EDU 702 e- PORTFOLIO: Research Proposal

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BLENDED LEARNING:

EXAMINING STUDENT SATISFACTION, WILLINGNESS AND STRESS

IN HIGHER EDUCATION INSTITUTE

NURUL YASMIN BINTI MOHAMAD YUSOF

2011192333

M. Ed. (TEACHING ENGLISH AS A SECOND LANGUAGE)

A Proposal Submitted to Prof. Madya Dr. Teoh Sian Hoon

In Fulfillment of the Requirement of

EDU 702 Research Methodology course

Universiti Teknologi MARA

20^th June 2012

CHAPTER 1

INTRODUCTION

1.1 INTRODUCTION

There seems to be new information technologies are increasingly being adapted and integrated into the educational process. Duhaney (2000) suggests that the traditional devices such as the printed page, chalk and chalkboard, and other devices have been utilized and continue to be used in teaching and learning process. But, with the additional emergence of newer forms of technology, the environment has created fun and interest to support pedagogy and learning.

It is undisputable that for many centuries, teaching is central importance to learning as well as the learner. Now, however, learning itself can be done without the teacher presence. It is an obvious phenomenon that today’s students grew up with technology and technology has been successful in creating a global classroom where students are expected to use it for many purposes such as to get information, solve problems and communicate easily without being confined to a specific place and time. The adoption and use of these technologies pose a direct impact on the nature of teaching and educating the students. Perhaps the greatest impact is that technological developments have challenged the educationalists to find ways in which the new technology can be applied in teaching and learning contexts. Nur Syamimi & Noraffandy (2010) in their research pointed out question on how educators would use technology to create a proper learning environment.

With the advancement of technology, it is possible to embrace the changes in learners, teachers, and institutions for flexibility and ubiquity, that is, learning can take place at ‘anywhere, anytime, and using any device’. In other words, learning in a Digital Age is available at the click of a mouse. This is because the growth of information and communication technologies (ICT) has revolutionize the way people learn and get information (Wan Fatimah et al.)

As far as English language is concerned, language teachers have to accept the fact that technology has grown historically and traditional classroom learning has benefited greatly from the globally networked computers and rich multimedia applications. Therefore, today’s language learning have not just changed incrementally from those in the past, but more and more attention has been paid to explore the potential of applying technology in education, by integrating blended learning with traditional face- to- face classroom learning to make them suitable to be applied in teaching and learning language (Marlia Puteh & Supyan Hussin, 2003).

In Malaysia, the implementation of technology in teaching and learning activity has captured great interest to the teachers and students in the higher education institution. Many higher education institutions have started to adopt and exploit the exciting activities for students to use information and technology effectively as well as bringing the knowledge closer and making it more accessible to everyone. This technology is referred as technology- enhanced learning (TEL) (Farahiza Zaihan Azizan, 2010).

Traditionally, traditional classroom learning was mostly conducted in a classroom- based context where teachers took full responsibilities. Farahiza Zaihan Azizan (2010) described a traditional classroom involves the instructor to present, interact, discuss, demonstrate and communicate with students face- to- face. The delivery system has been fully utilized in the classroom setting with the instructor giving a lecture and distributing all the hands on notes, assignments and exercises to the students. Interaction between the teacher and the students has been viewed as an essential learning element within the arrangement setting.

However, the traditional classroom learning is slowly replaced by the emergence of technology such as E- learning technology. Historically, there have been two common E- learning modes: distance learning and computer assisted instruction. These two modes are included under E- learning as the Internet becomes the integrating technology. By using the E- learning, learners can control over content, learning sequence, pace of learning, and time to meet their learning objectives. Students do not see E- learning as replacing traditional classroom method but as a complement to it, forming part of a blended learning strategy (Ruiz et al., 2006).

Among the benefits of blended learning reported by recent research were:

1. provide students with more control over learning;

2. help foster critical thinking;

3. effectiveness of online assessment system and computer tutorials.

As such, the implementation of blended learning in language learning classroom is seen as a positive approach to demonstrate positive perceptions towards learning. Therefore, with the help of technology, blended learning can be used as an alternative approach in teaching and learning.

1.2 BACKGROUND OF THE STUDY

For many years, language teachers have been trying hard to turn the dry and boring language class to a new dimension and exciting class that should challenge and motivate students to learn the language. The call for changes demands the classroom lessons to be meaningful and communicative. Therefore, teachers provide numerous teaching styles such as adding colors and offering variety of activities to attract students to learn language in traditional classroom. However, learning language neither mainly seeking knowledge through pens and papers nor undergoing all activities but requires the students to grab the knowledge theoretically and later apply it practically. That is the main reasons why students need to feel the satisfaction and show their willingness while learning besides overcome the stress.

In Malaysia, the learning environment has changed with the advancement made in technology. From the use of pens and papers to the use of the web- based learning, these advancements have had one common goal: increasing the accessibility of knowledge. The level of communication allowed by the invention of the web- based learning marked the beginning of applying technology in education, with a special focus to make language fun to learn.

Learning is defined as a process of drawing connections between what is already known or understood and the new information received (Hammond et al., 2001) and thus, prior knowledge is significant to the learning process. However, the environmental setting that are rich with stimuli and provide useful feedback in response to a learner’s efforts will create greater implications in language learning and development.

Over the past century, ESL learning was synonymous with promoting intellectuality through “mental gymnastics” (Brown, 2007). Students were taught to focus on grammatical rules, memorization of vocabulary, translation of texts, and doing written exercises. Little thought was given to application and teaching communication in which learning language in ESL classroom is mainly an attempt to communicate with individuals (Yang & Chen, 2007). So, language teaching before the twentieth century is best described as a “traditional” that has been practiced in ESL classroom worldwide even up to the present time.

It is remarkable that in twentieth century, the approach used in ESL classroom teaching has offered a rather refreshingly interesting picture of varied interpretations of the “best” way to teach language to ESL learners. Perhaps, beginning with the information revolution in education has driven some revolutionary trends, all of which in one way or another call for further research to the new pedagogical alternatives to traditional classroom learning.

As the web provides an alternatives to the traditional classroom learning in the delivering the lessons, the integration of computing technology into language learning and the application of this technology to ESL classroom is becoming one of the biggest challenges that language teachers face today. This is due to a constant changing and developing world of computer applications that demand the language teachers to keep up to date by exploiting new technologies for the language learning classroom.

