1. Contents
CHAPTER 1 : INTRODUCTION ......................................................................................................... 2
1.1
Introduction ................................................................................................................................ 2
1.2
Problem Statement .................................................................................................................... 3
1.3
Research Objectives ................................................................................................................... 4
1.4
Research Questions .................................................................................................................... 4
1.5
Operational definitions............................................................................................................... 5
1.6
The Limitation of The Study ...................................................................................................... 6
1.7
The Significance of the Study .................................................................................................... 7
1.8
Conclusion ................................................................................................................................. 7
CHAPTER 2 : LITERATURE REVIEW .............................................................................................. 8
2.1
Introduction ................................................................................................................................ 8
2.2
Ellis’s Model For Multimedia Effectiveness ............................................................................. 9
2.3
Cognitive Theory of Multimedia Learning ................................................................................ 9
2.4
Conceptual Framework ............................................................................................................ 10
CHAPTER 3 : RESEARCH METHODOLOGHY.............................................................................. 11
3.1
Introduction .............................................................................................................................. 11
3.2
Research Design...................................................................................................................... 11
3.3
Population and sample ............................................................................................................ 12
3.4
Instrumentation ........................................................................................................................ 12
3.5
Data collection ......................................................................................................................... 13
3.6
Data analysis ............................................................................................................................ 14
3.7
Conclusion ............................................................................................................................... 14
Bibliography ......................................................................................................................................... 15
Appendices........................................................................................................................................... 16

2. THE EFFECTIVENESS OF USING MULTIMEDIA IN TEACHING VISUAL ART
EDUCATION AMONG SECONDARY SCHOOL STUDENTS
CHAPTER 1 : INTRODUCTION
1.1
Introduction
The presence of multimedia technology opens a new era in the development of teaching and
learning visual arts. The ability of multimedia technology in combining various kinds of
media like text, audio, picture, numeric, animation, and video in the form of digital software,
and its interactive capacity make it an interesting alternative of learning aids. Multimedia is
considered as an impressive learning medium because of its capability in activating our
perception such as our sight, our hearing, and our tactile.
“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.” For this reason
researchers tried to apply other methods of teaching that can increase the effectiveness of
teaching visual arts education.
The findings by (Junaidu, 2008) for five year’s offerings show that students consistently
perform much better in questions requiring application of material taught in carefully
animated algorithms. These results should carry over to other educational environments.

3. 1.2
Problem Statement
Most of the secondary school students are looking for more of the visual art education.
Visual art education is considered as second-class subject and not as important as
Mathematics, Science and other subjects. Many parents do not encourage their children to
choose visual arts education subject. Students are not interest to study visual arts education
because for them, visual arts education is nothing more than drawing and coloring, tedious,
requires a high skill, requires a lot of money and take a long time to complete the work.
Among parents also see the visual art education as not contributing to the future of their
children.
Teachers of visual arts education are also considered to be the cause of students not
interested in studying visual arts education. The teaching methods used and the teacher, who
is non-optionist to teach visual arts education, has limited ability to develop the talents of
students in producing quality artwork. The traditional method used has reduced students'
interest to learn visual arts education.
“Effective teaching requires a substantial amount of expertise. It requires teaching by a
skilled and experienced professional with extensive arts content background, a range of
pedagogical approaches, and the patience and persistence to turn small advantages and
unexpected events into major breakthroughs in learning…”(NAEA, 2009)

4. 1.3
Research Objectives
The research objectives of this study are :
i)
to determine the effectiveness of teaching visual art education using
multimedia
ii)
iii)
1.4
to identify appropriate teaching methods to teach visual arts education
to identify problems that arise in the teaching of visual art education
Research Questions
The research questions for this study are :
i)
What is the effectiveness of using multimedia in teaching visual art
education?
ii)
What is the special method in teaching visual art education among art
students?
iii)
What is the problem encountered during teaching visual art education ?

