theory for digital age” to examine the effect that
technology has had on how we live, how we communicate and how we learn. In this

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theory it views the learning process of connecting specialized information sets. The
second part it draw the information acquire outside of our main knowledge and last
part to ability synthesize and recognize connections. Today, due to the information
explosion, learning is not fully under the control of the educator and learner.
Technology performs many of the operations such as information storage, research
and programmer software. Accordingly, some of knowledge will lodge in the
machines while some will reside in humans. These theories elaborate the test for
educators, how to design instruction for both of machines and humans, and how the
two of that can have dealing each other.
2.1.4 Gagne’s Theory
Based on (Azlan A.A) “according Gagne’s theory that describe by Flynn (1992) there
are nine key element that can be use in designing the software. Through Gagne’s
theory in multimedia software it attract student attention to produce new environment
software field include several part of graphic elements applicable to a multimedia
presentation designed to attract student attention. The objective of this theory is to
motivate student know what are the learning task to be achieved. Moreover to deliver
some interesting ways include form, text and attractive animation. In this software
what goals and vision need to achieve from the students will be explained later.
Learning multimedia software can give student using and trying the software to obtain
the knowledge and skills of programming method and education syllabus.
Furthermore, this software also increase stimulus each student that applied it on the
study. Those given the reason why some elements are included to create an inviting
atmosphere in this software such as the use of certain icons to provide information
and supporting also instruction information to users about certain things required
during it. Also training and practise in the form of technical like drawing using the

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software and understand the instruction of tool are include to tracked progress or level
of students that has been achieved. All of this can provide a positive feedback, in the
form of computer graphic, text, and audio visual method. This good feedback will
created interest; impulsion and motivation among consumer to continue improve their
knowledge and skills as well as be able to apply the knowledge learned. Students will
be given the opportunity to demonstrate or mastery that skill before moving into other
skills. There are several ways that can be used by students on this software such as
moving the mouse or pressing a button on the keyboard and drawing tablet. The
computer will guide students to use the help button or give permission to other
activities. This software will provide feedback; analyze student strengths and
weakness to apply in visual art education. Assessment and feedback for student can
improve their memory and help student to applied knowledge in learning experiences.
2.2 Multimedia Software and Models of Instructional Design
In the field of technology in net art multimedia software is one of the interactive new
media in visual art education. Multimedia is a technique that combines data, text,
images, graphic, animation, sound and video. It was also something that we can setup
control and changes it with our creativity thinking. This creativity has started been
given attention and become an essential in a software. Software was proven to be
most appropriate as a help, on the hand in teaching and on the other hand in learning
themes in the subject visual art education. Every day more and more teachers are
enable and educated, both trough their primary university studies and through various
forms of permanent education to use the multimedia, but rare are the ones who have
the knowledge, courage and motivation to use specific software in their lessons.
Software represent the main working environment for both teacher and student,
according to (Cicin Sain, 2008) professional in field of business information and

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communication technologies, software is always obtained/purchased/created first and
depending on minimal configuration it requires, computer are upgraded/purchased
accordingly. List of essential requirements concerning software had to be made in
order to select and present software that best suits needs of teachers and student in
activities recommended for visual art education such as Adobe Illustrator, Adobe
Photoshop, Adobe Flash CS5 Professional, Macromedia Director MX 2004, 3D Max,
Microsoft Window Paint, Paint tool SAI, and Google Sketch Up 8. However software
that will be selected to be used in visual art education classes had to meet the
following essential requirement included smooth and stable work even on the slower
and older PCs, freeware or open source license, easy to install, straight forwardly
understandable for teachers and student and compatible with the general and specific
multimedia rules. Furthermore in developing multimedia software there are many
design models that can be applied some of the models are ADDIE model, ASSURE
model, Hanaffin & Peck model, Dick & Carey model, Robert Glasea model and
Waterfall model. According to (McArdle, 1991) “instructional design simply means
using a systematic process to understand a human performance problem, figuring out
what to do about it and then doing something about it”. In other worlds, instructional
design know as pedagogical or teaching device that makes instruction more engaging,
effective and efficient in using software.
2.2.1 Adobe Illustrator
According to (Vereker, 2008) “indicated that Adobe Illustrator is an excellent CAD
application used for detailed technical drawing and art illustration. Based on
Wikipedia.com, “Adobe Illustrator is a vector graphics editor developed and marketed
by Adobe system”. This software will help students practice their skill and drawing

