Research proposal assg 3rd

A STUDY ON THE EFFECTIVENESS OF TECHNOLOGY AND MULTIMEDIA
USAGE IN ART TEACHING FOR EARLY CHILDHOOD
AMIRA BINTI AHMAD MAHMUD
2013146821
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
2014

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CONTENTS
INTRODUCTION .................................................................................................................. 4
1.0 Introduction ................................................................................................................. 4
1.1 Background of the Study ............................................................................................. 6
1.2 Problem Statement...................................................................................................... 8
1.3 Research Objectives ................................................................................................... 9
1.4 Research Questions.................................................................................................... 9
1.5 Research Hypothesis ................................................................................................ 10
1.6 Operational Definitions.............................................................................................. 10
1.6.1 Definition of Technology and Multimedia............................................................. 10
1.6.2 Definition of Art Teaching.................................................................................... 10
1.6.3 Definition of Early Childhood .............................................................................. 11
1.7 Limitation of the Study............................................................................................... 11
1.8 Significant of the Study.............................................................................................. 12
LITERATURE REVIEW....................................................................................................... 13
2.0 Introduction ............................................................................................................... 13
2.1 ASSURE Model......................................................................................................... 13
2.1.1 A – Analyse Learners.......................................................................................... 14
2.1.2 S – State Standards and Objectives ................................................................... 14
2.1.3 S – Select Strategies, Technology, Media, and Materials.................................... 14
2.1.4 U – Utilize Technology, Media, and Materials...................................................... 15
2.1.5 R – Require Learner Participation....................................................................... 15
2.1.6 E – Evaluate and Revise .................................................................................... 15
2.2 Technology and Multimedia in Classrooms................................................................ 16
2.3 Technology and Multimedia in Early Childhood ......................................................... 17
2.4 Learning with Visuals ................................................................................................ 18
2.4.1 Pictures .............................................................................................................. 19
2.4.2 Drawings ............................................................................................................ 20
2.4.3 Charts................................................................................................................. 21

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2.4.4 Graphs ............................................................................................................... 22
2.4.5 Posters............................................................................................................... 23
2.4.6 Cartoons............................................................................................................. 24
2.5 ICT as a Tool for Learning ......................................................................................... 25
2.6 Conceptual Framework ............................................................................................. 26
RESEARCH METHODOLOGY........................................................................................... 28
3.0 Introduction ............................................................................................................... 28
3.1 Research Design....................................................................................................... 28
3.2 Population and Sample ............................................................................................. 29
3.3 Instrumentation ......................................................................................................... 30
3.4 Data Collection.......................................................................................................... 31
3.5 Data Analysis ............................................................................................................ 33
BIBLIOGRAPHY ................................................................................................................. 36

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CHAPTER 1
INTRODUCTION
1.0 Introduction
Technology and multimedia is a term that has been spoken by public since early of
1990s. It received widespread attention in variety of aspects, such as in field of
entertainment, advertising, exhibition, presentation, games, exercises, and education.
Multimedia and technology is not a new thing. It existed since the start of
communication era, which involves the sound and visual display. Before this, the teacher
had using multimedia when teaching, for example the teacher using video cassette for music
subject. With the development of computer technology nowadays, multimedia are started to
be accepted.
Generally, multimedia is the usage of variety types of media that been used for
communication purpose. The time and technology evolution causes the definition of
multimedia changes. Nowadays, the public accepted multimedia as a communication device
that combines the usage of various media with the support of computer technology
(Jamalludin Harun, 2003).
According to Wikipedia (2014), there is an educational theory that preferential for early
childhood which appropriate to the early childhood until the age of eight. It gives the
concentration on education focus and provided the suitable time for them to start the
relevant education.

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The children with the early stage of age experience life in comprehensive way, compare
to any range of age, Adults play the important role in children’s learning and understanding.
The early childhood tends to learn from all of the experiences that they faced, not just from
the certain part of the experience which the adults mostly giving focus and attention
(Wikipedia, 2014).
The young children mostly have the high sense of curiosity. They are more to explore
the new thing that they facing in their life. This situation is very suitable with the approach of
multimedia and technology in teaching and learning of art education in early childhood.