According to Nguyen (2005), students’ attitudes towards learning a subject vary based on characteristics of classroom instruction, such as types of assessment, topics, and material delivery tools. Wan Fatimah et al. (2007) also mentioned that some students are much preferred an individualized or less structured environment where they can have ‘self-paced learning material’.

In recent years, the term “blended learning” has gained considerable interest to make the language lesson meaningful and fun so that students will better understand and learn effectively. This form of learning combines face- to- face teaching with some technological aids making it interactive and convenient to be applied at anywhere, anytime and using any device.

The Malaysian government now sees blended learning as an important means of achieving the education development plan objectives which aims to transform the educational system from memory-based learning to a new learning designed stimulating critical thinking, creativity, and problem solving for all students, and is based on more equitable access. Therefore, with respect to second language teaching and learning, the blended learning approach embraces a powerful teaching and learning methods with combination of E- learning and a variety of other delivery methods for a superior learning experience.

This paper reports findings of a study that examine students’ perceptions towards blended learning in ESL classroom. Additionally, the study is supported by the results of students’ performance to prove if blended learning approach which combines the traditional classroom learning and web- based learning indirectly help the students in learning language effectively.

1.3 STATEMENT OF PROBLEM

For many centuries, teaching was given a primary importance in education. It represents teachers as central importance to learning and the learner. Learning itself can only be done with the presence of teachers and the existence of physical classroom.

With reference to the New Straits Times article, with the dateline May 4, 2012 and headlined “UUM may start online exams”, it suggests how technology is now being widely used in the higher education institute. According to Dr Ahmad Zaharuddin Sani Sabri, senior lecturer in the university's College of Arts and Sciences, the virtual examination carried out by many universities in the United States and Australia, would help to reduce the workload of lecturers to prepare and check exam papers. In fact, it has been proven to be viable, cost-effective and efficient as well as credible by the universities.

By promoting a new approach to learning, such as integrating virtual and conventional learning and adding some technological aids such as the Web, it provides a great need for more people to pursue their study including those who wish to do distance learning. The web is very significant in educating students for two reasons: firstly, learning language through the web would simultaneously result in students learning to operate freely within this K- based environment (knowledge based environment), and secondly, it is potential for helping students to learn effectively (Chitravelu, et al. 1995).

Whether the implementation of integrating blended learning in traditional classroom is excited, or challenged, or perhaps terrified as it is a new approach, the fact remains that emergence of technologies are increasingly being infused in education and do give significant effect on student satisfaction, willingness and stress. The early researchers found that blended learning can be successful as either online or face- to- face instruction; however there is a great need for more study on student perception in terms of satisfaction, willingness and stress.

1.4 PURPOSES AND OBJECTIVES OF THE STUDY

The main purpose of this research on blended learning is to examine if blended learning approach which combines the traditional classroom learning lecture with web- based learning will help the students in traditional classroom learning.

Specifically, the research objectives of this study are as follows:

1. to characterize student perception on blended learning approach in terms of student satisfaction, willingness and stress;

2. to demonstrate how blended learning approach motivates students in learning language in Institut Teknologi Perak;

3. to identify any barriers or challenges that students might encounter, and the way they cope with these problems (if any); and

4. to discover the preferable approach in learning language.

1.5 RESEARCH QUESTIONS

The fundamental questions addressed in this research are as follows:

1. How do language learners perceive language learning via blended learning?

2. How has blended learning motivated student to improve learning?

3. Is there any limitation of using blended learning model?

1.6 SIGNIFICANCE OF THE STUDY

As far as all the research questions are concerned, the significance of the research will be as follows:

1. The development of technology has created a revolution in education, thus allowing learners to be individualized (adaptive learning) and enhancing learners’ interaction with other (collaborative learning).

2. The integration of E- learning into the existing traditional classroom learning has promoted a lifelong and competency- based education which eventually has forced educators to reevaluate their traditional roles; teachers are no longer serve solely to teach as well as to facilitate the students.

3. The integration also suggests a more effective learning because learners gain knowledge, skills and attitudes faster than merely through single traditional method. This efficacy is proven to improved students motivation and performance.

4. The use of blended learning approach enables to address difficulties and limitations posed by the traditional classroom learning and offers variety of interactive learning activities to make the students more enthusiastic and motivated to learn language.

1.7 SCOPE AND LIMITATIONS

This research focused on the respondents who are taking English language course. The setting is in BEL 120 Consolidating Language Skills classroom where the respondents are mainly in diploma level and in intermediate level of proficiency. The course is designed to serve a preliminary attempt in the feasibility of combining the face- to- face teaching method with some technological aids to make it suitable to be applied in teaching and learning language. The objective is to examine if blended learning approach will help the students in ESL classroom.

There are several limitations to this research. These include:

1. Sampling

The number of respondents who will be sampled is 60 students with two different sessions involved in this study which are lecture session and tutorial session. During the tutorial session, the class will be conducted informally and the instructor will only there to guide students. There is high possibility that students will take for granted during tutorial session. This might not represent the perceptions of the total number of students taking BEL 120 Consolidating Language Skills course. As a result, the findings cannot be generalized.

2. The settings

The study will take place in two different settings. The settings are designed to meet the objectives of the study and fit the requirements of traditional face- to- face classroom learning and blended learning classroom. However, the results might be biased as if the content of lesson are not been delivered similarly.

3. Time constraint

Undoubtedly, time is a barrier to successful technology adoption in this study. Lack of time to choose for appropriate teaching materials and plan for interactive applications has stopped the instructor from successful infusion of more technology in teaching. Furthermore, the instructors must possess high IT skills because they need to documenting, evaluating and updating students progress in very time- consuming (Soyemi, et al. 2012).

4. Respondents

Although the respondents are mainly in diploma level and in an intermediate level of proficiency, the person’s actual competency level with technology is less concerned in this study.

1.8 OPERATIONAL DEFINITIONS

Student perception refers to the beliefs that students hold in educational philosophies such as how they learn and how they view the information. The perception is always subjective because it involves the filtering of information even before it is stored in memory, thus resulting in a selective form of consciousness. It is believed that different people perceive differently. What appears to you to be the best approach might be worse in the view of others.

In this study, student perception refers to the satisfaction, willingness and stress that are being highlighted as the research objective aims to examine the student perception towards blended learning in higher education institute. The perceptions may be in positive or negative ways depending on the attitudes of the students.

Approach refers to the belief about what language is and how it is learnt affect a teacher’s approach to her teaching. For example, what she sees as her role in teaching learning, how she thinks a lesson should be structured and interactive, and what kind of activities are appropriate.