5. 1.5
Operational definitions
1.5.1 Visual Art Education : Visual arts education comprises of interrelated activities in
making art and in looking at and responding to art. It presents a range of activities in
perceiving, exploring, responding to an appreciation of the visual world. Perceiving involves
looking with awareness and understanding of the visual elements and their interplay in the
environment and in art works. Visual arts education provides creative and aesthetic
experiences through exploring, investigating, experimenting, inventing, designing and
making in a range of media. It promotes observation and ways of seeing and helps the child
to acquire sensitivity to the visual, spatial and tactile world and to aesthetic experience
(Ireland, 1999). In this study, visual arts education is defined as the subject offered by the
school to form four students in certain schools. As one of
the subjects in the school
curriculum, students will learn the skills that have been designated as drawings, paintings,
history paintings and learning about local or international artists who are involved in the
visual arts.
1.5.2 Multimedia
Multimedia is the integration of multiple forms of media. According to Shavinina and
Loarer (1999) (Gertner, 2011), a common multimedia application consists of at least 3 of
these 7 components:
1.
Text (including notes, captions, subtitles, and other resources such as tables of
content, indices, dictionaries, and help facilities)
2.
Data (such as tables, charts, graphs, spreadsheets, statistics, and raw data of
various kinds)
3.
Audio (including speech, music, atmospheric background noise, and sound
effects)

6. 4.
Graphics (often ranging from traditional media such as drawings, prints,
maps, and posters to images processed or created entirely within a computer)
5.
Photographic images, from negatives, slides, prints, or even digital cameras
(which record photographic images directly as computer graphics)
6.
Animation (whether recorded on film or video, or created with a computer)
7.
Moving pictures (specifically digital video, either converted from analogue
film and video, or created entirely within a computer).
In this study, multimedia is a courseware which is specially built for the purpose of teaching
visual arts education, which also contains all the multimedia elements described above.
1.6
The Limitation of The Study
This study is to evaluate the effectiveness of teaching visual art education using multimedia
among Form 4 students. The number of respondents involved in this study is only Form 4
students taking the subjects of visual art education.
This study is also to identify appropriate teaching methods to teach visual arts
education. The comparison of the teaching methods between the traditional approach to using
multimedia for teaching visual art education is also made.

7. 1.7
The Significance of the Study
To ensure that our curriculum in an educational setting is beneficial to students, teachers and
the nation at large, systematic and effective evaluation, long term monitoring as well as
frequent observation are carried out. The findings of the study would provide information to
determine the effectiveness of teaching visual art education using multimedia. They also can
be used as a guide for teachers to manage their teaching and learning in class among
secondary students. Arts teachers also have an alternative approach to teach students and can
get more participation from students. This is crucial for preparing future teachers to be ready
to teach their students in this new era of technologies.
The study would therefore, tries to provide some feedbacks from students concerning
the using of multimedia in teaching and learning at school. The findings of the study are
expected to contribute to the further improvement of the teaching method or towards the
implementation of strategies on how to motivate students to learn visual art education.
1.8
Conclusion
This chapter has covered the background of the study, the statement of the research problem,
the research objectives, the research problem, the research questions, the significance of the
research, the operational definition of terms used in this study, and the limitation of this
study. The literature review of the topics related to this study will be presented in the next
chapter.

8. CHAPTER 2 : LITERATURE REVIEW
2.1
Introduction
In this study, the researcher examines the effectiveness of using multimedia in
teaching visual art education. Computer-based learning materials, especially interactive
multimedia courseware are widely used in higher education today. These technologies allow
learners to experience among others, virtual simulation environments, which are similar to
real world situations. Interactive multimedia courseware was an effective and useful learning
material and had complemented the print modules provided to the learners (Zoraini Wati
Abas, Rosliza Osman, P.Rajesh Kumar & Santhanadass Thangapragasam).
Multimedia courseware is one of the solutions in dealing with students’ differences in
learning styles and knowledge background since it integrates media elements that can engage
human information retrieval methods which are visual, auditory, reading and kinesthetic
(Syazwan Nordin, Wan Fatimah Wan Ahmad,Yew Kwang Hooi, 2011)
The influence of information technology in the education setting and specifically the
capability of multimedia technology increase the students' interest in learning. Multimedia
technology is able to motivate children to learn due to the fact that such a technology can
touch various modalities of the children. The use of Motivate Literacy (MEL) is more
effective in motivating children towards literacy than conventional literacy materials.
(Munir).
Due to the rapid expansiveness of the technology and its wide array of uses, the
incorporation of technology in learning has become a viable and inexpensive option. As
a result, it is becoming increasingly clear that traditional textbooks will be cast aside and
the adoption of the e-book will result (Gertner, 2011).