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using pen tool to apply in visual art education because one of the syllabus students
need to learn creating the logo sample in figure 2.1.
Figure 2.1 Adobe Illustrator
2.2.2 Adobe Photoshop
Adobe Photoshop refer as pixel-based editing programme developed and published by
Adobe systems. It is the current market for commercial image manipulation and the
leading programme in the world. According to (Burke, 2011) indicates that Photoshop
is a market standard images for mood or story board, magazines and posters. Based on
Wikipedia.com, “Photoshop was released on February 19, 1990 for Macintosh
exclusively”. This software will help student to handling the color and editing the
images. Sample in figure 2.2
Figure 2.2 Adobe Photoshop

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2.2.3 Macromedia Media Director
Based on wikipedia.com “adobe director known as (Formerly Macromedia Director)
is a multimedia application authoring platform created by Macromedia which is now
an apart of adobe systems”, nowadays macromedia director was chosen to be the
primary authoring tool for the graphic learning. According to (Neo M. N., 2001)
“Director is currently the de facto authoring tool for creating multimedia application
such as kiosks, product brochures, interactive advertising applications, and
multimedia presentations it also very popularly used in the Multimedia University for
multimedia application development and interactive presentations” as a sample in
figure 2.3
Figure 2.3 (marketsmaster.org)
2.2.4 Google Sketch Up 8
Wikipedia.com described Sketch Up is a “3D modelling program for applications
such as architectural, interior design, civil and mechanical engineering film and video
game design”. “Sketch up was independent from 2000 to 2006 and then owned by
Google from 2006 to 2014. The programs are easy to used also there is an online open
source repository of free-of-charge model assemblies such as windows, doors,
automobiles, 3D warehouse and other”. In the syllabus visual art education student
need to know and learned 3D programming we can see sample in figure 2.4.

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Figure 2.4 Google SketchUp
2.2.5 Adobe Flash CS5 Professional
In Wikipedia.com Adobe Flash Professional is a “multimedia authoring program used
to create content for the Adobe Engagement Platform, such as web application games
and movie and content for mobile phone and other embedded devices”. Future Splash
Animator was developed by Future Wave Software, a small software company whose
first product, Smart Sketch, was a vector-based drawing for pen-based computers. In
December 1996, Macromedia bought Future Wave and so re-branded and released
Future Splash Animator as Macromedia Flash in 2005 and in 2007 Adobe Flash
Professional the next version of Macromedia Flash was released. Sample in figure 2.5
Figure 2.5 Adobe Flash CS3

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2.2.6 3D Max
3D design software 3D Max is a fundamental computer aided design (CAD) course
for students who majored in design. It not only can help students to learn and master
3D design tool and improve their innovative ability in a short time but also can
promote training higher technical personal skilled in applied advertising for society.
In the 1990s the 3D design software was applied in the field of CAD design, leading
to a qualitative leap of the product design and development. Due the advantage of
strong function, technological innovation and ease of learning and master, 3D Max
stand out among other 3D software and become popular with art designers, teachers
and students, from article (Teaching Practice of 3D Max Course for Animated Ads by
Jinting Lu 2013). When reading drawings using 3D Max student need to transform all
the 2D diagrams to the original 3D elements through imagination so the efficiency is
reduced and mistakes easily occur, “however 3D software especially 3D Max not only
can transform the designing methods from 2D to 3D smoothly (Shown in Figure. 2.6)
but also can enhance the ability of student spatial abstract thinking and image
thinking” according by (S.F.Cai, 2009).
Figure 2.6 3D model for CNICE toothpaste animated ad.
According to the characteristics of the 3D Max course, the following aspects should
be strengthened in order to guarantee the teaching effect. In learning process teachers

