Purpose – Balochistan, which makes up roughly 44 percent of Pakistan’s total land area, is home to 6 percent of the nation’s inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province’s educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual’s personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study’s goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology – A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consistedof 10 male and 14 female members. Findings – Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance – The study concludes that in addition to extracurricular activities and the teacher’s role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculumdevelopers, policymakers, and education leadership in developing more effective school disaster management plans. The results willalso clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.
{"title":"THE INCLUSION OF DISASTER RISK REDUCATION IN CLASSROOM AND EXTRA-CURRICULAR ACTIVITIES: A CASE OF RURAL BALOCHISTAN, PAKISTAN","authors":"Khadija Jaffar, Amjad Reba, Hazri Jamil, Seema Azeem, Muhammad Iqbal Khan","doi":"10.32890/mjli2024.21.1.5","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.5","url":null,"abstract":"Purpose – Balochistan, which makes up roughly 44 percent of Pakistan’s total land area, is home to 6 percent of the nation’s inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province’s educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual’s personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study’s goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities.\u0000Methodology – A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consistedof 10 male and 14 female members.\u0000Findings – Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics.\u0000Significance – The study concludes that in addition to extracurricular activities and the teacher’s role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculumdevelopers, policymakers, and education leadership in developing more effective school disaster management plans. The results willalso clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"73 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.1
D. Janan, Mohd Hafiz Mohamad Tarmizi, Punaji Setyosari, Norliza Jamaluddin, Siti Saniah Abu Bakar, Lin Chia Ying
Purpose – This study aims to develop a teaching model of the Malay language for non-native and foreign speakers in schools. Implementing this model can assist educators in teaching the Malay language to students who do not use it as their first language in everyday use. Methodology – This study used a qualitative approach to develop teaching models for non-native and foreign Malay speakers. Interviews were conducted with 27 teachers and 23 stakeholders who are experts in teaching the Malay language, especially in teaching non-native speakers. A prototype model was developed thematically as a result of interviews using ATLAS.ti 22. Further, the prototype model was used by ten teachers from primary, secondary, and international schools in their teaching. Findings – This study has succeeded in developing a model for teaching the Malay language to non-native speakers and foreigners that includes five elements: teaching strategies, individual differences, input, social, and motivation. This model strongly emphasises instruction involving interaction, communication, and bilateral relations as a medium for students’ language acquisition and meaningful input. Verbal interaction between teachers and students can stimulate and improve students’ language skills in learning Malay. Significance – This model can help teachers teach the Malay language to non-native speakers and foreigners with a greater focus onachieving learning objectives. This model is expected to expand the usage, cultivate interest, and facilitate teaching the Malay language in educational institutions.
{"title":"MODEL OF TEACHING MALAY LANGUAGE TO NON-NATIVE AND FOREIGN SPEAKER","authors":"D. Janan, Mohd Hafiz Mohamad Tarmizi, Punaji Setyosari, Norliza Jamaluddin, Siti Saniah Abu Bakar, Lin Chia Ying","doi":"10.32890/mjli2024.21.1.1","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.1","url":null,"abstract":"Purpose – This study aims to develop a teaching model of the Malay language for non-native and foreign speakers in schools. Implementing this model can assist educators in teaching the Malay language to students who do not use it as their first language in everyday use.\u0000Methodology – This study used a qualitative approach to develop teaching models for non-native and foreign Malay speakers. Interviews were conducted with 27 teachers and 23 stakeholders who are experts in teaching the Malay language, especially in teaching non-native speakers. A prototype model was developed thematically as a result of interviews using ATLAS.ti 22. Further, the prototype model was used by ten teachers from primary, secondary, and international schools in their teaching.\u0000Findings – This study has succeeded in developing a model for teaching the Malay language to non-native speakers and foreigners that includes five elements: teaching strategies, individual differences, input, social, and motivation. This model strongly emphasises instruction involving interaction, communication, and bilateral relations as a medium for students’ language acquisition and meaningful input. Verbal interaction between teachers and students can stimulate and improve students’ language skills in learning Malay.\u0000Significance – This model can help teachers teach the Malay language to non-native speakers and foreigners with a greater focus onachieving learning objectives. This model is expected to expand the usage, cultivate interest, and facilitate teaching the Malay language in educational institutions.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"124 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.2
Rachele Regalado