In this study, the researcher uses blended learning approach which combines the face- to- face teaching with some technological aids in language classroom.

Blended learning refers to the integrated combination of traditional learning with web- based online approaches. In other words, blended learning applies the use of technology or online learning or E- learning to complement the physical classroom learning. Both approaches help to enhance the learning outcome.

In this study, blended learning is an approach used by the researcher with combination of traditional face- to- face classroom learning to help students achieve the effectiveness of language learning.

Traditional face- to- face classroom learning is conceived as the transmission of ‘knowledge’ or ‘information’ from the teacher to the students. The teacher is central to this approach. The teacher in this instance prepares for the lesson to be taken, therefore takes the most active role in the classroom by providing and guiding the students and students are required to listen, take notes, memorize, and be able to demonstrate their knowledge.

In this study, the researcher addresses traditional classroom teaching and learning with the leverage provided by technology- based instruction and testing.

Student satisfaction refers to a positive side- effect of providing high level of support (Dziuban, et al. 2004) by the student. According to Moore (2005), the student satisfaction quality includes student services, technology infrastructure and support, interaction with faculty and other students, learning community and course/ learning outcomes which match or exceed expectations. Vignare (2006) added, for students, satisfaction can be measured globally and individually through many blended and online learning providers.

In this study, the researcher highlights student satisfaction in terms of how blended learning eases the learning process, gives access to services needed, and improves and supports the learning environment. All of them seem to be critical for student satisfaction (Moore, 2005).

Student willingness refers to student readiness to learn at certain stage of learning he is at based on his preferred learning styles and the pace at which he can comfortably learn. Chitravelu, et al. (1995) suggested that learning via web- based learning can only be done by the learner and therefore, any educational practice that does not take into account the characteristics of the learner such as the willingness/ readiness to learn is bound to fail.

In this study, the research examines student willingness in order to discover whether or not students prepare themselves to learn and experience the new approach.

Student stress refers to the experience of negative emotions resulting from workload pressure (Kriacou, 2001). According to Oxford Dictionary, stress is defined as the condition causing depression, mental illness and worry. However, student stress is defined as the experience such as barriers and challenges that cause depression and any negative emotions to the students.

In this study, the research ought to recognize some challenges and barriers that encountered by the students while learning via blended learning that lead to stress.

CHAPTER 2

LITERATURE REVIEW

2.0 INTRODUCTION

The aim of this study is to examine student perception in terms of satisfaction, willingness, and stress of using blended learning in higher education institute.

In Chapter two, this study discusses the traditional face- to- face classroom learning model, the advantages and disadvantages in language classroom practice, the limitations, as well as the approaches to blended learning and overall opinion regarding blended learning approach in language classroom practice.

2.1 THEORETICAL BACKGROUND

The term “blended learning” (BL) has gained considerable interest in recent years as a description of particular forms of teaching combined with technology (Hisham Dzakiria, Che Su Mustafa & Hassan Abu Bakar, 2006). The recent advent of wireless broadband internet access and mobile communications devices has provided remarkable opportunities for 21^st century blended learning models- simultaneous online and face- to- face – and seriously called into question the industrial age traditional “egg crate classroom” model of teaching and learning (Fisher, 2010). It has also enabled the emergence of a true synchronous/ asynchronous and virtual/ physical matrix of learning opportunities for which our existing built learning environment infrastructure is not well suited (Mitchell, 2003). Some scholars argue blended learning could be more powerful and even transformative for higher education as compared to other forms of learning (Garrison & Kanuka, 2004; Bransford, Brown & Cocking, 2000; Mc Combs & Vakili, 2005). As Barkley, S.G., (2001) propagates, “The ideal solution is to blend the best characteristics of online learning and onsite learning to provide the greatest support for acquisition of knowledge, modeling, practice, observation and coaching which are the five components of learning”. In comparison of Web- based and traditional classroom learning in higher education institutions, Hofman (2002) found that Web- based learning courses enable students to more effectively understand course content. Hofman attributes the significance of Web- based learning to better collaborative learning environment provided by the Web, increased learning sources, and convenience. In addition, Soyemi, Ogunyinka & Soyemi,’s (2012) work suggested that the majority of teachers reported that students are more highly motivated, which in turn affects behavior and communication when using computers and the Internet in class. Furthermore, Stacey and Gerbic (2007) found students’ learning experience and performance can be improved when online resources are integrated with traditional forms of course delivery, such as face- to- face lectures and tutorials. The evidence of such a transformation in teaching and learning processes is thus provides greater impacts in the discipline of education. This chapter will review some researches currently available on blended learning and examine thoroughly in order to find out how it is related to factors like satisfaction, willingness, and stress.

The aim of the current article is to examine student satisfaction, willingness, and stress in a particular context – in higher education institute. Studies from blended learning approach and how it is integrated to the traditional face- to- face classroom will be the primary source of information. It is comprehensible to consider other factor such as student experience of using blended learning but there is an unexplored issue on how student satisfaction, willingness and stress are affected from the application of blended learning. This led to the speculation that students needed more integrated approach to learn in interactive way besides the traditional face- to- face classroom learning. Therefore, the focus of this chapter is limited to variables like student satisfaction, willingness, and stress.

2.2 TRADITIONAL FACE- TO- FACE CLASSROOM LEARNING

According to Martin & Eugenio (1992), conventional classroom teaching is conceived as the transmission of “knowledge” and “information” from the teacher to the student. The traditional delivery system for higher education institution (HEI) has been a classroom setting with a lecturer giving a lecture and students listening, taking and writing notes. Interaction between the lecturer and students has been viewed as an essential learning element with this arrangement (Farahiza Zaihan, 2010). Traditional classroom learning is demonstrated as teacher- centered approach. Teachers are important agents in bringing about success in English language learning. They select activities and materials that are relevance and interesting to the students. The personality, attitude, and teaching styles of a teacher can increase or diminish student’ interest in English. Chitravelu, Sithamparam & Choon (1995) examine the roles of a teacher in a classroom include:

· giving information and imparting knowledge;

· providing guidance and helping students to practice language skills;

· motivating students by setting a variety of suitable and interesting tasks that provide opportunities to use the language learnt;

· organizing purposeful activities and ensuring that students can carry out these activities in a non-threatening environment;

· encouraging students by giving praise (‘that’s a good answer’, ‘very interesting’). This gives students satisfaction that their contributions are recognized and is an important motivational force. By consistently receiving feedback (about their progress as well as their performance in classroom activities), students who experience success and receive praise will be more motivated to participate in learning activities.