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1.1 Background of the Study
Education in early childhood is the education focuses on children’s learning trough play.
It is reported based on Jean Piaget’s research and philosophy, which is ‘Power of Play’. In
this research, the researcher found that the early childhood might learn in effective way.
They also gain their knowledge through what they tend to like, which is playing, doing art,
and involve in social games with peers. This theory stressed on the how the power of play
can be mix up with educational lessons (Wenner, 2009).
The uses of multimedia and technology in art teaching is needed to make the learning
method increase significantly along with globalization. Before this, the usage of media is
already applied, i.e., the usage of cassette in music subject, in literature class to play poems,
and documentaries. The early childhood students can understand and adapt easier about
what they learn with the multimedia and technology as the teaching tools. This is because,
the cassette provides audio that can be play and gives the sound of melody and
pronunciation. It also can be access repeatedly in order to gives understanding to the
students.
Nowadays, the technology expands concomitant with the education evolution. In school,
the multimedia and technology in teaching and learning has been implemented. Apart from
that, the teaching tools have changed from media to multimedia that combined the several of
media such as audio, visual, graphic, animation, and etc. that being supported with the
computer technology in interactive way.
Based on the statement above, clearly that the early childhood students must be familiar
with the multimedia and technology in art learning.
Nowadays, most of people have computers and the teachers should use multimedia in
teaching. Compare to the past teacher that wrote using the chalk, and occasionally drawing
simple pictures, by using multimedia in teaching must be interactive teaching (Wen, 2000).

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According to the previous research, the introduction of multimedia and technology has
been made for its potential to facilitate the learning of other subjects, and even for the
development of students’ thinking (Steve Kennewell, 2000).
Therefore, the usage of multimedia and technology in art teaching should be practice to
the early childhood students and identify the effectiveness on the usage of multimedia and
technology in art teaching.

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1.2 Problem Statement
The education system nowadays encounters the rapid changes. Teaching and learning
with the usage of multimedia and technology in art subject has been widely used.
Technology and multimedia changed the way on how children learn and response with their
environment (Patricia Edgar, 2008). Based on the statement, the teaching and learning
method have changed over the technology usage evolution. However, the ability of the
student in early childhood on adapting and learning multimedia and technology should be
taken into consideration.
The usage of technology and multimedia in early childhood setting are involving the
existence of suitable materials and tools to develop the children’s learning, communications,
and interactions (Roberta Schomburg, 2011). The application that been used also need to be
study and identify about on how it been operate. The usage of multimedia and technology
need to be identified on how it influences the students in their interest, perception, and
motivation.
However, how effective is the multimedia and technology usage in art teaching for early
childhood? Therefore, the study will explore the level of effectiveness of the multimedia and
technology usage in art teaching for early childhood and suggest another ways that can
improve it better.
Since there are various results on the effectiveness of technology and multimedia usage
in art teaching for early childhood, thus another study should be carried out in order to
determine the exact level of effectiveness resulted in early childhood in term of technology
and multimedia usage in art teaching.

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1.3 Research Objectives
The research objectives for this study are:
i. To analyse the level of capability of the early childhood students in adapting and
dealing with the multimedia and technology application in art learning.
ii. To identify how the multimedia and technology usage in art teaching influence the
early childhood students in their emotion, interest, and perception.
iii. To investigate whether the multimedia and technology usage in art teaching for early
childhood improving the curriculum unit.
1.4 Research Questions
The research questions for this study are:
i. What is the level of capability of the early childhood students in adapting and dealing
with the multimedia and technology application in art learning?
ii. How the multimedia and technology usage in art teaching influence the early
childhood students in their emotion, interest, and perception.
iii. Is the multimedia and technology usage in art teaching for early childhood improving
the curriculum unit?

