Effects of The IBE History Module on The Knowledge of Writing History Essays and Achievement among Form Six Students

Abstract

The purpose of this study is to develop and evaluate the IBE History Module on the knowledge of writing essays and achievement among Form Six students. The development of this module is based on the Intro-Body Ending (IBE) method and the STPM Historical Coding Section (PTK). IBE is an essay outline site designed in the form of a numerical table that contains an introduction, content and conclusion. Students should write each section of the skeleton in accordance with the specifications required in the STPM History Scoring Section (PTK). The STPM Historical Scoring Section (PTK) is a grading method based on the level of efficiency with clear criteria. Students have been told in advance each step and what they can do. The ADDIE model, which includes the phases of needs analysis, design, development, implementation, and evaluation is at the heart of this study. The IBE History Module is a module built on the Needham Five-Phase Constructivism learning theory (Ricahrd, 1987). Modules are a set of teaching materials used to assist teachers in the PdP process in schools. Therefore, a quantitative study to be conducted by the researcher aims to test the effects of the IBE History Module that the researcher has developed through the quasi-experimental method. The study sample consisted of 120 Form Six students randomly selected. The students will be divided into two research groups, the experimental group and the control group. Whereas, the research instrument is a test of history essay achievement and student achievement level. The scores obtained by the students will be extracted and analyzed using System Packages for Social Sciences SPSS version 20 through independent sample t-test for pre- and post-test.