Intellectual transformation via technology enhanced inquiry learning environment

Abstract

This research is an endeavor to study the impact of using online intellectual transformation system (i-InTranS) on Form Four students in the context of intellectual transformation, intellectual mobilization, pattern of intellectual development, and sample’s pattern of interaction while using i-InTranS. Thirty five Form Four students were selected using cluster random sampling technique. The proposed system was constructed by using Moodle as the Learning Management System (LMS) designed to deliver the content and was designed to use Hypothetical- Deductive Learning Cycle (HDLC) as the inquiry model. Six simulations were incorporated into i-InTranS to support the element of experiment in HDLC. Four Intellectual Level Tests were used to test the quantitative aspect of the research. This research applies Friedman Test, Wilcoxon Test and Bonferroni Procedure to view the changes on samples’ intellectual level in long term spectrum. It was found that there were differences between samples’ intellectual level before using i-InTranS and after using the system. However, the differences were not significant from the aspect of statistic. The research found that the samples were formed nine intellectual mobilization styles that can be classed into static, late peak, discontinuous peak, early trough, middle temporary peak, middle temporary trough, prolonged drop, dynamic and middle peak. The research also found that samples with different intellectual mobilization style interact with i-InTranS with their own unique and exclusive pattern. The outcomes of the qualitative study were invariable with the findings from the aspect of quantitative study. The findings suggested that i-InTranS has the potential to be operated as an agent for intellectual transformation among secondary school student. However, further researches are recommended in the field of Epistemology and Technology Enhanced Inquiry Learning Environment.