Purpose – Throughout the high school years, especially for senior high school (SHS) level, academic stress emerges as the prevalentpsychological state among students, particularly due to the simultaneous occurrence of adolescence and the increased intensityof academic obligations and responsibilities that must be fulfilled during this stage. As they approach college, they face the addedpressure of making important career-related choices, which further intensifies the challenges they encounter during this phase. Withclasses transitioning to online platforms as an alternative measure for schools during the SARS-CoV-2 outbreak in the Philippines, presented numerous challenges and difficulties, it is crucial to examine the academic stress and coping self-efficacy among SHS students during this transition period. Additionally, this study aimed to investigate the predictors of academic stress and coping self-efficacy utilizing the sociodemographic profile of the participants. Methodology – A descriptive research design was employed in the study. A total of 446 SHS students from Grade 11 to Grade 12 in one of the academic institutions in Quezon City were purposively selected to participate by answering two self-administered online measures on academic stress (Educational Stress Scale for Adolescents) and coping self-efficacy (Coping Self-Efficacy Scale). The collected data analyzed using SPSS v25. Findings – Results revealed that self-expectation (M = 3.65) and workload (M = 3.45) are the primary sources of academic stress, andSHS students are more confident utilizing problem-solving (M = 6.17) to cope with academic stress. Further, being female (P= 0.01), level (P = 0.08), and belonging to the HUMSS (Humanities and Social Sciences) strand (P = .08) increase stress scores. A significant negative correlation of -0.26 (95% CI:-0.35, -0.17) between stress and coping self-efficacy was also found, which suggests that as academic stress increases, coping self-efficacy decreases. Further, being a female, SHS2, and in the HUMSS strandtends to increase academic stress, while being a female who is unemployed and/or a mother whose working at home scores relatively low with coping self-efficacy. Significance – These findings have educational implications. It highlights the factors to be considered by offering guidance to counselors and educators in developing intervention programs, focusing on psychological well-being and skill enhancement that would help mitigate the adverse outcomes of this period of disruption.
{"title":"ACADEMIC STRESS AND COPING SELF-EFFICACY OF SENIOR HIGH SCHOOL STUDENTS ATTENDING DISTANCE LEARNING DURING SARS-COV-2 PANDEMIC","authors":"Rachele Regalado","doi":"10.32890/mjli2024.21.1.2","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.2","url":null,"abstract":"Purpose – Throughout the high school years, especially for senior high school (SHS) level, academic stress emerges as the prevalentpsychological state among students, particularly due to the simultaneous occurrence of adolescence and the increased intensityof academic obligations and responsibilities that must be fulfilled during this stage. As they approach college, they face the addedpressure of making important career-related choices, which further intensifies the challenges they encounter during this phase. Withclasses transitioning to online platforms as an alternative measure for schools during the SARS-CoV-2 outbreak in the Philippines, presented numerous challenges and difficulties, it is crucial to examine the academic stress and coping self-efficacy among SHS students during this transition period. Additionally, this study aimed to investigate the predictors of academic stress and coping self-efficacy utilizing the sociodemographic profile of the participants.\u0000Methodology – A descriptive research design was employed in the study. A total of 446 SHS students from Grade 11 to Grade 12 in one of the academic institutions in Quezon City were purposively selected to participate by answering two self-administered online measures on academic stress (Educational Stress Scale for Adolescents) and coping self-efficacy (Coping Self-Efficacy Scale). The collected data analyzed using SPSS v25.\u0000Findings – Results revealed that self-expectation (M = 3.65) and workload (M = 3.45) are the primary sources of academic stress, andSHS students are more confident utilizing problem-solving (M = 6.17) to cope with academic stress. Further, being female (P= 0.01), level (P = 0.08), and belonging to the HUMSS (Humanities and Social Sciences) strand (P = .08) increase stress scores. A significant negative correlation of -0.26 (95% CI:-0.35, -0.17) between stress and coping self-efficacy was also found, which suggests that as academic stress increases, coping self-efficacy decreases. Further, being a female, SHS2, and in the HUMSS strandtends to increase academic stress, while being a female who is unemployed and/or a mother whose working at home scores relatively low with coping self-efficacy.\u0000Significance – These findings have educational implications. It highlights the factors to be considered by offering guidance to counselors and educators in developing intervention programs, focusing on psychological well-being and skill enhancement that would help mitigate the adverse outcomes of this period of disruption.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"118 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.7
Nurul Hijja Mazlan, Wardatul Hayat Adnan, S. H. Ayub, Mohd Zaidi Zeki
Purpose –This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers’ perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context. Methodology –This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers’ absence of learning during the COVID-19 pandemic. Findings – Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers’ readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education. Significance – There is also a need for comprehensive remote instructional modules that consider socioecological actors – parentsand home climate; in the future and the enhanced instructional technology competency among preschool teachers.
