CRITICAL ANALYSIS OF A RESEARCH ARTICLE

1. CRITICAL ANALYSIS OF A RESEARCH ARTICLE By : NoorShareezaAzzuraBintiShahruddin MP 101513 Cik Ku RohayaBintiChe Ku Ali MP 101424 Presented to : Prof. Dr. Baharuddin Bin Aris

2. 03-Article-037-NorAziah-UiTM version 2[1].pdf

3. TITLE • Title is written in general • The experimental variables are not clearly stated

4. A Good Title • Written as specific as possible • Have the experimental variables (independent and dependent variables) • Maybe the writer can change the title to “The use of adopting Learning Management System towards the attitude in teaching and learning”.

5. ABSTRACT

6. A Good Abstract • Problem Statements • Purposes of the Study • Methods • Results • Conclusions

7. ABSTRACT problem statement sample method conclusions

8. TheAbstract • Lack of writing the purposes and summary of results • The methods used in the study also had not been stated clearly • sample of 12 IIUM (International Islamic University Malaysia) lecturers • using SoCQ (Stages of Concern Questionnaire) from CBAM (Concern Based Adoption Model) developed by Hall & Hord Instructional Technology Diffusion Theory • consists of 35 items using eight-point Likert scale.

9. INTRODUCTION

10. INTRODUCTION • Terms Definition • Problem Statements • Research Questions • Previous Study & Theories • Aim • Objectives / Purposes • Hypothesis

11. Terms Definition

12. Problem Statements

13. Research Questions

14. Previous Study & Theories

16. Aim

17. Objectives / Purposes

19. Hypothesis

20. The Introduction • Not organize well • Mentioned about the purposes of the study 3 times (at the beginning and at the end of the introduction)

21. METHODOLOGY

22. VARIABLES • The main variable incorporated in the study is the lecturer’s concern at the early stage of the diffusion and adoption process • Independent Variable : Learning Management System • Dependent Variable : Stages of concerns in CBAM

23. Stages of Concerns

24. SAMPLE • 12 of INSTEAD lecturers who have either used the LMS or attended a training session on the IIUM LearningNet System

25. PROCEDURE

26. DATA GATHERING • 35 items of SoCQ (Stages of Concern Questionnaire) from CBAM (Concern Based Adoption Model) using eight-point Likert scale. • Means of indicating reflects the participants present concerns • Score from the responses are being summarise into 5 items of stages

27. DATA ANALYSIS • The total for each stage is the raw stage score. • Percentile tables will convert raw stage scores to percentile figures. • From these percentile figures, the researcher plotted stages of concern profiles.

28. Stages of concern profile : • identify the peak or predominant stages of concern and the relative intensity of other concerns • Represent the user at different stages of concern (such as nonuser or very early user)

29. Raw Stage Scores

30. Stage of Concern Profile

31. High Stage Scores of Participants

32. RESULTS & DISCUSSIONS • According to the researchers, the size and non random selection of sample does not justify the use of any statistical test. • Hence, they reported all findings as a descriptive but sufficient to answer the research questions posed.

33. FINDINGS • The participants’ concern profiles and predominant stages of concerns • Technology based education concerns

34. The participants’ concern profiles and predominant stages of concerns • The researcher use the raw scores table to gives displays of the raw scores of all the participants at each stage of concern. • The mean raw stage scores for the entire group of participant determines the composite stages of concern profile for the INSTED group of lecturers.

35. They derived the Interpretations of the sample profiles from instrument administration guidelines by Hall & Hord (2001) and its Stages of Concern theoretical framework. • The High Stage Scores are also examined for the participants. • These scores are important primary indicators in the interpretation of concerns.

36. To demonstrate participant’s concern, individual concern profile is also generated. • The participants’ profiles show a strong dip where management is concerned but rather high concern at the awareness level. • This is probably due to the fact that INSTED is at the early stage of introducing the LearningNet System to the faculty members.

37. Technology based education concerns • A qualitative analysis of the responses given by the participants gives an insight to their most pressing concern. • The researcher quotes the participant response to determine their concern about the LMS.

39. CONCLUSIONS • The concerns among the participants with regard to the use of the LearningNet system centres on the human issues • Show an open mindedness among the participants when dealing with the new technology • There is a positive attitude and a high likelihood that the LearningNet System will be adopted by the participants.

40. SUGGESTIONS • It is important to determine the design and content for staff development programs aimed at integrating the LMS online environment into their teaching realms. • It is imperative that potential adopters know what the MiTechLearningNet System is.

41. It is also pertinent to carry out an analysis of the potential users’ level of computer and technology competency. • An emphasis on innovation, rather than the technology should be adopted

42. REFERENCES • The researcher included a list of twenty one references. • However, three of the references are comparatively old and this does not get by with the fast advancement of technology and education especially that in most cases newer studies usually report older studies if they are related.

43. COMPARATIVELY OLD REFERENCES

44. THANK YOU