**6. Methodology**

## **6.1. Research design**

This research employed quasi-experimental of the type pre-test, post-test and non-equivalent control group design. Both the treatment and control group were tested with pre-test and post-test before and after the intervention implemented as shown in **Table 2**.

This research was conducted in four out of six marginalised primary schools in a remote area of Malaysia. Control group and treatment group comprised of two schools each in order to make sure that the number of respondents are more than 30 for each group. Control group used conventional module, while treatment group used LOC primary science module during T&L of science. The independent variable in this research is the study group, namely control and treatment group, while two dependent variables are science academic achievement and intrinsic motivation.

#### **6.2. Respondent**

Year 2 learners from four primary schools in interior part of Malaysia served as respondent in this research. A total of 73 respondents involved in this research in which the treatment group consisted of 38 Year 2 learners and the control group consisted of 35 Year 2 learners.

#### **6.3. Instrument**

**Figure 3.** Parts of lesson plan in LOC primary science module.

environment where they would feel comfortable and familiar as their daily lives are surrounded by flora and fauna. The activities undertaken and the examples given will use materials that are familiar and enjoyable to the pupils. This is to encourage more meaningful learning so that they can associate it with the phenomenon around them or their daily life.

Parts of lesson plan in LOC module are shown in **Figure 3**.

64 Science Education - Research and New Technologies

Two instruments were used in this research which is Science Achievement Test (SAT) and Intrinsic Motivation Questionnaire (IMQ). Authors created two sets of SAT, namely pretest and post-test which are equivalent in the aspect of number of items, level of difficulty,


**Table 2.** Pre-test, post-test, non-equivalent control group design.

the format and the scope to test learners' knowledge in the topic "Plant", while IMQ was taken from Ref. [42], adapted from the Youth Children's Academic Intrinsic Motivation Inventory (Y-CAIMI) instrument in Ref. [14]. However, only two categories in IMQ were selected for this research, namely general construct and science construct. After the verification process by experts and pilot test was conducted, SAT contains 10 items, whereas IMQ contains 18 items which consists of 11 items from general constructs and 7 items from science constructs in the form of a 3-point Likert scale of "1 = Not True", "2 = Not Sure", and "3 = True". The reliability for SAT in this study showed a value of 0.711 using the Kuder Richardson approach and IMQ showed value more than 0.70 with Cronbach alpha coefficient.

#### **6.4. Procedure**

After pilot test, correction and improvements was done to the module and instruments before administered them in the actual research. SAT and IMQ were administered to respondents in both groups before the T&L on plants as pre-test to determine the homogeneity level of academic achievement and intrinsic motivation between the control and treatment groups. Control group used conventional module, while treatment group used LOC module during T&L session. At the end of the T&L session, SAT and IMQ administered again to the same respondents in both groups as post-test. Both SAT and IMQ administered by the provisions of the same time taken before and after the T&L session on "Plants" topic in both control and treatment groups.

#### **6.5. Analysis**

Quantitative data obtained through SAT and IMQ before and after the T&L session in both the control and treatment groups were analysed using descriptive statistics and inferential statistics. Independent samples T-test was conducted on the data collected during the pre-test to determine the level of homogeneity of the academic achievement and intrinsic motivation between the two groups involved. Independent samples T-test also performed on post-test to determine the effect of LOC primary science module in enhancing marginalised learners' academic achievement in science. In addition, MANOVA 2 × 2 × 2 repeated measures analysis was used to determine the effect of LOC primary science module in enhancing intrinsic motivation. Repeated measures involves two study groups (control and treatment), two time (pre-test and post-test) and two constructs of intrinsic motivation (general and science).