{"title":"EXPLORING MISSING LEARNING PHENOMENON IN PRESCHOOL SETTINGS DURING COVID-19 PANDEMIC: TEACHERS’ PERSPECTIVES","authors":"Nurul Hijja Mazlan, Wardatul Hayat Adnan, S. H. Ayub, Mohd Zaidi Zeki","doi":"10.32890/mjli2024.21.1.7","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.7","url":null,"abstract":"Purpose –This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers’ perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context.\u0000Methodology –This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers’ absence of learning during the COVID-19 pandemic.\u0000Findings – Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers’ readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education.\u0000Significance – There is also a need for comprehensive remote instructional modules that consider socioecological actors – parentsand home climate; in the future and the enhanced instructional technology competency among preschool teachers. ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"107 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.8
Raymon P. Espaňola, Jerome A. Ouano
Purpose – Flexible learning is a delivery modality associated with positive outcomes, but its use at the height of the COVID-19 pandemic has been associated with dark student experiences, such as poor interest and dishonesty among students. To understand how and why many tertiary students lost their motivation and became disengaged in pandemic-era flexible learning, this qualitative research was designed. Methodology – A total of 27 tertiary students in five separate groups volunteered to be interviewed. A focus group discussion protocol was developed based on the propositions of Self-Determination Theory (SDT) and this protocol produced about eight hours of narrative data in audio form. The researcher performed thematic analysis to make sense of the transcriptions of the data, and the initial codes and themes were subjected to an external audit for purposes of methodological integrity. Findings – Eight need-thwarting behaviors of key social agents emerged, such as instructors’ rigid and negligent behaviors, peers’indifferent and selfish behaviors, and burdensome behaviors of people at home. These behaviors were tied to participants’ cognitiveappraisals of psychological need frustration that emerged in eight themes, which comprised having problems balancing school and home obligations, believing that outputs were misevaluated, and feelings of disconnection from peers. These appraisals could be related to seven themes of motivation and engagement issues reported by participants, notably amotivation, poor concentration, low effort, and dishonesty. Significance – The findings highlight the importance of addressing these need frustrations in order to improve tertiary students’ motivation and engagement in academic tasks delivered through flexible learning in higher education.