9. Multimedia technology is somewhat similar to a traditional textbook in terms of
holding information. However, the ability to manipulate the text itself through an
electronic device holds the potential for students to work with the media thereby allowing
a more exciting method compared to standard note taking. Multimedia technology has
the potential and functionality to hold enjoyment for users compared to that of a standard
textbook (Gertner, 2011).
Multimedia-assisted teaching and learning have become standard forms of education
(Roland Laser, Arnold Baca, Johannes Uhlig, 2011).
2.2
Ellis’s Model For Multimedia Effectiveness
According to this model, any study of the effectiveness of multimedia as a tool to enhance
learning must specify:
learning in a manner that is consistent with accepted learning theory
the student population under consideration
the subject matter being studied
which media elements are being studied, at what level of interactivity,
and toward what end
2.3
Cognitive Theory of Multimedia Learning
According to the cognitive theory of multimedia learning (CTML), the visual information
processing channel may become overloaded when students must process on-screen graphics
and on-screen text at the same time. However, when words are presented as narration, words
can be processed in the verbal channel, thereby reducing the cognitive load in the visual
channel (Mayer, 2001).

10. In several studies testing this theory, both non-interactive multimedia environments and
interactive media environments were used. The results show students who learn from
interactive (graphics and narration) learn more deeply and perform better on problem-solving
transfer tests than students who learn from non-interactive (graphics and on-screen text).
(Richard E. Mayer, Roxana Moreno, 1999).
2.4
Conceptual Framework
MULTIMEDIA
Visual Art Education
The Effectiveness Of Teaching
The Special Method In Teaching
The Problem
Visual Art Education
Visual Art Education
During Teaching
Using Multimedia
Visual Art
Education
With Student Not
Interested
In the figure above, it shows what will be used in this study. The study will involve three
main factors, which are the effectiveness of using multimedia in teaching visual art
education, the special method in teaching visual art education among art students and the
problem encountered during teaching visual art education with students who are not
interested to learn visual art education.

11. CHAPTER 3 : RESEARCH METHODOLOGHY
3.1
Introduction
The objective of this study is to evaluate the effectiveness of teaching visual art education
using multimedia among secondary school students. There will be five sub-topics that will be
discussed in this chapter. There are research design, population and sample, instrumentation,
data collection and data analysis procedure.
For first sub-topic, I will explain the method that can be selected in this study that is
appropriate to the topic research. This sub-topic refers to the plan specifying the procedure to
be used in answering research questions. Thus, in population and sample, I will be discussing
about the instrument that will be chosen in this research. While, in instrumentation sub-topic,
I will be explaining about the instrument chosen following the data collection and finishing
with the procedure that will be used to analyze the data.
3.2
Research Design
The research design used in this study is experimental research which includes the pretest. In
this stage, teacher will use traditional methods for teaching visual art education among 30
students in a classroom. A control group receives no treatment. After the pretest, the
teacher carries out the observation among a control group by using a set of questionnaires to
determine the level of motivation for learning visual art education among students.
Then, the teacher will teach students from an experimental group. An experimental group
will receive treatment, which is a different method of teaching. Teacher will use multimedia
for teaching visual art education among 30 students in a classroom. After that, the class
teacher makes an observation by using a set of questionnaires to determine the effectiveness