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should not only focus on the animated drawing and designing example but also make
the concept of 3D Max often-used function clear. For example when teaching “feature
modelling”, teachers should consciously enable students to distinguish the 3D Max
features from the features in life and know the 3D Max features being the basic units
of constitute models, which can be driven by its size or parameters and be controlled
by student. In addition teachers should demonstrate the concrete examples. Only in
this way, can students get the firm knowledge in a limited classroom teaching time.
2.2.7 Microsoft Window Paint
Microsoft Paint is an application that is included with windows. As with other paint
applications Microsoft Paint allows you to create your own images from scratch or
take photographs and digitally manipulate them with enhancements and filters. The
application is easy to use with a simple interface, but is more limited compared to
Illustrator or Photoshop. The draw feature of Microsoft Paint provides the user with
the ability to create and manipulate drawings. The advantages of MS paint are its
ability to create an image and save it as a bitmap. The bitmap, with some
modification, can then be inserted into most documents as graphic images, from
article (Draw & Paint applications by Lorraine Chiarelli & Rita Kotzias 2001).
Sample in figure 2.7
Figure 2.7 (www.instructables.com)

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2.2.8 Paint Tool SAI
Paint Tool SAI is high quality and lightweight painting software, fully digitizer
support, amazing anti-aliased paintings, provide easy and stable operation, this
software make digital art more enjoyable and comfortable. Based on Wikipedia.com
this software develops and published by SYSTEMAX Software. Began on August
2004 and the first alpha version was released on October 2006. The painting
application is available in both Japanese and an official English translation. Sample in
figure 2.8
Figure 2.8 (nsmbxomega.deviantart.com)
2.2.9 Design Model
There are a lot of model that we can use in preparing interactive multimedia such as
ADDIE Model, ASSURE Model, Hanaffin & Peck Model, Dick & Carey model and
others. ADDIE Model is the model of instruction design, which is often used as a
principle to their models of other forms of instruction (McGriff, 2000). In general it
may be represented with (Analyze – Design – Develop - Implement and Evaluate).
Generally when participation in interactive multimedia and software learning the
researcher using ASSURE model by Robert Gagne’s as a guide. ASSURE Model
means (A- Analyze Learners, S- State Objectives, S- Select Methods, Media and
Material, U- Utilize Media and Materials, R- Require Learner Participation, E-

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Evaluate and Revise). Analyze Learner is uses to analyze the subject to teach and the
process of learning example what is using multimedia software through visual art
education? How to use multimedia software for visual art education? Second is State
Objective uses to describe this multimedia software for visual art education, field of
subject to improve student knowledge and skill, activities and time when using this
software. Also to state objective this interactive software example to attract student in
learning visual art education, to improve teaching and learning process, and to prepare
student toward 21 century era through multimedia approach. Next, Select Methods
uses to determine method, media, and material that will apply in learning process.
Then, Utilize Media and Material is for preview the material, the learners, the
environment, the learning experience through teaching aids. Besides, Require Learner
Participation is giving student the tutorial regarding about software and step by step
process of application. Lastly, Evaluate and Revise is to know the effectiveness of
interactive software by using question for the students.
2.3 Benefit of Multimedia Software
2.3.1 Students
Based on research by National Center for Technology Innovation and Center for
Implementing technology in Education (CITED) 2009, has found that combining arts
with technology can create new and exciting ways to keep students motivated and
engaged in the learning process and the world around them. Besides that applied
interactive multimedia software in learning process can create creativity activity and
communication between teacher and classmates. Multimedia software also prepared
and offer student idea learning and new tool which are give students entertaining in
visual art education classes. The combination of text, sound and graphic hold the

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student pay attention and shaped the student to be innovative by making their study
more meaningful. This interactive also provide them opportunity to express creativity
and knowledge regarding the content. In addition multimedia brings and forced
student talent in various way it can encourage student to become designer for example
when they created or designing their slides for presentation or using software to
implement traditional technique that process actually improving their skill to become
designer and increase their performance to represent their knowledge with classmates.
2.3.2 Teacher or Educators
Multimedia software is helping teacher or educator making the lesson more
informative and interesting because by using that interactive teacher can catch student
attention, explain difficult concept of leaner, inspire creativity idea and have a fun
with student. This interactive also shaped and build communication interaction
between student and teacher because when applied this software in learning process
student are more interact to asking the question on how to use the software and
instruction. Besides when applied this software teacher might need to spend money to
purchase this software but it only a one time after that it can used unlimited times so
teacher can save their cost-effective.
2.4 Drawbacks of Multimedia Software
2.4.1 Student
There are several disadvantages regarding using multimedia software in the classroom
which is, once the students get the interest in software there will not pay attention
when teacher or educator give the demonstration or tutorial regarding the hole process
of learning visual art education and when they learning in traditional environment

