1.Study design  Cross sectional study. METHODOLOGY

2.Target population  Students of Biomedical Science in UKM session 2011/ Study population  Students of Biomedical Science of year 2, year 3 and year 4.

4.Sampling method  Year-Systematic Random Sampling  gender -Stratified and Systematic random sampling 5. Instrument  Questionnaires

6.Sampling frame  Name list of each batches Biomedical Science students 7. Sample unit  Students Biomedical Science Department.

first year students of Biomedical Science in UKM session 2011/2012 Exclusion Criteria

 Biomedical Sciences second, third and fourth year students who have already taken the Molecular Biology subject in UKM, session 2011/2012, 2010/2011 and 2009/2011 respectively. Inclusion Criteria

8.Sample size Confidence interval = 95% n = Sample size χ 2 at degree freedom of 1 = 3.84 N = Study Population size P = maximum variability (proportion) for the population Δ = minimum worthwhile difference

respond rate with 10% of sample size.  141 / ( ) = So, sample size = 160

YEAR OF STUDYNUMBER OF SAMPLE 2nd n = 28.18% X 160 = 45 3rd n = 35.45% X 160 = 57 4th n = 36.36% X 160 = 58 Number of sample for each year of study

Methodology and Materials  The instrument is close- and open-ended questionnaire.

Demographic Profile  basic information will be required from the subjects such as year, gender, amount of student population and grades of molecular biology for mid semester and final semester.  The sample population consists of students of Biomedical Science students who have taken the subject called molecular biology at their second, third and fourth year.  The grades of molecular biology will be classified into two categories: midterm exam grades and final exam grades.  The grades will be converted into particular pointer based on the results obtained.

Teaching Methods  affect the understanding of students about the topic and how much student concentrates on the topic being taught in class.  The teaching methods can be teacher-centered method or learner-centered method.  methods they have been done at second half semester, which are either presentations of topics, self learning package (SLP) or video or animation.

 Among 14 hours of classes for the whole semester,  100% of classes were conducted via direct lecturing only whereas in second half semester,  75% of 8 hours of classes were conducted via learner- centered approach which is by student presentation and SLP.  Therefore, the result of midterm examination will be theacademic result that reflects the effect of teaching method of teacher-centered approach and final examination results as academic result that reflect the effect of learner-centered approach on student academic achievements.

Learning Styles  Learning styles can be divided into visual, aural, reading and tactile-learning style.

Perception of student on teaching methods  subjects are going to provide their responses to two kinds of teaching methods being taught in the molecular biology lecture, which are teacher- centered approach and learner-centered approach.  The responses are:  Like/dislike/neutral

Statistical Analysis  The data will be collected using questionnaire and will be analyzed using Statistical Package for Social Science (SPSS) version 17.0.

Independent T-test  is employed to compare the grades of students in molecular biology between genders.

Paired T-test  is employed to compare the grades of students in molecular biology between teaching method of teacher-centered approach and teaching method of learner-centered approach.  The result can be determined by comparing the mean of pointer of molecular biology between midterm examination and final examination.

One way ANOVA  One-Way Independent ANOVA is employed to compare:  1.) Grades of students in molecular biology subject between four different learning styles (visual, aural, reading and tactile-learning style)  2.) Grades of students in molecular biology subject between different perception of students on teaching methods.

Define Variables  Dependent variable  student’s pointer of molecular biology of midterm examination and final examination.  Independent variable  different types of teaching methods. Learner-centered approached and teacher-centered approached are examples of the teaching methods.  The covariates are student’s learning styles, student’s perceptions on teaching methods and gender.

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