· assessing and evaluating students’ English language proficiency.

Underlying all the roles of a teacher, the most vital relationship in a traditional face- to- face classroom learning is between the teacher and student, and this is so, because the teacher transmits what he has learnt in the past and in tune with the present to the student (Soyemi, Ogunyinka & Soyemi, 2012). This is not good. For example, the blackboard and the whiteboard is the central feature of most classrooms. This large, rectangular piece of board is the focal point of the lesson, occupying a prominent position in the front of the class, fixed either to the classroom wall or placed on the easel. These instructional aids are used to present material relevant to the lesson for many centuries and still apply in the present day. The method used by the teacher is inherited from his past to the present students. However, in present day, classroom teaching can be made more effective through the use of visual aids which are relatively cheap, easy to make or readily available. Visual aids can include pictorial and non- pictorial material. Visual aids such as wall charts or posters, flash cards, magazine pictures, figurines, puppets, realia diagrams and maps are very useful for effective teaching. Among the advantages of using other visual aids as mentioned by Chitravelu, Sithamparam & Choon (1995) are:

· help students focus their attention on what is being taught;

· aid the students in the process of understanding and producing language;

· can be used at various stages of the lesson to create contexts, illustrate details, serve as prompts to structure practice or serve as aids for games, role-play and other activities;

· can be used as means of expressing understanding such as descriptions of objects and events.

Other than that, teachers in traditional face- to- face classroom learning have a tendency to apply a passive student involvement as during their past time learning, they were taught to teacher- centered approach thus, the focus usually implies greater teacher control as she determines the amount of talk, structures and content in the classroom. Therefore, the participation level in class will depend on the type of classroom organization and activities. If it is a teacher- centered activity, it will produce fewer students participate in the class.

The success of the activities planned by the teacher is determined by the teacher- student control pattern in the classroom. The main pattern of organizing students for teaching and learning include:

· whole class activity;

· group work;

· pair work;

· individual work;

· self- directed learning.

However, there is a significant difference between students learning in a group and learning as a group. Students in traditional face- to- face classroom learning learn in group largely because financial considerations make it impossible for each student to have his or own tutor. Whereas, students learning as a group particularly characterize as a “community of inquiry”—regards group learning is essential to education. From the perspective of cognitive and learning theories, Dewey (1910/ 1981) proposed learning as a group implies that learning is the result of a process of inquiry. The social constructivist paradigm views social constructivism theory involves collaborative learning environment among group members. For example, problem solving task. Through this task, students will discuss and discover meanings and teacher will facilitate the students.

2.3 ADVANTAGES OF TRADITIONAL FACE- TO- FACE CLASSROOM LEARNING

According to Farahiza Zaihan Azizan (2010), traditional face- to- face classroom learning required the instructor to present, interact, discuss, demonstrate and communicate with students face- to- face, as well as the students interact and communicate with each other face- to- face. The instructor has to distribute all the hands on, assignments and exercises to the students all by herself and himself. The traditional face- to- face classroom learning is a proven learning with full opportunities for interaction between the instructor and students as well as between students and students.

In light of this matter, Soyema, Ogunyinka & Soyemi (2012) suggested some of the advantages of traditional face- to- face classroom learning as follow:

· Provides interactive classroom setting that promotes the open exchange of ideas: having numerous students learning in the same classroom has the added benefit of allowing students to exchange ideas and questions with one another proving another valuable learning medium that online environment cannot replicate. First- hand interaction with the teacher also allows for ideas to be exchanged freely and without any communication barriers.

· A classroom creates an environment of learning. While a student is attending a class s/he learns how to behave in an appropriate manner, how to make friends and interact with people. Such learning is not possible in online courses as the individual would interact with computer.

· In a classroom the teacher decides the important areas of study and imparts the same knowledge to all the students, through the way each student absorbs information is different. The teacher can also identify learning issues with particular students and provide support. Such an environment is absent in online learning programs as the students are left on their own to study and have to develop the necessary skills alone.

· Exchange ideas with peers, not only about the training course but about other current issues.

· Benefit from traditional face- to- face learning approach that allows learners to address any difficulties or confusion immediately. A classroom environment offers students the opportunity to have face- to- face interactions with their peers and instructors. This is an added social benefit as well as an educational aid. Because students see the same peers in class every session, they get a chance to form friendships. In the case of higher learning, students can find potential lifelong professional connections. On the educational side, students get a chance to participate in a lecture or class discussion physically. If something is not understood, interrupting to ask for clarification is always an option. The best classes not only include, but also insist that students get hands- on experience with the subject being taught. This is particularly useful for those preparing for certification exams because analysis and problem solving skills are learnt best through trial and error, with access to a helpful mentor as needed.

· Access to a savvy, experienced teacher permits students to apply what they learn to real- world needs by asking questions and looking for connections to the job. Because learning works best when materials are relevant, good teachers add real value (Ed, 2003).

· In some cases, the classroom environment is the only style of education the students know, and the change of pace online classes offer may prove difficult to adjust to. Students get the opportunity for hands- on, structured learning instead of being presented with the course books, written lectures and self- directed activities distance learning provides.

However, straying from the standard learning experience may add unexpected strain academically, making the learning process and the class material more difficult. At this point, students enjoy the interaction between them and their teachers.

2.4 DISADVANTAGES OF TRADITIONAL FACE- TO- FACE CLASSROOM LEARNING

However, the requirement for the instructor and students to be in a classroom on the day and time that have been designed in class schedule has made it difficult to certain instructors and students. In addition, the lack of equipment in the classroom may not support effective teaching and learning process. These disadvantages are clearly described by Stodel, Thompson and MacDonald (2006) in the table below by comparing between the strengths and the weaknesses of traditional face- to- face classroom learning.

	Strengths	Weaknesses
Traditional face- to- face Classroom Learning	· Face- to- face conversation is convincing- through text, speaking, body language and expressions. · Direct interaction between the teacher and the learners- there are sense of community between the learners and the teacher- quick to help, share resources and information, and responds to questions.	· The conversation can move along more and more time. The conversation will be boring and passive. · The teacher is not well- prepared with the content to deliver in the classroom. · Limited access to the source of learning. · Information is delivered only to the learners in the classroom in the mean time.
	· Full participation in the learning experience- working in groups.	· Lack of teaching and learning equipment to support the group discussion.
	· Effective group discussion.	· The discussion must be held in the physical classroom.
	· Easy to monitor, assess and evaluate the learners.	· Teacher needs to put more attention and responsibility to monitor the teaching and learning process.