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1.5 Research Hypothesis
The hypothesis for this research is:
Ha: If the early childhood students reach the level of capability in adapting and dealing with
the technology and multimedia in art learning and improving the curriculum unit, then the
technology and multimedia usage in art teaching in art teaching for early childhood is
effective.
1.6 Operational Definitions
1.6.1 Technology and Multimedia
Technology and multimedia: According to (Jamalludin Harun, 2003), technology and
multimedia is the usage of several media that being used for the communication purposes.
Nowadays, the public accepted multimedia as the combination of several types of media that
connected directly with the computer technology. In this study, technology and multimedia is
described as the usage of multimedia software as a tool in teaching and learning, suitable in
the early childhood settings. It also enables the interactivity with students.
1.6.2 Art Teaching
Art teaching: Teaching is an action of someone that can increase students’ knowledge. Art
teaching is the ability to provide instruction, stating objectives, and assessing the students’
performance (Markley, 2014). In this study, art teaching is defined as the lesson that taught
by teachers to students about art education.

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1.6.3 Early Childhood
Early childhood: According to (ScienceNetLinks, 2014), early childhood is one of the stages
of physical growth and development in human being. Early childhood age range is between
three to eight years old. In this study, early childhood is categorized as the students in the
early stage of learning, which at the age range of three to eight years old.
1.7 Limitation of the Study
This research is about to study the effectiveness of technology and multimedia usage
in art teaching for early childhood. The first limitation is the respondents of this study. The
respondents are limited to the art teachers from the schools and art centres in Selangor. It is
a small size sample, which the numbers of the respondents are 33 only. The art teachers in
other context such as working environment and students’ behaviour may be affected
differently when they use technology and multimedia in art teaching. As an example, the art
teacher who teaching in higher class will have the different level of effectiveness and
students’ performance compare to the art teacher who teaching in moderate class.

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1.8 Significant of the Study
Based on the previous research, the early childhood who studies about art education
has enjoyed and increase amount of attention over the years (Felicity McArdle, 2002). The
multimedia and technology usage in art teaching seems to be relevant being applied to the
early childhood art learning as a tool for them in enjoying art education.
Technology and multimedia changed the way on how children learn and response
with their environment (Patricia Edgar, 2008). The multimedia and technology usage might
be best approach in attracting students’ interest, perception, and motivation in studying art.
Obviously, there have been tremendous developments in the capabilities of computer
hardware and software, as well as computer system. These changes need the teachers to
be considered as ‘computer competent’. The old list of IT skills for teachers simply is not
adequate for today’s teaching demands (Tan Seng Chee, 2003). The statement support
where the students will be involve in global learning. All the contribution of technology
approach makes the learners to rely more on their own efforts to solve problem, generate
their own learning strategies, and build their own knowledge and understanding instead rely
on teachers as information givers.
It is hoped that the findings from this study will provide the knowledge about the
issue. This issue may explain to the public about the effectiveness of multimedia and
technology usage in art teaching for early childhood, in order to follow the learning evolution
and produce the computer literate students. It also enables the students to be considered as
computer competent in young age.

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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This study will explore the effectiveness of technology and multimedia usage in art
teaching for early childhood. The main objective of this chapter is to analyse the level of
capability of the early childhood students in adapting and dealing with the multimedia and
technology application in art learning. This is followed by deeper investigation on identifying
how the multimedia and technology usage in art teaching influence the early childhood
students in their emotion, interest, and perception. The last part is to investigate whether the
multimedia and technology usage in art teaching for early childhood improving the
curriculum unit. Therefore, the chapter intends to study the effectiveness of technology and
multimedia usage in art teaching for early childhood.
2.1 ASSURE Model
Teachers nowadays have exciting opportunities to use innovative technology and media
to prepare the 21st
century students. Careful planning is required to get the effective
instruction, such as how to plan systematically for the effective use of technology and media.
The teachers need to have the lesson plan in technology and media that can effectively
integrate classroom. To integrating technology and media into instruction, ASSURE model is
used.

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Research has shown that well-designed lessons are started from the student’s interest
and then followed with the present of new material, involve students in practice with
feedback, assess their understanding, and provide relevant follow-up activities. All of these
instruction incorporates in ASSURE model. The ASSURE model is a systematic approach
that can be used to analysing the learner characteristics on their ability to learn (Sharon E.
Smaldino, 2012).
2.1.1 A – Analyse Learners
The first step in ASSURE model is to identify and analyse learners’ characteristics
shown to be associated with learning outcomes. It also can be the guidance on decision
making during the design of the lesson. The educator needs to consider the three main
areas in learner analysis. They are general characteristic of learners, specific entry
competencies, and the learning style.
2.1.2 S – State Standards and Objectives
The second step in ASSURE model is to provide the particular standard and learning
objectives as specifically as possible. The state standards and objectives are based on the
state and rational student performance criteria. For this state, the condition will include the
use of technology and media to support learning and to assessing achievement of the
standard or learning objectives.
2.1.3 S – Select Strategies, Technology, Media, and Materials
The third step in ASSURE model is to select strategies, technology, media, and
strategies. After established the beginning points, analyse the learners, which knowing
students’ present knowledge, skills, and attitude, then stated the standards and objectives of
the instruction. After that, build a bridge between these two points by choosing appropriate

