Usability Adventure Statistics’ Module


  • Nor’ain Mohd Tajudin
  • Mazlini Adnan


statistic adventure modules, adventure based learning


The issue of declining achievement scores in Trends in Mathematics and Science Study for mathematics and science has opened the eyes of scientists from academia and Malaysia government. These things give the impression that the teaching and learning of mathematics and science need to be improved. One of the strategies that have been suggested by the Blueprint (Malaysia Education Blueprint [Higher Education]) is to use experience-based approach. Adventure learning is a hybrid approach that has basic characteristics of experiential learning and inquiry learning. It is seen as having the characteristics of improving the skills of the 21st century in terms of leadership and critical thinking skills. A module that implements learning adventure-based learning on Statistics has been developed. The main objective of this study is to see the students' perceptions of Adventure Statistics Modules after they followed the learning process. The quantitative approach is used to measure student perceptions. Data were analyzed using descriptive statistics. Data shows that students have a positive perception on this modules. So, this module has a high degree of usability, 90.2% of unit 1, 94.12% of Unit 2, unit 3 is 91.15% and 96.47 for the overall. Therefore, this module should be used and tested for its effectiveness against students in the future

Author Biography


Fakulti Sains dan Matematik


Ary, D., Jacobs, L. C., Sorenson, C., & Razavieh, A. Introduction to Research in Education (Eighth Edi). Belmont USA: Wadsworth,cengage Learning., 2010

Chua, Y. P. Kaedah dan Statistik Penyelidikan: Ujian Univariat dan Multivariat (kedua). Kuala Lumpur: Mc Graw Hill Education (Malaysia) Sdn Bhd, 2014

Doering, A. Adventure Learning: Transformative hybrid online education. Distance Education, 27(2), 197–215., 2006

Ghazali Darussalam, & Sufean Hussin. Metodologi Penyelidikan Dalam Pendidikan. Kuala Lumpur: Universiti Malaya, 2016

Hui, S. K. F., & Cheung, H. Y. How does learning happen for people participating in adventure training? Asia Pacific Education Review, 5(1), 76–87., 2004

Jamaludin Ahmad. Modul Motivasi Diri (Second Edi). Dewan Bahasa dan Pustaka, 2015

Larson, D. A. Adventure Learning : Not Everyone Gets to Play. In Honeyman, J. Coben, & G. De Palo (Eds.), Venturing Beyond the Classroom: Volume 2 in the Rethinking Negotiation Teaching Series (pp. 201–216). Saint Paul: DRI Press, 2010.

Ministry of Education. National Higher Education Strategic Plan. Ministry of Education. Putrajaya, 2007

Ministry of Education. Malaysia Education Blueprint (Higher Education) 2015-2025. Ministry of Education: Putrajaya. 2015

Mok, S. S. Pengajaran Matematik untuk Kursus Perguruan. Kuala Lumpur: Kumpulan Budiman Sdn Bhd, 1993

Myers, A. Experimental Psychology (Second Edi). California: Brooks/Cole Publishing Company, 1987

Plutchik, R.. Foundation of Experimental Research (Third Edit). New York: Harper & Row Publishers Inc, 1981

Rhodes, H. M., & Martin, A. J. Behavior Change After Adventure Education Courses: Do Work Colleagues Notice? Journal of Experiential Education, 37(3), 265–284., 2013.

Sutherland, S., & Stuhr, P. T. Reactions to implementing adventure-based learning in physical education. Sport, Education and Society, 19(4), 1–18., 2012

Weilbach, T., Meyer, C., & Monyeki, M. The effect of adventure-based experiential learning on personal effectiveness of adolescents. African Journal for Physical, Health Education, Recreation and Dance, 16(4), 131–140.,2011




How to Cite

Setambah, M. A. B., Tajudin, N. M., & Adnan, M. (2016). Usability Adventure Statistics’ Module. Asian Journal of Education and E-Learning, 4(5). Retrieved from

Most read articles by the same author(s)