Web-based multimedia virtual simulation embedded in PowerPoint teaching increases Form Four students' achievement on the Islamic Studies pilgrimage topic compared with PowerPoint teaching without simulation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students taught with multimedia PowerPoint plus web-based virtual simulation scored significantly higher on pilgrimage-topic achievement tests than students taught with multimedia PowerPoint alone (t = 14.01, df = 39, p = 0.000). → Ziden and Rahman 2013

Evidence¶

Ziden and Rahman 2013¶

Azidah Abu Ziden, Muhammad Faizal Abdul Rahman. (2013). The Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and Learning. International Journal of Instruction, 6(2). https://eric.ed.gov/?id=EJ1085400

q2 · i? · causal · r1

Quasi-experimental 2x2 factorial study in two Malaysian secondary schools: 40 experimental students taught with PowerPoint plus web-based virtual simulation, 40 controls taught with PowerPoint only. Experimental mean 49.50 (SD 9.20) versus control mean 26.05 (SD 9.38); the study reports "t = 14.01, df = 39, p = 0.000".

"The t-test results in Table 2 shows a significant difference (p ≤ 0.05) in mean scores between the experimental group and control group for their achievements in the pilgrimage topic where t = 14.01, df = 39, p = 0.000."

Discussion¶

Related Claims¶

• High-achievement students taught with web-based virtual simulation significantly outperformed high-achievement controls on the pilgrimage topic — a narrower finding that bears on this claim
• Moderate-achievement students taught with web-based virtual simulation significantly outperformed moderate-achievement controls on the pilgrimage topic — a narrower finding that bears on this claim
• The authors interpret web-based virtual simulation as shifting the pilgrimage lesson from teacher-centred to student-centred learning consistent with constructivist learning theory — related
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