Conceptualizing Tertiary Education Motivation: A Multimedia Instructional Video Approach Harnessing UiTM Zakat Services First Author\[1\]\*, Second Author2 (Double Blind Review: Please do not type or edit anything here until final-camera ready submissions) *1First affiliation, City and Country (Please do not type or edit anything here, until final camera-ready paper submission)* *2Second affiliation, City and Country (Please do not type or edit anything here, until final camera-ready paper submission)*
ARTICLE INFO ABSTRACT

Article history:

Received

Revised

Accepted

Online first

Published 1 March 2024

 This research demonstrates a Community Services Responsibility (CSR) initiative that utilizes instructional videos as an interactive tool for knowledge dissemination. It aims to improve Universiti Teknologi MARA (UiTM) Perlis branch students’ and potential future UiTM students’ awareness regarding the Zakat financial assistance offered by Universiti Teknologi MARA (UiTM) Malaysia. This is also an effort to provide the necessary motivation needed to encourage school students to aim for tertiary education. The study involves two groups: newly enrolled students at the UiTM Perlis branch and upper secondary school students from selected schools around Perlis, Malaysia. These students will explore the specifically designed multimedia instructional video regarding Zakat accommodations. This video is carefully designed to ensure audience engagement and understanding. The research employs a Quasi-Experimental Research Design with pre-test and post-test assessments to evaluate the effectiveness of the instructional videos. Overall, the study has produced an effective video that can provide understanding and assistance in accessing the Zakat services in UiTM while at the same time promoting social responsibility towards the country’s future educated generation.

Keywords:

Multimedia Instructional Video

Zakat Awareness

Financial Assistance

UiTM Perlis Branch students

Upper Secondary School Students

Tertiary Education Motivation

DOI:

10.24191/jcrinn.v9i1
## INTRODUCTION ## Understanding Zakat The term "Zakat," originating from the Arabic word 'zakaa,' denoting cleanliness and purity (Abd Rashid et al., 2018), is one of the fundamental five pillars principles of Islam. The Quran mandates every Muslim to contribute to zakat. These collected funds are subsequently allocated to eight categories of *Asnaf* as specified in the Holy Quran. *Asnaf* refers to individuals eligible to receive support from the Zakat collection (What is Asnaf, n.d). Zakat serves as a way to purify the wealth and souls of Muslims but also to aid the *Asnaf* who are entitled to zakat distribution (Aminuddin et al., 2020). Zakat can be a powerful tool in combating poverty and improving the socio-economic status of society if the process of collecting and distributing zakat to Asnaf is done efficiently. Individuals pursuing tertiary education or enrolled as students are categorized as potential recipients of zakat. This automatically implies that students at UiTM Perlis campus are qualified to seek assistance through various zakat assistance provided by the institution to lessen their financial burdens during their academic endeavours. The Unit Zakat, Sadaqah, and Waqaf (ZAWAF) at UiTM Perlis is responsible for distributing zakat assistance to eligible students. ZAWAF offers multiple financial aid assistance including Zakat Sara Diri (personal upkeep assistance), Zakat Laptop (laptop aid), Zakat Bantuan Yuran (tuition fee support), and Zakat Yuran Sarjana (postgraduate tuition fee aid). Every semester ZAWAF will inform students regarding the important dates, application qualifications, required documents, and application procedure by advertising the offered services using commonly shared mediums such as posters, texts, emails, and live announcements. However, these information distribution methods have proven to be not highly effective as similar repetitive issues arise every time. The students often found themselves struggling to comprehend the information provided which led to repetitive inquiries and confusion and in turn caused frustration and demotivation. Issues such as inadequate information, outdated information, and inaccuracies in notices often worsen the problem. Additionally, some students found themselves disinterested in the shared information not only due to the poorly designed medium and unattractive text and catchphrases. Consequently, they lose interest in applying for the Zakat services offered. At the same time, some students remain oblivious of the offered services due to inadequate outreach efforts by ZAWAF, or due to misunderstandings about zakat is only for food and cash assistance. Moreover, their reluctance and hesitance to share this information with their parents further contribute to their demotivation and lack of effort in seeking zakat assistance. **Zakat and Motivation** Financial factors can significantly impede school students from pursuing higher education at Institutes of Higher Learning (IHL). The cost of tuition, fees, textbooks, and other educational expenses can create a financial barrier for many students. The indirect costs, such as housing, transportation, and daily living expenses, can also contribute to the financial burden on students and their families (Jalaluddin et al., 2019). Addressing these financial barriers is crucial for promoting equal opportunities in higher education and ensuring that all students have the chance to pursue their academic aspirations regardless of their economic circumstances. Initiatives such as zakat assistance, increased scholarship opportunities, and need-based financial aid can help alleviate these challenges and create a more inclusive educational landscape (Rahman et al., 2023). Financial aid like zakat can serve as a powerful motivational tool by removing financial barriers, empowering students, and creating an environment where education is seen as an achievable and rewarding pursuit (Muhammad et al., 2018). This, in turn, contributes to the overall development and progress of both individuals and communities. Thus, this research opted to use motivational instructional video as a permanent form of digital content for ZAWAF to efficiently promote the offered zakat services to both UiTM Perlis students and potential future UiTM students in the hopes not only to bring awareness regarding the Zakat services offered by the university but also as a form of motivation to encourage and inspire existing and future students to grasp the opportunity pursue their education in the tertiary level without having to worry about the impending financial difficulties. **METHODOLOGY** This study aims to assess the impact of an instructional video on enhancing knowledge and awareness of zakat services among UiTM Perlis and upper secondary school students. Employing a Quasi-Experimental Research Design (Figure 1) with pre-test and post-test measures, the study features a treatment group exposed to the instructional video intervention. The evaluation focuses on the effectiveness of the video in improving understanding and awareness of zakat services within the selected student populations. This research design allows for a comprehensive analysis of the intervention's influence, providing valuable insights into the potential educational benefits of utilizing instructional videos in this context. ![A black text on a white background Description automatically generated](65b988732acf2_media/media/image1.png) **Figure 1: Research Design** A quasi-experimental study serves as an evaluation method to ascertain whether a program or intervention achieves its intended impact on participants (Trochim et al., 2001). The choice of a quasi-experimental design stems from the impracticality of subject randomization (Miller et al., 2020). While true experiments are deemed more robust, quasi-experimental research is deemed valuable when randomization proves unattainable (Miller et al., 2020). Figure 1 provides a visual representation of the research design employed in this study, highlighting the pragmatic approach taken in addressing challenges related to subject randomization and emphasizing the utility of quasi-experimental methods in specific research contexts. In this research, the independent variable is the mode of presentation, with an instructional video serving as a treatment or intervention to impart knowledge and awareness about zakat services at UiTM. The study's dependent variables are the levels of knowledge and awareness regarding zakat services specifically within the UiTM context. The population of this study is UiTM and upper secondary students across Malaysia. The decision to conduct the study in the UiTM Perlis Branch state is based on convenient sampling. For research purposes, the universities chosen by the researcher were based on purposive sampling. Upon obtaining the list of universities random sampling will be conducted to determine one university from each state. As suggested by Bhardwaj (2019) purposive sampling is chosen as the selection of subjects is based on knowledge of the population and for the specific purpose of this study. The samples for this study are 60 university students from UiTM Perlis Branch and 60 upper secondary school students from the state of Perlis. Gay, Mills, and Airasian (2009) recommended