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instructional strategies, technology, media, and materials in order to achieve the objectives.
2.1.4 U – Utilize Technology, Media, and Materials
The forth step in ASSURE model is to utilize technology, media, and materials. The
type of steps includes the planning of teaching role for utilizing the technology, media, and
materials in order to help students to achieve the learning objectives. The ‘5P’ process must
be followed to the steps. Firstly, (1) preview the technology, media, and materials. Then it
followed by (2) preparing the technology, media, and materials. After that, (3) prepare the
environment, then (4) prepare the learners. Lastly, (5) provide the learners with the learning
experiences.
2.1.5 R – Require Learner Participation
The fifth step in ASSURE model is to require learner participation. The learners’ active
mental engagements are required to set the effective instruction. Some activities also can be
provided to allow them to practice the new knowledge or skills that been introduced. The
practice that been involved in this step is includes student self-checks, internet activities,
group exercise, and computer-assisted instruction. The feedback resource can be the
teacher, other students, computer, and self-evaluation.
2.1.6 E – Evaluate and Revise
The sixth step in ASSURE model is to evaluate and revise. Evaluate is impact on
student learning after implementing a lesson. The assessment examines the degree to
which students achieved the learning objectives and examines the entire instructional
process and impact of using technology and media. Sometimes there are difference in
learning objectives and student outcomes, the lesson plan need to revise, to address the
areas of concern.

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2.2 Technology and Multimedia in Classrooms
The teachers nowadays have been challenged to find ways to help students and to
guide them. It is important for them to nurture the early childhood students to learn to use
technology and multimedia applications. As mostly phenomenon, there are situations where
the students are come with the limited experience of skills in using technology. In the
situation, the early children student should be introduce with some boarder range in using
multimedia and technology in art learning.
Multimedia and technology applications should be offered to the early children students
as they can experience the meaningful learning opportunities. They also need to learn
multimedia and technology accordingly as they learn anything else also. According to the
article “Meaningful Connection Using Technology in Primary Classroom”, it stated that the
early childhood are mostly lacks of experience dealing with technology and multimedia. They
need the ample time to let them explore and use the technology and multimedia applications
before they are familiar with the computer software applications.
Previous study has reported that the early childhood children should be given
opportunities and allows them to explore the usage of computer software applications in
interactive way during the year of preschool.
This experience can help them to manage themselves about the basic skills in dealing
with computer. This experience also can allow them to develop their confidence level while
adapting the computer software applications as well as improve their skills in more advanced
applications (Karen L Murphy, 2003).
By the multimedia and technology usage that practiced in art teaching and learning for
early childhood students, they can see the purposeful use of multimedia and technology, and
receive the benefit from the usage.

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2.3 Technology and Multimedia in Early Childhood
The age nowadays is the digital age. All people are leaning technology and multimedia
regardless of the age range. The revolution of technology and multimedia makes the
technological and media literacy become more important than ever.
Much of the concern has focused on the content of entertainment and educational
media produced for young children including the effects of media violence and sexuality on
young children, the exposure to the commercial messages, stereotypes, inappropriate
behaviours, and social interactions. Based on the situation stated, to avoid the inappropriate
use of technology, the educators need to shows the positive examples of how to successfully
adapt and integrate technology and multimedia into the classroom. The educators need to
enhance the children’s learning using a set of guidelines for the informed and intentional
selection, use and evaluation of technology tools with the young children (Sawsan Nusir,
2011).
There are principles for appropriate use of technology to support the optimal
development and learning of young children. They are the selection of technology and
screen media depends on the age, developmental level, needs, interests, and the ability of
each child. In the study conducted by Sawsan Nusir (2011), the researcher stressed that the
educators are need to know the effective uses of technology and screen media. They must
be active, hands-on, engaging, and empowering. When the technology and multimedia are
used appropriately, the technology can enhance the early childhood students’ cognitive and
social abilities. The technology and multimedia also should be playful to develop the
children’s interactions and give them the opportunities to explore digital and materials in
playful and creative ways.

