Development of Multimedia Learning Application for Mastery Learning Style: A Graduated Difficulty Strategy
Guided by the theory of learning styles, this study is
based on the development of a multimedia learning application for
students with mastery learning style. The learning material was
developed by applying a graduated difficulty learning strategy.
Algebra was chosen as the learning topic for this application. The
effectiveness of this application in helping students learn is measured
by giving a pre- and post-test. The result shows that students who
learn using the learning material that matches their preferred learning
style perform better than the students with a non-personalized
learning material.
[1] F. a. Dorça, L. V. Lima, M. a. Fernandes, and C. R. Lopes, “Comparing
strategies for modeling students learning styles through reinforcement
learning in adaptive and intelligent educational systems: An
experimental analysis,” Expert Syst. Appl., vol. 40, no. 6, pp. 2092–
2101, May 2013.
[2] M. Graff, P. Mayer, and M. Lebens, “Evaluating a web based intelligent
tutoring system for mathematics at German lower secondary schools,”
Educ. Inf. Technol., vol. 13, no. 3, pp. 221–230, Jul. 2008.
[3] J. G. Glonek, “Learning Styles: Theories and Pedagogical Strategies,”
United States Military Academy,, 2013.
[4] S. Cassidy, “Learning Styles: An overview of theories, models, and
measures,” Educ. Psychol., vol. 24, no. 4, pp. 419–444, Aug. 2004.
[5] A. Klašnja-Milićević, B. Vesin, M. Ivanović, and Z. Budimac, “ELearning
personalization based on hybrid recommendation strategy and
learning style identification,” Comput. Educ., vol. 56, no. 3, pp. 885–
899, Apr. 2011.
[6] C. Tulbure, “Learning styles, teaching strategies and academic
achievement in higher education: A cross-sectional investigation,”
Procedia - Soc. Behav. Sci., vol. 33, pp. 398–402, Jan. 2012.
[7] R. S. Vaishnav, “Learning Style and Academic Achievement of
Secondary School Students,” Voice Res., vol. 1, no. 4, pp. 1–4, 2013.
[8] F. Coffield, D. Moseley, E. Hall, and K. Ecclestone, “Learning styles
and pedagogy in post-16 learning,” London, 2004.
[9] T. Sandhu and S. Kapoor, “Implications of Personality Types For
Emotional Regulation,” Voice Res., vol. 1, no. 4, pp. 34–39, 2013.
[10] C. J. Beuke and D. G. Freeman, “Reliability and Validity of the Myers-
Briggs Type Indicator ® Form M when Translated into Traditional and
Simplified Chinese Characters,” in Psychological Type and Culture—
East & West: A Multicultural Research Conference, 2006.
[11] H. Silver, E. Thomas, and M. Perini, Math learning style inventory. Ho-
Ho-Kus,NJ: Thoughtful Education Press, 2003.
[12] E. J. Thomas, J. R. Brunstings, and P. L. Warrick, Styles and Strategies
for Teaching High School Mathematics:21 Techniques for
differentiating Instruction and Assessment, 1st ed. California: Corwin,
2010, p. 209.
[13] N. M. Tawil, I. Shaari, a. Zaharim, H. Othman, and N. a. Ismail,
“Implementing Internet Source as Tools in Teaching and Learning
Engineering Mathematics,” Procedia - Soc. Behav. Sci., vol. 102, no.
Ifee 2012, pp. 122–127, Nov. 2013.
[14] F. Romanelli, E. Bird, and M. Ryan, “Learning styles: a review of
theory, application, and best practices.,” Am. J. Pharm. Educ., vol. 73,
no. 1, p. 9, Feb. 2009.
[15] Q. Zhang and M. Stephens, “Personalized Education and the Teaching
and Learning of Mathematics: an Australian perspective,” vol. 6, no. 2,
pp. 48–57, 2013.
[16] E. T. Bates and L. R. Wiest, “Impact of Personalization of Mathematical
Word Problems on Student Performance,” Math. Educ., vol. 14, no. 2,
pp. 17–26, 2004.
