4. • PhD – the highest academic qualification
•Ability to write and publish to
a. demonstrate the competency to do research
rigourously and independently
b. demonstrate the ability to do a critical review
in topic of interest which requires deep
knowledge of what is known, what need to
be studied etc… (review other peoples work)
c. contribute to the body of knowledge (so
future study can be built based on your work)
5. • Master / PhD - no syllabus - set own interest
• New journey - new skills
• Std researcher - novice & alone !
• R & M - previous knowledge + interest
• Thesis - thick manuscript & materials
• Extra personal skills – writing skill
More info:
http://drotspss.blogspot.com/2013/04/tajuk-468-ketahui-apa-itu-best-phd.html
http://drotspss.blogspot.com/2013/05/tajuk-484-best-phd-thesis-tidak-wujud.html
http://drotspss.blogspot.com/2013/04/tajukv-469-originality-of-thesis.html
http://drotspss.blogspot.com/2012/03/tajuk-330-research-unwritten-rule-1-do.html
6. My thought…..
Your ultimate goal is to FINISH writing your thesis
OT (on time) not to CHANGE the world !!
“CHANGE” the world after getting your PhD not
during your candidacy….
The longer time you take does not reflect the
quality of your thesis….
It is DIFFICULT to write a thesis.. so why don’t you
do it the SMART way … the KOTC way?
6
7. 1. CHOOSE TITLE
- Sentiment
- Search for articles
TOPIC OF INTEREST
(Area of Investigation)
1. LITERATURE SEARCH SKILL
- Extensive + Intensive – Research gap
- Relevant + Pilot articles / Theses
2. ARTICLE MANAGEMENT SKILL
- MENDELEY
- FBOT (Filter Based on Theme)
- SROT (Speed Reading on Target)
Route # 1
Route # 2
CONVENTIONAL
CYCLE
KEEP ON TRACK
CYCLETM
(KOTC)
3. WRITING SKILL
- OFOT (One File One Thesis)
- DMOT (Doc Map of Thesis)
4. DRAFTING SKILL
- ZDOT (Zero Draft of Thesis)
- FOTW (Focus on Thesis Writing)
5. REVIEW SKILL
- ROT (Research Operational Template)
- AROT (Article’s Rule of Thumb)
1. Fact
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Proposal
Critical
review
PROPOSAL
THESIS
6. ANALYSIS SKILL
- SPSS / AMOS (SEM) / PLS (Quantitative analysis)
- ATLAS.ti / Nvivo (Qualitative analysis)
- Rasch Model (Instrument validation)
Thesis need time to grow and mature
8. 1. Cambridge University Press
2 EBSCOhost
3. Emerald
4. JSTOR – Journal Storage
5. Oxford Journals Online
6. Proquest
7. SAGE
8. Science Direct
9. Springer
10. Taylor & Francis
11. Wiley - Blackwell
www.drotspss.blogspot.com
8
26. •There are numbers of studies …… but most of
these studies did not provide enough evident to
support the role of cognitive load theory….
•While there has been a number of research on….
little has been written about the effects of 3D
animation on low achievers science students.....
www.drotspss.blogspot.com
zahinothman@gmail.com
26
27. One of the current aims of teaching chemistry in Malaysia
is to provide students with the knowledge that would
enable them to solve problems. However, the latest
findings of the SPM Performance Report 2010 (MOE,
2011) regarding the chemistry performance in the SPM
examination is incongruent with this aim. It was
found that the “majority of candidates did not understand
the concepts of chemistry” (MOE, 2010, p.14). The report
concluded that the candidates failed to acquire basic
understandings of chemistry concepts (MOE, 2012)
27
28. Continue…….
From the perspective of teaching chemistry, research by
Daud (2010) revealed that a majority of chemistry
teachers
in
Malaysia
use
the
direct
transmission approach to explain chemistry concepts,
whilst students passively listen and take notes. These
views are consistent with those of Hutchinson (2010)
when he claimed that in general, chemistry is taught to
students mostly based on the passive traditional
approach.
28
29. How to cite and when ?
• Author X (2013) mentioned that the price
for RON95 petrol and diesel will be raised
by 20 sen per liter starting next year.
OR
• The price for RON95 petrol and diesel
will be raised by 20 sen per liter starting
next year (Author Y, 2013)
www.drotspss.blogspot.com
29
30. Type 1: Quotation by “somebody”
• de Bono (2009, p. 122) said “flexible mind is creative
mind”.
Type 2: Author
• Mayer (2010) stressed / As argued by Mayer (2010)
that in multimedia learning theory……………
• Jarret (2009) in her study pointed out that….
Type 3: Idea / concept
• The theory of cognitive load refers to….(Black, 2009)
and this reflects that ……(White, 2010)
www.drotspss.blogspot.com
zahinothman@gmail.com
30
31. Research has shown that experts and novices show marked
differences in several aspects of problem solving ability such as
problem representations (Bodner, 2000; Greenbowe, 1983;
Heyworth, 1999)….
Taken from:
Cartrette, D. P. (2009). Non-mathematical problem solving. JRST,
47(6), 643–660.
Citation?
According to Cartrette (2009), problem representation is one of the
criteria that differenciate experts from novices
OR
Problem representation is one of the criteria that differenciate
experts from novices (Cartrette, 2009).
OR ?
31
33. 3D vs 2D animations in science instruction for enhancing
students’ understanding of science concepts
• Idea1 … 2D simulations are not always better than
traditional approaches….(Russell, 2010)
• Idea2 … low achiever children faced difficulties to extract
scientific information (Don, 2010)
• Idea3 … slow learner lack of existing knowledge, low selfesteem and low motivation level... (Sweller, 2009)
• Direct quotation …. (Mayer, 2010, p.122) – 3D animation
easy to “visualize, interact, explore”….
More info: http://drotspss.blogspot.com/2010/10/tajuk-14-mensintesis-lr.html
33
34. 3D and 2D animations for enhancing students’
understanding of science concepts
2D animation has increasingly played an
important role in science instruction. However,
there is not enough empirical support that 2D
animation has more positive effects compared to
conventional instruction (Russell, 2010). For
example, the use of 2D animation is not suitable
for weak students due to their difficulties to
analyze information from the 2D animation
because the lack of their previous knowledge,
concepts (Don, 2010; Sweller, 2009).
www.drotspss.blogspot.com
34
35. 3D and 2D animations for enhancing students’
understanding of science concepts
However, there is not enough empirical support
that 2D animation has more positive effects
compared to conventional instruction (Russell,
2010)
….2D simulations are not always better than
traditional approaches (Russell, 2010)
www.drotspss.blogspot.com
35
36. 3D and 2D animations for enhancing students’
understanding of science concepts
For example, the use of 2D animation is not
suitable for weak students due to their difficulties
to analyze information from the 2D animation
because the lack of their previous concepts (Don,
2010; Sweller, 2009)
low achiever children faced difficulties to extract
scientific information (Don, 2010)
slow learner lack of existing knowledge, low selfesteem and low motivation level (Sweller, 2009)
36
37. 3D and 2D animations for enhancing students’
understanding of science concepts
However, recent advancement in computer graphics
software has made 3D animation feasible for
science instruction to replace 2D animation. As
stressed by Mayer (2010, p. 122), 3D animation
offers students the opportunity to “visualize,
interact, explore” with any concepts within a
computer generated environment. For that reason,
3D animation is seen as a potential educational tool
for enhancing students understanding of science
concepts in science instruction.
www.drotspss.blogspot.com
37