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2.4 Learning with Visuals
The education system that using multimedia and technology are intends to use on-
screen learning. This requires the students’ ability to interpret visual messages accurately ad
to create such messages. This ability is called as visual literacy. Visual literacy can be
developed through two major approaches called decode and encode. Decode is helping
learners to ‘read’ visuals proficiently by practicing visual analysis skills. Encode is helping
learners to ‘write’ visuals to express themselves and communicate with others (Sharon E.
Smaldino, 2012). Commonly, there are six types of visuals that found in the classroom.

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2.4.1 Pictures
Figure 2.1: Picture
Pictures are photographic or photograph-like presentations. They are two-
dimensional and readily available on the internet, books, magazine, and newspaper. The
skills of decoding textbook and computer pictures should be teach to motivate the learners to
use them for study purposes. The important factors are the quality and the quantity of the
illustrations.

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2.4.2 Drawings
Figure 2.2: Drawing
The drawing employs the graphic arrangement of line. The drawing can be used in all
phase of instruction, like from introduction of topics though evaluation and it readily found in
textbook and computer-based materials. The software programs such as Adobe Photoshop
and Adobe Illustrator can be used to make layout, design, and illustration. The computer
graphics software programs have a lot of typeface and clip-art images can manipulate
visuals in imaginable way.

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2.4.3 Charts
Figure 2.3: Chart
The abstract relationship such as chronologies, quantities, and hierarchies are visual
representation that can appear by chart. They are frequently in form of tables and flowcharts.
A clear and well-defined instructional purpose should have in a chart. It should express only
one major concept or concept relationship generally. To communicate the message through
the visual channel, the chart must be in well-designed.

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2.4.4 Graphs
Figure 2.4: Graph
The visual of numerical data are represents with graph. They illustrate the
relationships among units of data and trends over time. It is more visually interesting than
tables. The spreadsheet software such as Microsoft Excel can produce professional-looking
graphs.

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2.4.5 Posters
Figure 2.5: Poster
Images, lines, colours, and words are visual combinations that incorporate in posters.
They are intended to capture and hold the viewers’ attention to communicate their message
quickly. Posters can be effective in most of learning situations. There are a lot of sources that
use posters such as airlines, government departments, travel agencies, commercial
companies, and professional organizations. Posters can be made by using coloured
markers, computer printouts, and devices that print poster-sized pages.

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2.4.6 Cartoons
Figure 2.6: Cartoon
Cartoons are the rough caricatures of line drawings. Children from all ages can easily
and quickly read cartoons. It can be often use them to make or reinforce a pint of
instructions. The cartoons must be within the experiential and intellectual range of the
students. The software like ToonDoo can provides an array of characters, settings, and
props for students to assemble into a cartoon that depicts the messages.

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2.5 ICT as a Tool for Learning
New knowledge, skills, and attitudes must be developed by learning as an individual
interacts with information and the environment. When integrating technology and media into
a lesson, the teacher must make important decisions to ensure learning. To assume the
challenges of continually evolving knowledge and skill requirements for the future, learners
in the 21st
century need to be better educated.
There is a very uncertain tomorrow, and a lifelong learning is a cornerstone to guiding
students towards understanding how to approach the shifting knowledge and skills of their
future. The students learning today are the preparation for them to face the future.
Technology and media have become an essential interface for learners as they move
forward in their education (Partnership for 21st Century Skills, 2009).
The first introduction of ICT into school, it is made for its potential to facilitate the
learning of other subjects and even for the development of students’ thinking. The students
who learn with computer programming were expected to recognize and strengthen their own
thinking.
There are some software tools that are adaptable and provide great utility, such as word-
processors, spreadsheets, databases, and graph plotters. By applying these tools, they may
develop ICT capability. The students can perform their ability in using such tools by their
repetitive operations routine. This can give them opportunity to develop the mind from
routine tasks, amplifying its power, and allowing it to work at the higher levels. On the other
hand, the teacher also may demonstrate their own ICT capability through the appropriate
use of technology in their teaching. The teacher needs to prepare the constant change in
students due to the progress of technology. The teacher also needs to prepare the students
to work confidently with the new technologies.
The usage of multimedia and technology in learning in schools has enable to appreciate
just how complex the multimedia and technology capability is, and how many factors at
different levels impact upon the standard of students’ attainment (Steve Kennewell, 2000).