[17] N. Sirmaci, “The relationship between the attitudes towards mathematics
and learning styles,” Procedia - Soc. Behav. Sci., vol. 9, pp. 644–648,
Jan. 2010.
[18] R. Strong, H. Silver, M. Perini, and G. Tuculescu, “Boredom and Its
Opposite,” Educ. Leadersh., vol. 61, no. 1, pp. 24–29, 2003.
[19] A. I. Usman, “Analysis Of Algebraic Errors in Applied Calculus
Problem Solving,” 12th Int. Congr. Math. Educ., 2012.
[20] N. Azlina, M. Mona, M. Nur, E. Fairuz, and Z. Apandi, “Development
of Multimedia Application for Learning Algebra,” J. Educ. Pract., vol. 5,
no. 5, pp. 156–159, 2014.
[21] A. Jasni and J. Zulikha, “Utilising Wayang Kulit for Deep-Learning in
Mathematics,” vol. II, no. Level 1, pp. 1–6, 2013.
[22] Ö. Özyurt, H. Özyurt, and A. Baki, “Design and development of an
innovative individualized adaptive and intelligent e-learning system for
teaching–learning of probability unit: Details of UZWEBMAT,” Expert
Syst. Appl., vol. 40, no. 8, pp. 2914–2940, Jun. 2013.
[23] S. Khalid, M. Alias, W. Razally, and Z. Suradi, “The influence of
multimedia supported courseware with collaborative learning in
algebraic fractions and problem solving skills among Pre-University
students,” iJET Int. J. Emerg. Technol. Learn., pp. 1–4, 2007.
[24] J. I. Vol, S. Z. Ahmad, N. A. Ahmad, A. F. Rosmani, M. H. Ismail, H.
Mazlan, and H. M. Ekhsan, “Interactive Mathematical Learning
Courseware 2 . 0 Using Mental Arithmetic for Preschool Children,” J.
Intelek, vol. 8, pp. 1–5, 2014.
[1] F. a. Dorça, L. V. Lima, M. a. Fernandes, and C. R. Lopes, “Comparing
strategies for modeling students learning styles through reinforcement
learning in adaptive and intelligent educational systems: An
experimental analysis,” Expert Syst. Appl., vol. 40, no. 6, pp. 2092–
2101, May 2013.
[2] M. Graff, P. Mayer, and M. Lebens, “Evaluating a web based intelligent
tutoring system for mathematics at German lower secondary schools,”
Educ. Inf. Technol., vol. 13, no. 3, pp. 221–230, Jul. 2008.
[3] J. G. Glonek, “Learning Styles: Theories and Pedagogical Strategies,”
United States Military Academy,, 2013.
[4] S. Cassidy, “Learning Styles: An overview of theories, models, and
measures,” Educ. Psychol., vol. 24, no. 4, pp. 419–444, Aug. 2004.
[5] A. Klašnja-Milićević, B. Vesin, M. Ivanović, and Z. Budimac, “ELearning
personalization based on hybrid recommendation strategy and
learning style identification,” Comput. Educ., vol. 56, no. 3, pp. 885–
899, Apr. 2011.
[6] C. Tulbure, “Learning styles, teaching strategies and academic
achievement in higher education: A cross-sectional investigation,”
Procedia - Soc. Behav. Sci., vol. 33, pp. 398–402, Jan. 2012.
[7] R. S. Vaishnav, “Learning Style and Academic Achievement of
Secondary School Students,” Voice Res., vol. 1, no. 4, pp. 1–4, 2013.
[8] F. Coffield, D. Moseley, E. Hall, and K. Ecclestone, “Learning styles
and pedagogy in post-16 learning,” London, 2004.
[9] T. Sandhu and S. Kapoor, “Implications of Personality Types For
Emotional Regulation,” Voice Res., vol. 1, no. 4, pp. 34–39, 2013.
[10] C. J. Beuke and D. G. Freeman, “Reliability and Validity of the Myers-
Briggs Type Indicator ® Form M when Translated into Traditional and
Simplified Chinese Characters,” in Psychological Type and Culture—
East & West: A Multicultural Research Conference, 2006.