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they are not interest to attend the class and not focus on the study because they
interact using software compare to various media like pencil and paper. Besides that,
applied software in visual art education will reproduce student knowledge and interest
in graphic world and build-career in this field compared to become the artists,
painters, sculptures and others.
2.4.2 Teachers or Educators
According to (H.B Shan, 2011) Teaching literatures also emphasize that teachers
should mobilize all the students to arouse their interest in the teaching process.
Multimedia may require more effort and energy to educators improve their level and
understand each of the software also when applied multimedia software in learning
visual art education teacher or educator need to spend more time and two hours that
have been given for this subject is not enough because creating multimedia require
more time to complete the process of learning. Also this interactive might need the
wide variety of gadget that supporting the software which is internet browsing to
complete their format.
2.5 Conceptual Framework
Based on research methodology “The role of social networking sites in improving
UITM’S undergraduate’s academic learning”. In this research the conceptual
framework is adapted from a book titled Blended learning in higher education:
Framework, principle and guidelines by Garrison and Vaughan (2008). According to
Miles and Huberman (1994, P18) state conceptual framework is “The key factors,
concepts or variables and the presumed relationship among them”.

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Also in this study, based on student’s perception toward in learning multimedia
software, may effects learning process especially in visual art education subject and
how this interactive software would affect student’s academic achievement in learning
process will be describe in deeply. There are three variable will perceive the
interactive multimedia software in improving school student learning process. As has
been showed in figure, the effectiveness of interactive multimedia software will
influenced student academic achievement. This factor also gives student’s either in
positive and negative side. Besides, it also intended to see the effectiveness
multimedia software toward student academic achievement. The use of interactive
multimedia software in visual art education field can give impact on student learning
process.
Student
Multimedia
Software
Learning
Process
Academic
Achievement
Use
Influence
Affects
Influence
Figure

26
CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will discuss the following; Research Design, Population and Sample
Instrumentation.
3.1 Research Design
This is a quantitative approach. According to (Shamsuri, 2004), quantitative studies
always make our experimental more clearly in other words, the percentage of the
number makes it easier for the reader understanding and interpreting the facts for
number involving arrangements. It’s also easier to make the collection, comparison
and summation. This study employed an experimental research. The design meant to
identify student at SMK Sultan Salahuddin Abdul Aziz Shah, perception towards
using multimedia software in improving their academic learning, to examine the
effect of using multimedia software in learning visual art education, and to determine
differences in student achievement after using multimedia software in learning visual
art education. Students from SMK Sultan Salahuddin Abdul Aziz Shah in Shah Alam
have been chosen as the samples for this study and set of questionnaires was used as
the instrument in the research to gather the data needed.
3.2 Population and Sample
In this study, random sampling method used is stratified random sampling. Target
population for this study is students at SMK Sultan Salahuddin Abdul Aziz Shah in
Shah Alam who are taking visual art education subject. The researcher intends to
compare the achievement of students using the multimedia software with that students
using traditional method to obtain more accurate data and achieve the goal of an

27
application evaluation. It also believes that gender is important variable that may
affect the outcomes of study, the researcher to ensure that proportion of males and
females in the study as the same population. The sample size for this study is 150
respondents.
3.3 Instrumentation
The instrument used for data collection in this research study is questionnaire. The
questionnaire will be create by researcher the items in the questionnaire are designed
in order to analyze the differences student achievement using multimedia software in
learning visual art education. This section relates to the process of application
development involving the use of multimedia software and interactive elements found
in the application. The assessment, are made based on the use of text, graphics,
colour, audio, video and animation in software such as Adobe Illustrator, Adobe
Photoshop, Google Sketch up 8, Computer Microsoft Paint, and Paint tool SAI. In
completing the questionnaire respondents are required to choose either strongly agree
with the questions provided, or agree, not agree or disagree or strongly disagree.
Table 3.1: Descriptions of the Questionnaire
SECTIONS DESCRIPTIONS NUMBER
OF
ITEMS
Section A:
Demographic
Information
In this section it carries out general questions on
demographic data of the respondent which is
gender, race, age, and status. Also it focused on
student or people that have taking visual art
education subject.
4 items:
Question
1- 4