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2.6 Conceptual Framework
The conceptual framework for this study is shown in the figure below and it illustrate how
the variables used in this study which is the usage of technology and multimedia are related
with the effectiveness on teaching in art for early childhood students’ learning. According to
(Jabareen, 2009), a conceptual framework is “lays out key factors, constructs and variables,
and presume relationships among them”.
Figure 2.7: Conceptual Framework
In this study, the effectiveness of using technology and multimedia in art teaching for
early childhood will be investigated in depth. There are variables that will perceive the literal
role of the usage of technology and multimedia in defining the effectiveness for the early
childhood students when the teacher are applying it in art teaching for them.

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As shown in the figure above, the art learning that needs the students to deal with the
technology and multimedia will influence their learning experience. The experiences that
being faced by the early childhood students may give the impact to their effectiveness in
learning arts, either in positive or negative way. Thus, this study intends to see the
effectiveness of technology or multimedia usage in art teaching for early childhood. In this
study, the use of technology and multimedia in art teaching and learning is believed can give
impact on students’ learning process. The technology and multimedia usage in art teaching
for early childhood will determine either these implementation of technology and multimedia
in teaching and learning can be effective to the early childhood students, and curriculum
outcomes in art educational context or not.

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CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will discuss the research design, the population as well as the sample of
this study, the instrumentation, the method of data collection, and the data analysis plan.
3.1 Research Design
The study will carried out using quantitative approach. The research design that will be
used in this study is a survey research, which is using a cross-sectional survey as its scope.
An article from (Institute for Work and Health, 2009) stated that a cross-sectional study is an
observational study and the researcher records information about their subject without
manipulating the study environment. The research design was meant to analyze the level of
capability of the early childhood students in adapting and dealing with the multimedia and
technology application in art learning, to investigate whether the technology and multimedia
usage in art teaching for early childhood improving the curriculum unit, to identify the method
that the teacher used to evaluate the early childhood students’ performance regarding to the
usage of technology and multimedia in art teaching, and to identify how the technology and
multimedia usage in art teaching influence the early childhood students in their emotions,
interests, and perception.

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3.2 Population and Sample
The major population of this study will be the art teachers from schools and art centers
in Selangor. The purpose of using the art teachers from the schools and art centers is
because the art teacher is the person who are teaching art and can recognize the students’
attitude, as they can see directly on the interest and perception of their students through the
art learning. The art teacher also can analyze the level of capability of the early childhood
students in adapting and dealing with the multimedia and technology application in art
learning. Art teacher is also the person who uses the method to evaluate the early childhood
students’ performance regarding to the usage of multimedia and technology in at learning.
Art teacher is the nearest person who interacts with the students; that can identify how the
multimedia and technology usage in art teaching can influence the early childhood students
in their emotions, interests, and perceptions. The sample sizes for this study are 33
respondents. The sample of the study will be selected using the non-random sampling. Non-
random sampling is the sampling technique that used to make an explicit choice based on
the own judgment about exactly whom to include in the sample (Sette, 2008). In non-random
sampling process, the samples are selected based on the purpose on the researcher and
the accessibility of the respondents itself. It is called as the purposive sampling. The
purposive sampling makes the researcher to select the samples who suits the criteria that
the researcher looking for. According to (Jack R. Fraenkel, 2012) in his book, he stated that
purposive sampling is the sampling that researchers do not simply study whoever is
available but rather use their judgment to select a sample that they believe, based on prior
information that will provide the data they need. This sampling technique is chosen as the
objective of this study is to investigate the effectiveness of technology and multimedia usage
in art teaching for early childhood. All of the respondents consist of the art teachers from
various schools and art centers in Selangor since they were randomly selected.