[11] H. Silver, E. Thomas, and M. Perini, Math learning style inventory. Ho-
Ho-Kus,NJ: Thoughtful Education Press, 2003.
[12] E. J. Thomas, J. R. Brunstings, and P. L. Warrick, Styles and Strategies
for Teaching High School Mathematics:21 Techniques for
differentiating Instruction and Assessment, 1st ed. California: Corwin,
2010, p. 209.
[13] N. M. Tawil, I. Shaari, a. Zaharim, H. Othman, and N. a. Ismail,
“Implementing Internet Source as Tools in Teaching and Learning
Engineering Mathematics,” Procedia - Soc. Behav. Sci., vol. 102, no.
Ifee 2012, pp. 122–127, Nov. 2013.
[14] F. Romanelli, E. Bird, and M. Ryan, “Learning styles: a review of
theory, application, and best practices.,” Am. J. Pharm. Educ., vol. 73,
no. 1, p. 9, Feb. 2009.
[15] Q. Zhang and M. Stephens, “Personalized Education and the Teaching
and Learning of Mathematics: an Australian perspective,” vol. 6, no. 2,
pp. 48–57, 2013.
[16] E. T. Bates and L. R. Wiest, “Impact of Personalization of Mathematical
Word Problems on Student Performance,” Math. Educ., vol. 14, no. 2,
pp. 17–26, 2004.
[17] N. Sirmaci, “The relationship between the attitudes towards mathematics
and learning styles,” Procedia - Soc. Behav. Sci., vol. 9, pp. 644–648,
Jan. 2010.
[18] R. Strong, H. Silver, M. Perini, and G. Tuculescu, “Boredom and Its
Opposite,” Educ. Leadersh., vol. 61, no. 1, pp. 24–29, 2003.
[19] A. I. Usman, “Analysis Of Algebraic Errors in Applied Calculus
Problem Solving,” 12th Int. Congr. Math. Educ., 2012.
[20] N. Azlina, M. Mona, M. Nur, E. Fairuz, and Z. Apandi, “Development
of Multimedia Application for Learning Algebra,” J. Educ. Pract., vol. 5,
no. 5, pp. 156–159, 2014.
[21] A. Jasni and J. Zulikha, “Utilising Wayang Kulit for Deep-Learning in
Mathematics,” vol. II, no. Level 1, pp. 1–6, 2013.
[22] Ö. Özyurt, H. Özyurt, and A. Baki, “Design and development of an
innovative individualized adaptive and intelligent e-learning system for
teaching–learning of probability unit: Details of UZWEBMAT,” Expert
Syst. Appl., vol. 40, no. 8, pp. 2914–2940, Jun. 2013.
[23] S. Khalid, M. Alias, W. Razally, and Z. Suradi, “The influence of
multimedia supported courseware with collaborative learning in
algebraic fractions and problem solving skills among Pre-University
students,” iJET Int. J. Emerg. Technol. Learn., pp. 1–4, 2007.
[24] J. I. Vol, S. Z. Ahmad, N. A. Ahmad, A. F. Rosmani, M. H. Ismail, H.
Mazlan, and H. M. Ekhsan, “Interactive Mathematical Learning
Courseware 2 . 0 Using Mental Arithmetic for Preschool Children,” J.
Intelek, vol. 8, pp. 1–5, 2014.
@article{"International Journal of Business, Human and Social Sciences:68597", author = "Nur Azlina Mohamed Mokmin and Mona Masood", title = "Development of Multimedia Learning Application for Mastery Learning Style: A Graduated Difficulty Strategy", abstract = "Guided by the theory of learning styles, this study is
based on the development of a multimedia learning application for
students with mastery learning style. The learning material was
developed by applying a graduated difficulty learning strategy.
Algebra was chosen as the learning topic for this application. The
effectiveness of this application in helping students learn is measured
by giving a pre- and post-test. The result shows that students who
learn using the learning material that matches their preferred learning
style perform better than the students with a non-personalized
learning material.
", keywords = "Algebraic Fractions, Graduated Difficulty, Mastery
Learning Style, Multimedia.", volume = "8", number = "12", pages = "3909-4", }
