Design and technology in the secondary school

2020 ◽  
pp. 3-15
Author(s):  
Alison Hardy
Keyword(s):  
Secondary School ◽  
Design And Technology

scholarly journals Keberkesanan Penggunaan Grafik Berkomputer Sebagai Alat Bahan Bantu Mengajar Dalam Kalangan Pelajar Reka Bentuk Dan Teknologi

2018 ◽  
Vol 10 (3-3) ◽  
Author(s):  
Nur Syafiqah Isa ◽  
Nurul Nazirah Mohd Imam Ma’arof
Keyword(s):  
Secondary School ◽  
Design And Technology ◽  
Traditional Learning ◽  
Teaching Tool ◽  
Traditional Group ◽  
Learning Group ◽  
Post Test ◽  
Research Questions ◽  
Interest And Motivation ◽  
Percentage Standard Deviation

This study aims to identify the effectiveness of computerized graphics usage as a teaching tool among students in a secondary school. A total of 30 students were chosen as respondents for this study. The research instruments used were questionnaire, pre and post test. A set of questionnaire comprising two parts, part A (respondents’ demographics) and part B (questions related to research questions) were used. The data obtained were processed and analyzed using Statictical Package for Social Science version 20 (SPSS). While data analysis used was descriptive statistical values such as frequency, percentage, standard deviation, mean and T-test. In addition, students were divided into two groups, namely traditional group and Graphic learning group. The findings of the study showed that computerized learning graphs could  affect and increase interest and motivation. Furthermore, through pre and post tests, there was  a difference in the achievement of Form 1 students in Design and Technology (RBT) subject using computerized graphics with the use of traditional learning methods 

Factors Contributing to Students’ Attainment in Design and Technology Project Work

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Nurfarhana Uyub ◽  
◽  
Nur Hazirah Noh@Seth ◽  
Najua Syuhada Ahmad Alhassora ◽  
Nurul Aini Mohd Ahyan ◽  
...  
Keyword(s):  
Secondary School ◽  
Quantitative Research ◽  
Positive Impact ◽  
Measurement Model ◽  
Mean Value ◽  
Project Work ◽  
Design And Technology ◽  
Validity And Reliability ◽  
School Students ◽  
Pearson Coefficient

Design and Technology (Reka Bentuk dan Teknologi) or known as RBT, is a new subject introduced as part of the Secondary School Standard Curriculum (KSSM) in 2017. The content of this new subject focuses on the daily application of technology, specifically through the implementation of RBT project work. There is a need to assess whether this subject has a positive impact on students’ achievement, especially in project work. This study aimed to examine the factors influencing the performance of lower secondary school students in Johor Bahru district in their RBT project work. A total of 374 form three students were selected as a sample using descriptive approach and utilising quantitative research design. A questionnaire was used as the research instrument. A pilot study was conducted, and the result was analysed using the Rasch Measurement Model to determine the validity and reliability of the instruments used. Furthermore, the study’s data were analysed using the SPSS 25.0 software. The study found that students’ interest (m), attitude (s), knowledge (p), and skills (k) in RBT is at a moderate level with the mean value for each variable for (m) = 2.61, (s) = 2.79, (p) = 2.75, and (k) = 2.73. The Pearson coefficient found a significant relationship between interest, attitude, knowledge skills, and students' academic achievement, where r = 0.543 (p <0.05) for interest, r = 0.568 (p <0.05) for attitude, r = 0.526 (p <0.05) for knowledge, and r = 0.515 (p <0.05) for skills. The results of this study prove the need for a more interactive and effective teaching approach to increase students’ interests, attitudes, knowledge, and skills to improve their performance in RBT project work.

Fostering Creativity and Joy of Learning Amongst Students in a Singapore Classroom Through Fun Design-and-Make STEM Projects

2021 ◽  
pp. 51-73
Author(s):  
Nazir Amir
Keyword(s):  
Secondary School ◽  
Design And Technology ◽  
Analysis Model ◽  
Product Analysis ◽  
Fostering Creativity ◽  
Product Creativity

This chapter describes a classroom-based research of how the author makes an attempt to foster joy and creativity amongst his class of 38 students, averaging 13 years of age, who are in an academically low achieving group in a secondary school in Singapore. For this purpose, the author developed a simple candy floss kit project to teach science to them in science lessons, as well as guiding them to showcase their creativity through variations of the kit in design and technology lessons. An instrument was designed to capture the students' views towards the use of the project as a vehicle for them to showcase their creativity. This instrument infused elements from Guilford's and Torrance's frameworks for creativity (fluency, flexibility, originality, and elaboration) and indicators of product creativity (novelty, resolution, and style) through Besemer's Creative Product Analysis Model. Findings highlight that the students enjoyed doing the project and found it as a useful vehicle to showcase their creative use of science in the design-and-make process.

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