2.5 LIMITATIONS OF TRADITIONAL FACE- TO- FACE CLASSROOM LEARNING

Even though traditional face- to- face classroom learning has certain advantages and disadvantages, like other instructional methodologies, it has its limitations. Soyemi, Ogunyinka & Soyemi (2012) in their study proposed some limitations should occur in the traditional face- to- face classroom learning.

The following are some of the limitations of traditional face- to- face classroom learning:

· Neglect problem solving, critical thinking, and higher order learning skills: The classroom setting can also hinder ones ability to learn by allowing other, more vocal, students to dominate the bulk of the discussion environments. Quieter personalities are limited in their communication options for exchanging ideas and information;

· Encourage passive learning: Depending on the level of interaction in the classroom setting, shy students may be allowed to attend classes without providing alternative ways to communicate ideas. Forcing students to learn by vocal exchange with a teacher may limit their ability to learn.

· Ignore individual learning differences between students: Classrooms environments tend to group students together in large number often making it difficult for instructors to isolate learning deficiencies and provide the necessary close attention that individuals may need to learn.

· A campus- based learning experience means the class schedule is predetermined and not subject to change. Students must shape their personal schedules around school instead of the other way around. If plans unexpectedly change or an emergency comes up, the student cannot adjust the class schedule to turn in the work at a different time. If a scheduling conflict arises between work and school, students are forced to choose between their education and their income.

· Knowledge conveyed in the classroom tends to be situated in the context of the classroom and the school rather than the context in which the knowledge was created (Henning, 1998). This contextual dichotomy has been shown to negatively impact the learning process, adversely effecting learning motivation in particular.

· The teacher is the center of attention, not the students. That was the way education was, and still is in many regards. Learning follows whatever pace is dictated by its training materials, by the time allotted for the class and the teacher’s approach.

· With classroom learning, students must physically attend the courses to get credit for attendance. Those who must travel long distances to get to school must allot enough time to arrive punctually.

2.6 BLENDED LEARNING

Nowadays, the presence of traditional face- to- face classroom learning is being regarded as poor teaching and learning activity. This conventional “chalk and talk” method is now be integrated with the implementation of information and communication technology (ICT) in education field especially in higher education institution. Therefore, many learning strategies exist nowadays such as computer- based learning, web- based learning and others (Nur Syamimi Mohd Razali & Noraffandy Yahya). In this case of integrating face- to- face learning and web- based learning are optimally interwoven for the achievement of pedagogic objectives. Using this approach, the teacher starts with the pedagogic objectives, then evaluates all the resources available (including web resources) and decides which combination of resources would best achieve his objectives. Blended learning is necessary to be used when there is a call for changing teaching and learning styles. (Chitravelu, Sithamparam & Choon, 1995).

What is Blended Learning?

Blended learning is a powerful teaching and learning approach that combines e- learning with a variety of other delivery methods for a superior learning experience (Sivapunniam, no date). The following excerpt from Rossett & Sheldon (2001) offers a good explanation to blended learning:

“There are brick and mortar options, such as coaching, classes, and mentoring. Then there are electronic options, ranging from e- learning classes, to on-line help systems, to templates, decision support tools, and knowledge bases. E-learning gurus Elliot Maisie and Brandon Hall recognize the many options and encourages combined systems, which they call ‘brick and click’, or ‘blended’ learning”.

Therefore, both researchers concluded that blended learning is to combine the various aspects of traditional classroom, such as coaching, demonstrating, monitoring, explaining, facilitating etc with the various aspects of online learning.

Wan Fatimah Bt Wan Ahmad, et al. in their research clearly described how the blended learning approach was adopted in teaching application of integration. They demonstrated the learning involves two different settings (see Figure 1); the lecture and the tutorial class. The lecture will be face- to- face approach, instructor- led, coaching the students and with some feedback activities. Whereas, the tutorial is made up of face- to- face interaction, simulation using the developed courseware (Wan Fatimah Bt Wan Ahmad, et al. (2006), interaction with material or the exercises discussed in class, and also feedback activities. While, for the web- based, the develop courseware is made available on the online learning. The web- based involves in self- paced, student centered approaches and interaction with the exercises given in the developed material. With the web- based, students are able to access the material on online learning at their own time and place.

The definition of blended learning varies considerably. For example, Graham (2005) stated that, blended learning is an approach which integrates the face to face teaching and computer mediated instruction in a pedagogical environment. Therefore, corporate blended learning could be a mixture of face- to- face instructor led and self- paced online learning.

Moebs & Weibelzahl (2006) agreed blended learning is the mixture of online and face- to- face meeting in one integrated learning activities. Moreover, blended learning is defined as a mean of using a variety of delivery methods which combining face- to- face meeting in traditional classroom with teaching online to achieve the course objectives (Akkoyunlu & Soylu, 2006).

On the other hands, Farahiza Zaihan Azizan (2010) stated several of precise definitions of blended learning given by the previous researchers. They pointed out blended learning is defined as:

· Learning outside the traditional classroom using information technology for the delivery of the learning materials (Kim, 2007);

· Combination of two kind of learning environment, physical classroom learning and online learning to enhance the learning outcomes (Kudrick, Lahn & Morch, 2009);

· The mixing of traditional face- to- face approach with online approach (Bonk, Kim & Zeng, 2008);

· Combination of multiple delivery media designed to complement each other and promote learning and application learned behavior (Singh, 2003).

Research by McKanzie, Pelliccione & Parker (2008) noted blended learning environments, involving the “blending” of face- to- face, online, print- based and other media to create an overall learning environment for students, are now commonplace in universities. The growth of blended learning environment in higher education thus, emphasizes the need for better ways of describing and recognizing good teaching that promotes student learning in these environments.

Many researches have been written about the ways in which technology may assist people in learning. However, despite the frameworks of blended learning, some researchers argue that blended learning approaches have often simply replicated what is already provided through face- to- face teaching. In fact, much time has been spent in providing the same content in a range of delivery modes- face- to- face lectures, publication of lecture notes online, streamed videos of lectures and more recently lectures podcasts (Cuban, 2001; Naidu, 2003).

The discussion of this paper is based on student perception of using blended learning. The perception is being examined based on student satisfaction, willingness and stress. According to Vignare (2006), student satisfaction begins with the preparation needed to prepare students for online learning. This preparation includes the services that are needed to support learners and community elements needed for students to feel satisfy about their online learning experience. Therefore, access has to be available in order to provide opportunities for students to pursue an education.