a minimum of 30 subjects in each group to establish the existence or non-existence of a relationship in the experimental study. The students and parents will be exposed to the instructional video that will give knowledge and awareness regarding zakat services in UiTM. Data collected in this study is analyzed through the application of the Statistical Packages for Social Sciences (SPSS). The analysis involves both descriptive and inferential statistics. The null hypothesis is rejected if the calculated p-value is less than the significance level, set at 0.05. This outcome implies that the observed result is highly improbable under the null hypothesis. Descriptive statistics are employed to offer fundamental insights into the data, utilizing measures such as frequency, mean, mode, median, and standard deviation for pre-test and post-test summaries. For inferential statistics, the Paired t-Test is utilized to explore the dependent variable—namely, the learners' knowledge and awareness regarding the learning material. **DISCUSSIONS** While educational videos are perceived as engaging by students, previous research by Guo et al. (2014) indicates a tendency among students to overlook substantial portions of these videos. Concurrently, MacHardy and Pardos (2015) found that certain videos have minimal impact on students' academic performance or comprehension of specific subjects. Brame (2016) emphasizes that the video's effectiveness as an educational tool is contingent upon instructors' strategies to optimize student interaction with the content. The findings suggest a maximum median engagement time of six minutes for videos of any length. Consequently, videos exceeding 6–9 minutes are likely to result in diminishing returns, with engagement levels decreasing from 100% for videos under six minutes to 50% for those lasting 9–12 minutes, and further declining to 20% for durations between 12–40 minutes, this coincides with Brame (2016) findings which posited that the student attention is dependent upon the brevity of the video content. According to Mayer (2008), The employment of conversational tones in multimedia instruction significantly influences student learning. This approach fosters a sense of social partnership with the narrator, thereby enhancing student engagement and effort. Additionally, a study by Guo et al. (2014) examining student engagement with MOOC videos reveals that increased speaking rates of narrators positively correlate with heightened student interest and engagement, a finding further supported by Brame (2016). Brame (2016) also posits that instructors can boost student engagement with educational videos by crafting content that is both relevant and resonant with the specific classroom environment and instructional aims. Consequently, a storyboard has been developed for the video, adhering to the aforementioned specifications. Figures 2.0 and 3.0 illustrate various scenes extracted from this storyboard. The entire storyboard comprises a total of 20 scenes. ![A group of white cards with text Description automatically generated](65b988732acf2_media/media/image2.png) Figure 2: Storyboard Scene 1 to Scene 6 ![A collage of a computer screen Description automatically generated](65b988732acf2_media/media/image3.png) Figure 3: Storyboard Scene 15 to Scene 20 **CONCLUSION AND RECOMMENDATION** This multimedia instructional video is a more innovative and interactive effort to update ZAWAF's method of providing information to potential Zakat applicants. It is designed to be a part of the Corporate Social Responsibility (CSR) efforts to reach the target group both on (UiTM Perlis students) and off campus (upper secondary school students) to educate and increase their awareness regarding the zakat services provided by ZAWAF. Guided by the video, potential applicants should be able to start the application process and understand the application procedure, ultimately reducing confusion, and frustration for both the applicants and the person responsible for the application. Not only that, knowing that UiTM does offer such services can give much-needed motivation to upper secondary high school students who have been hesitating about whether to pursue their tertiary education due to financial difficulties.  The zakat offered can reduce the burden on both students and parents while completing their studies. # Acknowledgements/Funding The authors would like to acknowledge the support of Universiti Teknologi Mara (UiTM), Cawangan Perlis for providing financial support on this research in the form of a research grant, Dana Komuniti Setempat (DKS). # Conflict of interest statement The authors agree that this research was conducted in a manner that did not infringe on any subject’s privacy, absence of any self-benefits, commercial or financial conflicts, and did not go against the interests of the received research grant. # Authors’ contributions # Listed below are the contributions of each author: # AUTHOR 1 1) # Funding Acquisition - Acquisition of The Financial Support for The Project Leading To This Publication. 2) # Project Administration - Management and Coordination Responsibility for The Research Activity Planning and Execution. 3) # Writing – Review & Editing - Preparation, Creation, and/or Presentation of The Published Work by Those from The Original Research Group, Specifically Critical Review, Commentary Or Revision – Including Pre- Or Post-Publication Stages. # # AUTHOR 2 1) **Conceptualization -** Ideas; formulation or evolution of overarching research goals and aims. 2) **Project Administration -** Management and coordination responsibility for the research activity planning and execution 3) **Writing – Original Draft Preparation -** Creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation # C. AUTHOR 3 1) # Methodology - Development or Design of Methodology; Creation of Models. 2) # Instructional Video Design and Development 3) # Writing – Original Draft Preparation, Creation, and/or Presentation of The Published Work, Specifically Writing the Initial Draft # # AUTHOR 4 1) **Investigation -** Conducting a research and investigation process, specifically performing the experiments, or data/evidence collection. 2) **Validation -** Verification, whether as a part of the activity or separate, of the overall replication/reproducibility of results/experiments and other research outputs. 3) **Writing – Original Draft Preparation -** Creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation). # AUTHOR 5 1) **Visualization -** Preparation, creation, and/or presentation of the published work, specifically visualization/data presentation. 2) **Resources -** Provision of study materials, reagents, materials, patients, laboratory samples, animals, instrumentation, computing resources, or other analysis tools. 3) **Writing – Original Draft Preparation -** Creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation). # # REFERENCES Bhardwaj, P. 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Retrieved September 21, 2022, from https://www.igi-global.com/dictionary/is-zakat-capable-of-alleviating-poverty-and-reducing-income inequality/89375\#:\~:text=1.,zakat%20aid%20collected %20from%20Muslims. 1. \* Corresponding author. *E-mail address*: (Please do not type or edit anything here, our editors will do the work for you)