12. of teaching visual art education using multimedia. After that, the researcher will conduct an
interview session among both groups to identify appropriate teaching methods to teach visual
arts education and to identify problems that arise in the teaching of visual art education. The
sample will be selected randomly.
3.3
Population and sample
The target population of this study is the students in secondary school from Visual
Art Education (PSV) class. There are two different groups for this study. The first is control
group and the second is an experimental group. The number of the total samples is 60
students.
An interview session is carried out among randomly selected samples from both
groups. The number of samples is 10 students. An interview session will also be carried out
among a randomly selected samples of arts teachers in that school. The total samples is 5
teachers.
3.4
Instrumentation
3.4.1 Questionnaire
The instrumentation that will be used in this study is the set of questionnaires
which consists of respondent demography in Section A and 8 research questions using a
Likert scale in Section B for the control group and 12 research questions in the experimental
group. The questionnaire is aimed to determine the effectiveness of using multimedia in
teaching. The questionnaire is included in the Appendix section.

13. 3.4.2 Unstructured interview
The second instrument that will be used in this study is unstructured interview. The
purpose of interviewing the samples is to identify appropriate teaching methods to teach
visual arts education and to identify problems that arise in the teaching of visual art
education. An interviewing session will be conducted for samples of teachers and students.
Even though the unstructured interview does not require predetermined questions, it is
suggested that researcher should prepare a set of questions in order to guide conversation.
The interview questions are included in the Appendix section
In short, the instrumentation must consider the limits of the study to make the study
completed successfully.
3.5
Data collection
The questionnaires will be contributed to the samples in their classroom after teachers
has done teaching and learning with a control group. The samples are given ten to twenty
minutes to answer the questionnaire and after they have completed the questionnaire, the
researcher will collect the questionnaire. This way is chosen in order to avoid unreturned
questionnaire. For the experimental group, the same method is used. Teacher
will use multimedia courseware for teaching and learning visual art education.
The interview session will be conducted through visual art education students from
both groups. The respondent will be selected randomly for an interview session.

14. 3.6
Data analysis
The data analysis is done after the data are collected. There are two types of data acquired in
this study:
a. quantitative data: after the completed questionnaires have been collected, the resulting
data will be tabulated and entered into a spreadsheet in the SPSS program. Then, the data will
be summarized using descriptive statistic.
b. qualitative data : the interview transcripts will be read and memos will be written. The
interview transcripts will be classified into several categories according to its theme.
Research Question
What is the effectiveness of using multimedia in teaching
visual art education?
What is the special method in teaching visual art education
Method of analysis
-
Likert scale -average
-
among art student?
What is the problem encountered during teaching visual art
education ?
3.7
Questionnaire
Interview
Content analysis
-
Interview
Content analysis
Conclusion
As the conclusion for this chapter, this chapter is important in developing, generating and
completing this research. Each of the subtopic is already successfully explained clearly in
accomplishing the goal of this study. So, I hope this study will be developed smoothly with
the cooperation from the lecturer, students, teachers and others.

15. Bibliography
Farlex. (n.d.). The Free Dictionary . Retrieved December 12, 2013, from
http://www.thefreedictionary.com/visual+art
Gertner, R. T. (2011). The Effects of Multimedia Technology on Learning. 56.
Ireland, G. o. (1999). Retrieved 2013, from National Council for Curriculum and Assessment:
http://www.ncca.ie/uploadedfiles/Curriculum/VisArt_Curr.pdf
Junaidu, S. (2008). EFFECTIVENESS OF MULTIMEDIA IN LEARNING AND TEACHING DATA
STRUCTURES ONLINE. 11.
Mayer, R. E. (2001). Cognitive Theory of Multimedia Learning. Cambridge Universiti Press.
Munir. (n.d.). THE EFFECTIVENESS OF MULTIMEDIA IN EDUCATION PACKAGE TO MOTIVATE
LITERACY(MEL) AMONGST PRESCHOOL STUDENT. 13.
Richard E. Mayer, Roxana Moreno. (1999). Nine Ways to Reduce Cognitive Load in Multimedia
Learning. Educational Psychologist , 52.
Richard Holmes, Hazadiah Mohammad Dahan, Habibah Asri. (2006). A Guide to Research in the
Social Sciences. Kuala Lumpur, Malaysia: Prentice Hall.
Roland Laser, Arnold Baca, Johannes Uhlig. (2011). Effectiveness of Multimedia -SUPPORTED
EDUCATION IN PRACTICAL SPORTS COURSES. Journal of Sport Science and Medicine .
Syazwan Nordin, Wan Fatimah Wan Ahmad,Yew Kwang Hooi. (2011). Study of Effectiveness and
Usability of Multimedia Courseware Integrated With 3 Dimensional Model as a Teaching Aid .
International Journal of Computer Applications , 27.
Zoraini Wati Abas, Rosliza Osman, P.Rajesh Kumar & Santhanadass Thangapragasam. (n.d.).
Effectiveness of Multimedia Courseware Design: Towards Quality Learning of ODL. 13.