{"title":"UNDERSTANDING MOTIVATION LOSS AND BEHAVIORAL DISENGAGEMENT OF TERTIARY STUDENTS IN FLEXIBLE LEARNING: A SELF-DETERMINATION THEORY PERSPECTIVE","authors":"Raymon P. Espaňola, Jerome A. Ouano","doi":"10.32890/mjli2024.21.1.8","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.8","url":null,"abstract":"Purpose – Flexible learning is a delivery modality associated with positive outcomes, but its use at the height of the COVID-19 pandemic has been associated with dark student experiences, such as poor interest and dishonesty among students. To understand how and why many tertiary students lost their motivation and became disengaged in pandemic-era flexible learning, this qualitative research was designed.\u0000Methodology – A total of 27 tertiary students in five separate groups volunteered to be interviewed. A focus group discussion protocol was developed based on the propositions of Self-Determination Theory (SDT) and this protocol produced about eight hours of narrative data in audio form. The researcher performed thematic analysis to make sense of the transcriptions of the data, and the initial codes and themes were subjected to an external audit for purposes of methodological integrity.\u0000Findings – Eight need-thwarting behaviors of key social agents emerged, such as instructors’ rigid and negligent behaviors, peers’indifferent and selfish behaviors, and burdensome behaviors of people at home. These behaviors were tied to participants’ cognitiveappraisals of psychological need frustration that emerged in eight themes, which comprised having problems balancing school and home obligations, believing that outputs were misevaluated, and feelings of disconnection from peers. These appraisals could be related to seven themes of motivation and engagement issues reported by participants, notably amotivation, poor concentration, low effort, and dishonesty.\u0000Significance – The findings highlight the importance of addressing these need frustrations in order to improve tertiary students’ motivation and engagement in academic tasks delivered through flexible learning in higher education.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"108 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.6
Lijie Hao, Kun Tian, Umi Kalsum Mohd Salleh, Hai Leng Chin, Shigang Ge, Xinliang Cheng
Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with thisessential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the twoapproaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one highervocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test wereused to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators tocultivate talents in higher vocational education.
目的 - 随着全球和中国经济需求的不断变化，培养批判性思维和创造力已成为社会和经济发展的当务之急。然而，当代教育实践并未跟上这一基本需求。本研究探讨了基于项目的学习和基于项目的翻转课堂对高职院校批判性思维和创造力的影响。此外，本研究还深入探讨了两种方法之间的差异并进行了比较分析。研究采用聚类抽样法，从山西地区一所高职院校的 120 名受访者中收集数据。使用恩尼斯-韦尔批判性思维测验和地区创造力测验收集数据，以便进一步分析。数据分析采用协方差分析（ANCOVA）和配对样本 t 检验。配对样本 t 检验用于检验两种教学方法的效果，而方差分析则用于比较两种方法之间的差异。研究结果 - 结果表明，基于项目的学习和翻转课堂显著影响了批判性思维和创造力。意义--本研究从理论上将课堂活动与高阶思维能力相结合，指导教师和教育工作者在高等职业教育中培养人才。
{"title":"THE EFFECT OF PROJECT-BASED LEARNING AND PROJECTBASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY FOR BUSINESS ENGLISH COURSE AT HIGHER VOCATIONAL COLLEGES","authors":"Lijie Hao, Kun Tian, Umi Kalsum Mohd Salleh, Hai Leng Chin, Shigang Ge, Xinliang Cheng","doi":"10.32890/mjli2024.21.1.6","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.6","url":null,"abstract":"Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with thisessential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the twoapproaches.\u0000Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one highervocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test wereused to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined.\u0000Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy.\u0000Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators tocultivate talents in higher vocational education.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"102 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.9
Anwar Farhan Mohamad Marzaini, Shahazwan Mat Yusoff, Noorhayati Zakaria, Mohamad Helme Basal, Wan Nurul Elia Haslee Sharil, Kaarthiyany Supramaniam
Purpose – Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL)education in Malaysia. The current study aimed to investigate the ESL teachers’ practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology – Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews,classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of theMalaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at thesecondary level. The data collected were analyzed through thematic analysis procedures. Findings – This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observedin teachers’ practices during the implementation phase. Despite employing various assessment methods, teachers predominantlyleaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learningobjectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students’ diverse capabilities.At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students’ grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance – This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities.