28
Section B:
Multimedia
Software
Background
This section include several questions that related
to the connection respondent in multimedia
software which is what are the type of the
software that has been used also this question
want to identify either student is know anything
regarding about the software that will be applied
in this research.
3 items:
Questions
5 - 7
Section C:
Perception towards
Multimedia
Software
This section seeking the answer regarding student
perception either this multimedia software is
helping in improving student academic learning.
Also this section same as with section D and E it
included 5 point like scale to measuring
respondent agree or disagree.
10 items:
Question
8 – 17
Section D:
Multimedia
Software Effects
This section want to identify the effects that
multimedia software brought towards respondent
academic learning either it give the positive or
negative impact toward student academic
achievement.
7 items:
Question
18 - 24
Section E:
Multimedia
Software Improve
Academic
Learning
In addition this section is focus on how
multimedia software helps in improving student
academic learning. It provided how multimedia
software manage to helps student in their
academic and draw attention in visual art
education subject. The last section also included
open-ended question regarding respondent
opinion.
7 items:
Question
25 - 32

29
This table were created to get the result and make conclusion either multimedia
software is helping improving student at the school in their academic learning and the
effects of using multimedia software in their academic achievement. Data that will be
collected for the 150 respondent focused on Shah Alam area.
3.4 Data Collection
The respondent of this questionnaire are student SMK Sultan Salahuddin Abdul Aziz
Shah in Shah Alam. Before the respondent started to answer the questionnaire there
are few thing that they should know so it will be have short of briefing and
explanation on this procedure it may take four minutes. The questionnaire will hand
out on weekdays during the office hour, class sessions and lunch break. The time that
will be need and taking to complete the questionnaire is around seven to ten minutes.
The survey process was handled and monitored by the researcher to verify the data
that given by respondent are valid and any problem that faced by respondent on that
time can be manage or organize. The questionnaire is collected after respondent
complete answering the question.
The data collection was followed by:
Design of Questionnaire:
In this data the questionnaire has five sections which is section A: Demographic
Information, Section B: Multimedia Software Background, Section C: Perception
towards Multimedia Software, Section D: Multimedia Software Effects, and
Section E: Multimedia Software Improve Academic Learning.

30
Sample Selection:
In this data the respondent of this questionnaire are 150 students from SMK
Sultan Salahuddin Abdul Aziz Shah in Shah Alam.
Questionnaire Distribution:
The questionnaire will hand out on weekdays during the office hour, class
sessions and lunch break.
Time Taken:
The time that will be need and taking to complete the questionnaire is around
seven to ten minutes.
Survey Process:
The survey process was handled and monitored by the researcher to verify the
data that given by respondent are valid and any problem that faced by respondent
on that time can be manage or organize.
Questionnaire Collection:
The questionnaire is collected after respondent complete answering the question.

31
3.5 Data Analysis
The data that has been collected from questionnaire was to analyze and provide the
answer to the research question on this research. In other to get the data the Statistical
Package for Social Science (SPSS) version 17.0 software was used. Based on
introduction (SPSS) is “programming language for conducting statistical analysis, it
has to managing, analyzing and presenting data”. In this system also used to key-in
and illustrated the data in order to getting statistic and gathered the information.
Table 3.2 Summary of Data Analysis
Research objective Section Analysis
To identify student perception
towards using multimedia
software in improving their
academic learning.
C
(Question 8 – 17)
Data was analyzed to the
frequency, mean and
standard of each item.
To examine the effect of using
multimedia software in
learning visual art education.
D
(Question 18 – 24)
frequency, mean and
To determine differences in
student achievement after
using multimedia software in
learning visual art education
E
(Question 25 – 31)
frequency, mean and

32
E
(Question 32)
The open-ended question
was analysed and
categorized under 3
different groups:
a. Yes
b. Unsure
c. No
frequency, mean and
In addition by using software SPSS version 17.0 we can get descriptive statistic about
item we analyse. The quantitative data from section A, B, C, D and E based on the
questionnaire it were analysed and describe in the form of chart and table. For the
open-ended questions, the researcher will read the respondent answers, then analysed
and categorized them into three different group which is Yes, No and Unsure. After
the researcher has determined the data either it were positive and negative way the
data will key-in and analysed.

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