16. Appendices
MARA University of Technology
FACULTY OF EDUCATION
RESEARCH INSTRUMENT
THE EFFECTIVENESS OF USING MULTIMEDIA IN TEACHING VISUAL ART
EDUCATION AMONG SECONDARY SCHOOL STUDENT
I am very pleased to inform that you have been selected to participate in this research. I
appreciate it if you could spend a few minutes of your time to fill in the questionnaire. Please
be assured that response will strictly be used for academic purpose only.
Thank you for your effort, time and cooperation.
Researchers :
Master of Education (Visual Art Education)
Faculty of education, Universiti Teknologi MARA
This research will be used for academic purpose only. Please read the entire question
carefully and answer them honestly and sincerely. All details that have been given are
CONFIDENTIAL. Thank you for your commitment and cooperation.

17. Questionnaire for Experimental Group
Section A : Please answer the following question completely. ( / ) in the box / boxes or
fill in the blank.
Respondent Demography
1. Gender :
Male
Female
2. Race :
Malay
Others
3. Interested subject : ______________________________________
Section B : Content Analysis of Multimedia Courseware
Please respond to each statement on the scale provided.
1= strongly disagree
2=disagree
3=neutral
4= agree
No.
Questions
1.
The content was reliable
2
6
The content is structured
in a clear and
understandable manner
The content is present in creative way and motivate
students to explore
The presentation of information can captivate the
attention of students
Images uses are relevant to the information included
in the text
The presentation of information can stimulate recall
7
The video enhances the presentation of information
8
The sound is an alternative means of presenting
information
The sound can enhances the presentation of
information
Multimedia are suitable and usable.
3
4
5
9
10
11
12
Using multimedia increase my interest to learn visual
arts education
I better understand the topic that are taught through
multimedia courseware
1
5= strongly agree
2
3
4
5

18. Questionnaire for Control Group
Section A : Please answer the following question completely. ( / ) in the box / boxes or
fill in the blank.
Respondent Demography
1. Gender :
Male
Female
2. Race :
Malay
Others
3. Interested subject : ______________________________________
Section B : Content Analysis of Multimedia Courseware
Please respond to each statement on the scale provided.
1= strongly disagree
2=disagree
3=neutral
4= agree
No.
Questions
1.
The content was reliable
2
Teachers explain clearly and students can understand
3
6
The content is present in creative way and motivate
students to explore
The presentation of information can captivate the
attention of students
Images uses are relevant to the information included
in the text
The presentation of information can stimulate recall
7
Teaching method that using are suitable and usable.
8
Teaching method increase my interest to learn visual
arts education
I better understand the topic that are taught through
teaching method
4
5
8
1
5= strongly agree
2
3
4
5

19. Questionnaire for Interview Session (For Students)
The appropriate method for teaching visual art education.
1. Are you interested in visual arts education subjects? Give your reason.
2. Do you prefer to learn visual art education using traditional method or multimedia?
3. Which method will increase your motivation to learn visual art education?
4. What do you think of using of multimedia in teaching visual arts education?
Questionnaire for Interview Session (For teachers)
The problem encountered during teaching visual art education among students who are not
interested in art.
1. The experience of teaching visual art education in school : _______________
2. Which method that you prefer to use while teaching visual art education?
3. Did you have any problem (during teaching) with the students who are not interested to
learn visual art education?
4. What will you do to the students who are not interested to learn visual art education?