{"title":"A DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES","authors":"Anwar Farhan Mohamad Marzaini, Shahazwan Mat Yusoff, Noorhayati Zakaria, Mohamad Helme Basal, Wan Nurul Elia Haslee Sharil, Kaarthiyany Supramaniam","doi":"10.32890/mjli2024.21.1.9","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.9","url":null,"abstract":"Purpose – Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL)education in Malaysia. The current study aimed to investigate the ESL teachers’ practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements.\u0000Methodology – Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews,classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of theMalaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at thesecondary level. The data collected were analyzed through thematic analysis procedures.\u0000Findings – This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observedin teachers’ practices during the implementation phase. Despite employing various assessment methods, teachers predominantlyleaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learningobjectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students’ diverse capabilities.At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students’ grades and marks to determine the mastery levels, thus corroborating with the examoriented practices.\u0000Significance – This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"109 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.4
J. P. Mairing, Pancarita, Henry Aritonang
Purpose – Ethnomathematics are used in motifs by the Dayak Ngaju Tribe in Central Kalimantan. The motifs contain someEthnomathematical objects and concepts for Geometry and values. Therefore, this study aimed to describe the motifs based onmathematical objects and concepts of Geometry and value viewed from ethnomathematics aspects. Methodology – This study used a qualitative approach with an ethnography method. The researchers collected information fromdocuments and books. They conducted in-depth observations and interviews with the subjects regarding the culture of the Dayak Ngaju people who reside downstream of the Kahayan River in Central Kalimantan. The subjects were a Dayak Ngaju craftsman and a priest of the Hindu Kaharingan community. The motifs consist of tingang, dandang tingang, jata, batang garing, tanduk muang, buntut kakupu gajah, taya tree and rambunan tambun. Findings – The motifs contain some mathematical objects and concepts. Mathematical objects are created as circles, batang garingand jata motifs, and a six-sided shape in the tanduk muang motif. The concept is the geometric transformations, namely in the mdandang tingang and tanduk muang motifs the reflection in the motifs of tingang, batang garing, tanduk muang and taya tree. The on point (0,0) in the motifs of buntut kakupu gajah and taya tree, and the translation in the motif of jata. Significance – The study provides some mathematical objects and concepts in the motifs of the Dayak Ngaju tribe in Central Kalimantan. Students learning those objects and concepts should be related to their culture, namely the motifs, and they should acquire the values in such learning. Ethnomathematics plays an important role among Dayak Ngaju people in understanding mathematics concepts such as Geometry and values.
{"title":"ETHNOMATHEMATICAL ASPECTS OF LEARNING GEOMETRY AND VALUES RELATED TO THE MOTIFS USED BY THE DAYAK NGAJU TRIBE IN CENTRAL KALIMANTAN","authors":"J. P. Mairing, Pancarita, Henry Aritonang","doi":"10.32890/mjli2024.21.1.4","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.4","url":null,"abstract":"Purpose – Ethnomathematics are used in motifs by the Dayak Ngaju Tribe in Central Kalimantan. The motifs contain someEthnomathematical objects and concepts for Geometry and values. Therefore, this study aimed to describe the motifs based onmathematical objects and concepts of Geometry and value viewed from ethnomathematics aspects.\u0000Methodology – This study used a qualitative approach with an ethnography method. The researchers collected information fromdocuments and books. They conducted in-depth observations and interviews with the subjects regarding the culture of the Dayak Ngaju people who reside downstream of the Kahayan River in Central Kalimantan. The subjects were a Dayak Ngaju craftsman and a priest of the Hindu Kaharingan community. The motifs consist of tingang, dandang tingang, jata, batang garing, tanduk muang, buntut kakupu gajah, taya tree and rambunan tambun.\u0000Findings – The motifs contain some mathematical objects and concepts. Mathematical objects are created as circles, batang garingand jata motifs, and a six-sided shape in the tanduk muang motif. The concept is the geometric transformations, namely in the mdandang tingang and tanduk muang motifs the reflection in the motifs of tingang, batang garing, tanduk muang and taya tree. The on point (0,0) in the motifs of buntut kakupu gajah and taya tree, and the translation in the motif of jata.\u0000Significance – The study provides some mathematical objects and concepts in the motifs of the Dayak Ngaju tribe in Central Kalimantan. Students learning those objects and concepts should be related to their culture, namely the motifs, and they should acquire the values in such learning. Ethnomathematics plays an important role among Dayak Ngaju people in understanding mathematics concepts such as Geometry and values.