In addition, willingness is prior to let the students feel more engaged and can plan or schedule their time management accordingly. This is important as time constrain always be the reason for student failure. Bersin (2004) claimed that blended learning is effective however, it depends on the individual to find time to fit into the existing schedules and at the same time, it forces them to be disciplined when working independently. He added, on teacher’s side, this approach enables the teachers to track student progress and therefore, fits well into classroom teaching.

In contrast, blended learning has its own potential problems. Harris (1994); Hiltz (1990) in their paper criticized online courses tend to be more time consuming for the instructor and student. Besides that, the demand for newer forms of technology in today’s classroom call for teachers at all levels to readily admit the introduction of new technologies in the classroom forces all of them to assimilate and accommodate new strategies and instructional media very rapidly (Rogers, 2000). Students who are unfamiliar with the usefulness of technology will find that it is difficult. Or perhaps, if students are computer illiterate, there is high possibility that they may have used the technology once or twice, but may never return to it after the first initial trial.

The Implementation of Blended Learning

Valiathan (2008) provided three approaches for blended learning. The three approaches were Skill Driven, Behavior Driven and Attitude Driven. All of them are summarized as follows:

· Skill- driven learning, which combines self- paced learning with instructor or facilitator support to develop specific knowledge and skills.

· Behavior/ Competency- driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

· Attitude- driven learning, which mixed various events and delivery media to develop specific behaviors.

Valiathan also suggested some guidelines for the implementation of blended learning in higher education institute in Figure 2.6:

Model/ Approach	Why	How
Skill- Driven Model:	Learning specific knowledge and skills requires regular feedback and support from the trainer, facilitator, or peer.	· create a group- learning plan that’s self- paced but bound to a strict schedule · pad self- paced learning material with instructor- led overview and closing sessions · demonstrate procedures and processes through synchronous online learning labs or a traditional classroom setting · provide email support · design long- term projects
Behavior/ Competency- Driven Model:	To capture and transfer tacit knowledge, learners must interact with and observe experts on the job.	· assign mentors · develop a knowledge repository (LCMS/ LMS)
Attitude- Driven Model:	Content that deals with developing new attitudes and behaviors requires peer- to- peer interaction and a risk free environment.	· hold synchronous Web- based meetings (Webinars) · assign group project (to be completed offline) · conduct role- playing simulations

Table 2.6 The Implementation of blended learning

For the purpose of this study, research focuses on blended learning for students in higher education institute. Among the three approaches, Behavior/ Competency- Driven Model has been chosen to be applied in this study. The approach can be defined as a learning approach that blends collaborative learning events through instructor- led classroom sessions and learning labs (tutorial) and interactions and discussions facilitated through technology to develop specific attitudes and behaviors among learners (Valiathan, 2008). The objective of Behavior/ Competency- Driven approach is to choose a mixture that will highly motivate the students and assist them in understanding the topic.

CHAPTER 3

METHODOLOGY

3.0 INTRODUCTION

This study is conducted to examine student perception in terms of satisfaction, willingness, and stress of using blended learning in higher education institute. In Study 1, this study will use questionnaires to examine student perception of using blended learning. In Study 2, this study will conduct interviews to examine what approach is most preferable in learning language. Therefore, this study focuses on the traditional face- to- face classroom learning model, the advantages and disadvantages in language classroom practice, the limitations, as well as the approaches to blended learning model in language classroom practice. In this chapter, this study will discuss the research design, the method of data collection and also the method(s) of data processing or the analysis of the data in larger detail.

3.1 RESEARCH DESIGN

Generally, this study will use a mixed- methods design combining the survey method and content analysis. Using mixed- methods design, the study combines the use of both quantitative and qualitative research methods in a single study. The results of these separate methods are combined to present a more complete picture of the phenomenon under study than either method could produce on its own (Fraenkel, Wallen & Hyun, 2012). Specifically, this study uses the questionnaires to address a particular research question.

Qualitative study

(equal priority)

In order to ensure the validity of data findings and to confirm findings, the triangulation design is chosen to determine if the two converge upon a single understanding of the research problem being investigated. The triangulation design can be illustrated as follows:

Time

Figure 3.1

The steps in conducting a mixed- methods study can be summarized in Figure 3.2 as follows:

Write Up the Results in a Manner Consistent with the Design Being Used

Collect and Analyze the Data

Determine the Mixed- Methods Design Most Appropriate to the Research Question or Questions

Decide If a Mixed- Methods Study Is Feasible

Develop Research Questions for Both the Qualitative and Quantitative Methods

Develop a Clear Rationale for Doing a Mixed- Methods Study

Figure 3.2

Figure 3.2

The steps in conducting a content analysis study can be summarized in Figure 3.3 as follows:

Figure 3.3

3.2 DATA INSTRUMENTATION

In this study, the instruments include a set of survey questionnaires, interview questions, as well as classroom observations. In this design, researcher will give equal priority to both qualitative and quantitative study. Likert scale will be used to rate scales in form, with words and numbers placed on a continuum. Respondents will circle the number that best represents how they feel about the topics included in the survey questions or statements in the scale. For instance, on some items, a 5 (strongly agree) will indicate a positive attitude and be scored 5 whereas the ends of the scale are reversed when scoring (Fraenkel, Wallen & Hyun, 2012).

The research results will be descriptively presented student satisfaction, performance, willingness, stress of using blended learning in higher education institute to be revealed.

3.3 METHOD OF DATA COLLECTION

This study involves qualitative and quantitative data analysis. A survey questionnaire will be utilized to examine student satisfaction, performance, willingness, and stress of using blended learning in higher education institute. To measure the initial student performance, a pre- test and post- test will be given to the students.

Overall, the data collection will be performed in this study to address the following research questions:

1. How do language learners perceive language learning via blended learning?

2. How has blended learning motivated student to improve learning?

3. Is there any limitation of using blended learning model?

The data collection will be done based on these three steps:

1. A set of questionnaire will be distributed to the students as the prior to the study in order to examine student satisfaction, performance, willingness, and stress of using blended learning in higher education institute.

2. Classroom learning and online learning settings will be observed by the same instructor to facilitate the students and to keep the students on track.

3. Interview will be conducted with the students in order to get their opinions regarding the preferable model.

The summary of the data collection is summarized in Figure 3.4 below:

Figure 3.4

3.4 THE METHOD(S) OF DATA PROCESSING/ ANALYSIS

This study will use a mixed- methods design combining the survey method and content analysis. Students will enroll a language course that is Consolidating Language Skills course in their first year of study in Institute of Technology Perak.