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3.3 Instrumentation
The instrument used for data collection in this research study is questionnaire.
According to (Merriam-Webster, 2014), questionnaire is a written set of questions that are
given to people in order to collect facts or opinions about something. Some of the items in
the questionnaire are designed by the researcher in order to identify the effectiveness of the
technology and multimedia usage in art teaching for early childhood. For the purpose of this
study, the questionnaire are includes both close-ended as well as open-ended questions.
The questionnaires were distributed to each of the respondents to assist in answering
the research questions of this study. The total number of questions in this questionnaire is
40. The questions have been divided into five sections, they are Section A: Demographic
Information, Section B: Technology and Multimedia Usage Background, Section C: The
Perception of Teacher and Students towards Technology and Multimedia Usage in Art
Teaching for Early Childhood, Section D: Technology and Multimedia Effects in Art Teaching
and Learning, and Section E: The Effectiveness of Technology and Multimedia Usage in Art
Teaching for Early Childhood. The questions were divided into different section in order to
improve the design of the questionnaire, avoid it from appearing intimidate and disorganize,
as well as to segregate clearly the objectives under different sections to ease the data
analysis process.

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3.4 Data Collection
The respondents of this questionnaire are the art teachers from schools and art centers
in Selangor. Before the respondents answer the questionnaire, there will be a short briefing
and explanation on the procedures. The briefing is about the explanation on the research
objectives and what the questionnaire is all about. The time taken to complete the
questionnaire is about eight to ten minutes. The questionnaire is distributed to the
respondents on weekdays during office hours, class sessions, or lunch break. The survey
process was monitored by the researcher. This action was taken to ensure that the data
given by the respondents are valid, and if there any problem or enquiries faced by the
respondents during filling the survey form, the researcher could attend to them. This way is
also chosen in order to avoid unreturned questionnaire. The survey forms were collected
after the respondents complete answering the questionnaires.
The data collections were as follows:
Design of Questionnaire
The questionnaire has five sections. They are Section A: Demographic Information,
Section B: Technology and Multimedia Usage Background, Section C: The Perception
of Teacher and Students towards Technology and Multimedia Usage in Art Teaching for
Early Childhood, Section D: Technology and Multimedia Effects in Art Teaching and
Learning, and Section E: The Effectiveness of Technology and Multimedia Usage in Art
Teaching for Early Childhood.
Sample Selection
The respondents of this questionnaire are 33 peoples of art teacher from schools and
art centers in Selangor.

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Figure 3.1: Data Collection
Questionnaire Distribution
The questionnaire is distributed on weekdays during office hours, class sessions, or
lunch break.
Time Taken
The time needed to complete all the questions is around eight to ten minutes.
Survey Process
The survey process is monitored by the researcher. This action was taken to ensure
that the data given by the respondents are valid, and if there any problem or enquiries
faced by the respondents during filling the survey form, the researcher could attend to
them. This way is also chosen in order to avoid unreturned questionnaire.
Questionnaire Collections
The survey form is collected after the respondents completed answering the
questionnaires.

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3.5 Data Analysis
All the data obtained from the questionnaire were collected and analyzed to provide
answers to the research questions for this study. In order to analyze and interpret the data,
the Statistical Package for Social Science (SPSS) version 20.0 software was used.
According to (The American University in Cairo, 2011) it stated that Statistical Package for
Social Science (SPSS) was originally developed as a programming language for conducting
statistical analysis, and it has grown into a complex and powerful application with now uses
both a graphical and a syntactical interface and provides dozens of functions for managing,
analyzing, and presenting data. In this system software, the data was keyed-in and
descriptive statistics is used in order to analyzed and interpret data of the information
gathered.
Research Objectives Instruments Section Analysis
To analyze the level of
capability of the early
childhood students in
adapting and dealing with
the multimedia and
technology application in
art learning.
Questionnaire
Section C
Question 12 - 21
Data analyzed according
to the frequency and
mean of each question.
Section C
Question 22
The open-ended
questions are analyzed
and separated according
three different terms:
1. Yes
2. Undecided
3. No
to the frequency of each
responses.