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"118 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose – This comparative study sought to identify best practices concerning symbolic mathematical communication between primary school teachers and students in Japanese, Laotian, and Thai classrooms. Method – The target groups were 18 teachers and 671 students in Grade 1 to Grade 6 mathematics classrooms in Japan, Lao PDR, and Thailand. A total of 18 classrooms were inspected, one from each grade; thus, the unit of analysis was a classroom. Research instruments included a video recorder, a camera, and field notes. The data was gathered by videotaping, photographing, and taking notes. A descriptive analytics method was used to examine the data, following Pirie's mathematical communication framework (Pirie, 1998). Findings – Based on cultural norms and educational approaches in each country, the country-specific practices of symbolic communication were found to differ significantly among the mathematics teachers from the three countries. Owing to the education system in Japan placing a strong emphasis on discipline and respect, their teachers were found to focus on students’ symbolic explanations, particularly allowing students to elaborate on the meaning of complex mathematical ideas and concepts using symbolic communication. Laotian teachers tended to explain the answers using symbolic mathematical communication. This is because the country-specific practices in the Laotian local context concerning mathematical concepts are contextualized to relate to students’ daily lives and experiences, making abstract symbols more meaningful. Finally, Thai teachers were found to focus on the students’ answers rather than the learning process or operations. This suggests that Thai teachers often focus on memorising and repeating of mathematical procedures and formulas. Significance – The study findings offer a substantial understanding of the role of culture in education by investigating symbolic communication in mathematics classrooms in Japan, Laos, and Thailand. This implies the potential to improve teaching practices,enhance student learning experiences, and promote cultural sensitivity and inclusion in educational settings.
{"title":"THE INVESTIGATION OF BEST PRACTICES ON SYMBOLIC MATHEMATICAL COMMUNICATION: A COMPARATIVE STUDY IN JAPAN, LAO PDR, AND THAILAND","authors":"Sampan Thinwiangthong, Duangmanee Ya-amphan, Phailath Sythong, Hiroki Ishizaka","doi":"10.32890/mjli2024.21.1.3","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.3","url":null,"abstract":"Purpose – This comparative study sought to identify best practices concerning symbolic mathematical communication between primary school teachers and students in Japanese, Laotian, and Thai classrooms.\u0000Method – The target groups were 18 teachers and 671 students in Grade 1 to Grade 6 mathematics classrooms in Japan, Lao PDR, and Thailand. A total of 18 classrooms were inspected, one from each grade; thus, the unit of analysis was a classroom. Research instruments included a video recorder, a camera, and field notes. The data was gathered by videotaping, photographing, and taking notes. A descriptive analytics method was used to examine the data, following Pirie's mathematical communication framework (Pirie, 1998).\u0000Findings – Based on cultural norms and educational approaches in each country, the country-specific practices of symbolic communication were found to differ significantly among the mathematics teachers from the three countries. Owing to the education system in Japan placing a strong emphasis on discipline and respect, their teachers were found to focus on students’ symbolic explanations, particularly allowing students to elaborate on the meaning of complex mathematical ideas and concepts using symbolic communication. Laotian teachers tended to explain the answers using symbolic mathematical communication. This is because the country-specific practices in the Laotian local context concerning mathematical concepts are contextualized to relate to students’ daily lives and experiences, making abstract symbols more meaningful. Finally, Thai teachers were found to focus on the students’ answers rather than the learning process or operations. This suggests that Thai teachers often focus on memorising and repeating of mathematical procedures and formulas.\u0000Significance – The study findings offer a substantial understanding of the role of culture in education by investigating symbolic communication in mathematics classrooms in Japan, Laos, and Thailand. This implies the potential to improve teaching practices,enhance student learning experiences, and promote cultural sensitivity and inclusion in educational settings.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"106 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.32890/mjli2024.21.1.10
Marzia Shurovi, Mohamad Fadhili Yahaya, Hafizah Hajimia, Md Kamrul Hasan
Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation. Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation.
{"title":"FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW","authors":"Marzia Shurovi, Mohamad Fadhili Yahaya, Hafizah Hajimia, Md Kamrul Hasan","doi":"10.32890/mjli2024.21.1.10","DOIUrl":"https://doi.org/10.32890/mjli2024.21.1.10","url":null,"abstract":"Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022.\u0000Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation.\u0000Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research.\u0000Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation. ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"124 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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