Sixty students from different courses (Diploma in Accountancy, Diploma in Business Studies, and Diploma in Tourism Management) will be involved in this study. They will be attended 2 hours lecture session per week over 14 weeks. Besides that, they also have to attend a tutorial class 2 hours per week for 14 weeks. The courseware and exercises from the textbook were given to the students in the tutorial class with the supervision of the same assigned instructor. At the same time, the courseware will also make available to the students on the online learning. The courseware covers 6 chapters in two weeks. Students will be assessed individually by four rubrics (in class activities, paper- based quizzes on completed chapters, and out of class essays to be submitted in hard copy (traditional) and soft copy (online)).

In the lecture session, all students will have screened to face- to- face larger classroom contact with the course lecturer. The online tools to be used are the assignments tool that allows for submission of assignments and the use of e-mail. Therefore, student privacy and confidentiality were guaranteed.

On the other hands, in the beginning of the tutorial class, the students will be informed of the teaching methods that will be used for the group. At the end of the two weeks, the students were given a set of questionnaire. The first section consists of the background information of the students, followed by another five questions to be asked on student satisfaction in Section B then, another five questions on student willingness in Section C and another 5 questions on student stress in Section D. Responses to these questions are based on a Likert scale (1 strongly disagree to 5 strongly agree). Besides the Likert scale measure, Section E will consist of open ended questions to ask the students about the preferable model and the learning effectiveness.

In addition, pre- test and post- test questions will also be given to the students. These two tests will be designed to assess student performance. The pre- test questions will be given before the lecture on the topic is introduced, while the post- test will be given after they have finished the topic. Students are required to answer all questions.

3.4 LOCATION OF THE STUDY

This study will be conducted in a private college, Institute of Technology Perak (ITP). This private higher education institute is located in central of Ipoh city.

3.5 SAMPLE

The targeted group is the sixty students from different courses who are taking BEL 120 Consolidating Language Skills course. They are consisted of Diploma in Accountancy (DIA), Diploma in Business Studies (DBS), and Diploma in Tourism Management (DTM) students. All of them are taking the same subject in this current semester. Overall, their proficiency in English language is in intermediate level.

3.6 CONCLUSION

In this chapter, this study demonstrates student perception in terms of satisfaction, willingness and stress of using blended learning in language classroom. In order to improve and develop best practices to teach language, attention should be paid by instructors to emerging trends correspond to the latest application in online technology that supports language learning.

Although, this study has some limitations, it will not account for the influence of the research findings. A real sample characteristics and instruments will be used and this study will rely on student self report data in interview session.

In terms of reliability and validity, the careful selection of research design will contribute to the reliability and validity of the findings. The result is hoped to give the meaningful description of student satisfaction, performance, willingness and stress of using blended learning in higher education institute.

The methods will be well- planned in order to analyze the data. If the students give good cooperation, then all the data collection for the research is valid and reliable.

APPENDICES

SECTION A____________________________________________________________________________

BACKGROUND INFORMATION OF RESPONDENT

(Please tick where applicable)

Gender Male Female

Age Below 20

Between 21-25

Race Malay Chinese Indian Others

4. Citizenship

Malaysian

Non- Malaysian

5. Student’s status

Full time

Part time

6. Program:

Pre- Commerce

Diploma in Accountancy

Diploma in Business Studies

Diploma in Tourism Management

Level of language proficiency:

Excellent

Good

Average

Poor

SECTION B____________________________________________________________________________

For this section, please rate how strongly you agree or disagree with each of the following statements by circling the appropriate numbers.

SECTION C____________________________________________________________________________

For this section, please rate how strongly you agree or disagree with each of the following statements by circling the appropriate numbers.

SECTION D____________________________________________________________________________

For this section, please rate how strongly you agree or disagree with each of the following statements by circling the appropriate numbers.

INTERVIEW

Name: _____________________________________________________________ (*optional)

Course: _____________________________________________________________ (*required)

Age: ________________________________________________________________ (*required)

Blended Learning Experience:

_________ This is my first experience learning via Blended Learning.

_________ I have taken other courses which used blended learning approach previously.

Instructions: Answer ALL questions.

How satisfied were you with this model course?

For example, were your goals and/or expectations met? Please explain (e.g. were the course activities and assignments appropriate, were the contents well organized, etc.)

What was your reason for taking the course with the integration of traditional and online delivery format? (e.g. was it a compulsory course? Or you were willing to take the course because of some reason such as you like to interact with fellow students online, etc.)?

Which aspect of this course was most beneficial to you and why?

(This can include different types of course activities, types of interactions, etc.)

How much interaction have you had with your instructor (e.g. moderate, sufficient, lacking)? Please describe.

In relation to learner- centered approach, would you say the role of the teacher was adequate for this course? Based on these observations, are there any recommendations you would suggest to facilitate learning?

Will you recommend blended learning model to be used in other courses? Please comment.

Thanks for taking out time to fill the questionnaire. It shall help us to take effective steps to improve our learning style.

REFERENCES:

Journals:

Akkoyunlu, B. & Soylu, M. Y. (2006). A Study on Students’ Views About Blended Learning Environment. Hacettepe University, Faculty of Education, Department of Computer Education and Instructional Technology, Ankara, Turkey.

Bawaneh, S. S. (2011). The Effects Of Blended Learning Approach On Students’ Performance: Evidence From A Computerized Accounting Course, Interdisciplinary Journal of Research in Business, 1(4), pp. 43- 50.

Dewey, J. (1910/ 1981). The experimental theory of knowledge. In McDermott, JJ (ed.) The philosophy of John Dewey, University of Chicago Press, Chicago.

Duhaney, D. C. (2000). Technology and The Educational Process: Transforming Classroom Activities. International Journal of Instructional Media, Vol. 27(1), pp. 67- 72.

Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J.C. Moore (Eds.), Elements of quality online education: Into the mainstream (pp. 127- 148). Needham, MA: Sloan- C.

Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended Learning. Research Bulletin. EDUCAUSE Center for Applied Research. Volume 2004 (7).

Farahiza Zaihan Azizan. (2010). Blended Learning in Higher Education Institution in Malaysia. Proceedings of Regional Conference on Knowledge Integration in ICT. Kolej Universiti INSANIAH, Alor Star, Kedah.