34
To identify how the
multimedia and technology
usage in art teaching
influence the early
childhood students in their
emotions, interest, and
perception.
Questionnaire
Section D
Question 23 - 32
Section D
Question 33
The open-ended
1. Yes
2. Undecided
3. No
responses.
To investigate whether the
multimedia and technology
usage in art teaching for
early childhood improving
the curriculum unit.
Questionnaire
Section E
Question 34 - 39
Section E
Question 40
The open-ended
1. Yes
2. Undecided
3. No
responses.
Table 3.1: Data Analysis

35
Based on the data collection that collected from the respondents, the data then
analyzed according to the frequency and mean of each question. The data collected will be
presented in chart and table form. Open-ended questions are provided in this questionnaire
because the researcher has limited time to conduct actual interview with the respondents.
The data analyzed and separated according to the three different terms. They are ‘yes,
undecided, and no’. Then the data tabulated according to the frequency of each responses.
The data collected will be presented in simple chart form.

36
BIBLIOGRAPHY
Felicity McArdle, B. P. (2002). Early Childhood Art Education: A Palimpsest.
Institute for Work and Health. (2009). Retrieved May 15, 2014, from What Researchers Mean
by ... Cross-Sectional vs. Longitudinal Studies: http://www.iwh.on.ca/wrmb/cross-
sectional-vs-longitudinal-studies
Jabareen, Y. (2009). International Journal of Qualitative Methods. Building a Conceptual
Framework: Philosophy, Definitions, and Procedure, 49-62.
Jack R. Fraenkel, N. E. (2012). How to Design and Evaluate Research in Education. New
York: The McGraw-Hill Companies, Inc.
Jamalludin Harun, Z. T. (2003). Multimedia dalam Pendidikan. Malaysia: PTS Publications
& Distributors Sdn. Bhd.
Karen L Murphy, R. D. (2003). Using Technology as a teaching and Learning Tool.
Meaningful Connections Using Technology in Primary Classrooms, 1-9.
Markley, T. (2014). Defining the Effective Teacher: Current Arguments in Education.
Merriam-Webster. (2014). Retrieved May 15, 2014, from An Encyclopaedia Britannica
Company: http://www.merriam-
webster.com/dictionary/questionnaire?show=0&t=1400122060
Partnership for 21st Century Skills. (2009). Retrieved May 4, 2014, from Framework for 21st
Century Learning:
http://www.p21.org/index.php?option=com_content&task=view&id=254&ltemid=11
9

37
Patricia Edgar, D. E. (2008). The New Child: In Search of Smarter Grown Up. Television,
Digital Media, and Children's Learning, 1-11.
Roberta Schomburg, C. D. (2011). Technology in Early Childhood Programs Serving
Children from Birth through Age 8, 1-18.
Sawsan Nusir, I. A.-K. (2011). National Association for the Education of Young Children.
Technology in Early Childhood Programs Serving Children from Birth through the
Age 8, 1-18.
ScienceNetLinks. (2014). Retrieved April 5, 2014, from Growth Stages 1: Infancy and Early
Childhood: http://sciencenetlinks.com/lessons/growth-stages-1-infancy-and-early-
childhood/
Sette, C. (2008, July 31). Institutional Learning and Change Initiative. Retrieved May 15,
2014, from Non-Random Sampling: http://www.cgiar-ilac.org/content/non-random-
sampling
Sharon E. Smaldino, D. L. (2012). Instructional Technology and Media for Learning. Boston:
Pearson Education Inc.
Steve Kennewell, J. P. (2000). Developing the ICT Capable School. London: Routledge
Falmer.
Tan Seng Chee, A. F. (2003). Teaching and Learning with Technology. Singapore: Pearson
Education Pte Ltd.
The American University in Cairo. (2011). Statistical Package for Social Science, 1-19.
Wen, S. (2000). Future of Education. Singapore: Asiapac Books Pte Ltd.
Wenner, M. (2009). Scientific American Mind. The Serious Need for Play.

38
Wikipedia. (2014). Retrieved April 5, 2013, from Early Childhood Education:
http://en.wikipedia.org/wiki_Early _childhood_education
Wikipedia. (2014). Retrieved April 5, 2014, from Early Childhood:
http://en.wikipedia.org/wiki/Early_childhood

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