Graham, C. R. (2005). Blended learning system: Definition, current trends and future direction. In: Bonk, C. J., Graham, C. R. (eds.) Handbook of Blended Learning: Global Perspectives, Local Designs, pp. 3- 21. Pfeiffer, San Francisco.

Harris, J. B. (1994). Telecommunication training by immersion. University courses online. Machine Mediated Learning 4(2&3), pp. 177- 185.

Hiltz, S. R. (1990). Evaluating the virtual classroom. In L. M. Harasim (Ed. ) Online Education: Perspectives on a new environment, pp. 133- 183). New York: Praeger.

Hisham Dzakiria, Che Su Mustafa & Hassan Abu Bakar. (2006). Moving forward with blended learning as a pedagogical alternative to traditional classroom learning. Malaysian online Journal of Instructional Technology (MOJIT), Vol.3(1), pp. 11- 18.

Kim, W. (2007). Towards a Definition And Methodology For Blended Learning. In J. Fong & F. L. Wang (Eds), Proceedings of Workshop on Blended Learning (pp. 1-8). Edinburgh, UK: Pearson, 2007.

Kudrik, Y., Lahn, L. C., & Morch, A. I. (2009). Technology Enhanced Workplace Learning: Blended Learning in Insurance Company. Paper presented at 17^th International Conference on Computers in Education. Hong Kong: Asia- Pacific Society for Computers in Education.

Moebs, S. & Weibelzahl, S. (2006). Towards a good mix in blended learning for small and medium sized enterprises- Outline of a Delphi Study. Proceedings of the Workshop on Blended Learning and SMEs held in conjuction with the 1^st European Conference on Technology Enhancing Learning Crete, Greece, pp. 1-6.

Moore, J. (2005). A synthesis of Sloan-C effective practices. Journal of Asynchronous Learning Networks, 9(3), 55- 73.

Naidu, S. (2003). Designing instruction for e- learning environments. In M. G. Moore & W. G. Anderson (Ed.), Handbook of distance education (pp. 349 – 365). Mahwah, NJ: Lawrence Erlbaum Associates.

Rogers, P. L. (2000). Barriers To Adopting Emerging Technologies in Education, J. Educational Computing Research, 22(4), pp. 455- 472.

Singh, H. (2003). Building Effective Blended Learning Program. Educational Technology, 43(6), pp 51- 54.

Soyemi, J. , Ogunyinka, O. I, & Soyemi, O. B. (2012). Integrating Self- Paced E-Learning with Conventional Classroom Learning in Nigeria Educational System. Proceedings of the 1^st International Technology, Education and Environment Conference, African Society for Scientific Research (ASSR). pp. 127- 133.

Stacey, E., & Gerbic, P. (2007). Teaching for blended learning: Research Perspectives from on- campus and Distance Students, Education and Information Technologies, Vol. 12, 165- 174.

Steele, G. A. (2011). Online technology issues in communication teaching. Caribbean Teaching Scholar. Vol.1(2), pp. 147 -159.

Stodel, E. J., Thompson, T.L., MacDonald, C. J. (2006). Learners’ Perspectives on What is Missing from Online Learning: Interpretations through the Community of Inquiry Framework. Paper presented at International Review of Research in Open and Distance Learning, 7(3), pp 1-24.

Vignare, K. (2006). Review of Literature Blended Learning: Using ALN or Change the Classroom-Will it Work?. Michigan State University, pp. 1-23.

Wan Fatimah Bt Wan Ahmad, Afza Bt Shafie & Josefina Barnachea Janier. (no date). Students’ perceptions towards Blended Learning in teaching and learning Mathematics: Application of integration. Petronas University of Technology, Malaysia.

Books:

Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies and Lesson Learned. San Francisco, California. Pfeiffer.

Bonk, C. J., Kim, K. J., & Zeng, T. (2004). Future Directions Of Blended Learning in Higher Education and Workplace Learning Settings. John Wiley & Sons, Inc. San Francisco, CA.

Chitravelu, N., Sithamparam, S., & Choon, T.S. (1995). ELT Methodology Principles and Practice, Penerbit Fajar Bakti Sdn Bhd Shah Alam, Malaysia.

Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research Education. New York: McGraw Hill Inc.

Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.

Henning, P. (1998). Everyday Cognition and Situated Learning. In Joonassen, D. (Ed.) Handbook of Research on Educational Communications and Technology. (2^nd Ed.) . New York: Simon & Schuster.

Electronic Journals (E- Journal):

Ed, Tittel (2003). The Benefits of Classroom Learning. Certification Network Magazine. Retrieved from http://www.certmag.com/read.php

Hung, D. (2001). Theories of Learning and Computer- Mediated Instructional Technologies. International Council for Education Media. Retrieved from http://www.tandf.co.uk/journals

Marlia Puteh & Supyan Hussin. (2003). Internet and Language Learning. Retrieved from http://eprints.utm.my/4138/1/Internet_and_Language_Teaching.pdf

Nur Syamimi Mohd Razali & Noraffandy Yahya. (2010). Blended Learning: Overcome The Weaknesses Of E- Learning and Traditional Approach. Retrieved from http://eprints.utm.my/14929/1/Blended_Learning.pdf

Newspaper Articles:

No author. (2012). UUM may start online exams. The New Straits Times. Retrieved from http://www.nst.com.my/nation/general/uum-may-start-online-exams-1.80554

CONTENT AND ORGANIZATION OF A RESEARCH PROPOSAL

Proposals should follow a simple, logical form of presentations. Although there are many ways to arrange the items within the proposal, the following outline of the proposal is the one that students shall follow:-

Organization of a Proposal

a) Introduction: Background of the study

b) The Problem and its setting

· The Statement of the problem

· The subproblems

· The Objectives

· The Hypothesis

· The Delimitations

· The Definition of terms

· The Assumptions

c) The Review of the related literature / Literature Review

d) The Methodology

· The Data to be collected

i. Primary Data

ii. Secondary Data

· The Criteria governing the admissibility of the data

· The Treatment of the data

i. The Data needed

ii. Where the data are located

iii. How the data will be obtained

iv. How the data will be treated and interpreted

v. Specific tools and analysis that can be used

e) The Important of the study

f) The Outline of the proposed study

g) The Selected Bibliography

STUDENT SATISFACTION

Strongly Disagree

Disagree

Moderate

Strongly Agree

Blended learning creates a fresh and interesting approach to learn language.

Blended learning allows me to improve my personal knowledge of English language.

Blended learning broadens the area of exchanging thoughts and information.

Blended learning permits me to review and learn from the work of others.

In overall, I am satisfied with blended learning model.