Pub Date : 2023-07-31DOI: 10.32890/mjli2023.20.2.4
Kemanya Karbono, Zamroni, Sumarno
Purpose - A sublime social attitude (brahmavihāra) has been identified as a crucial aspect of Buddhist Education (BE) for fostering prosocial behavior. Therefore, this study aims to construct and establish the validity of a sublime social attitude scale for prospective teachers of BE, as well as to detect social desirability bias (SDB). Methodology – This is a development research through a survey method using a quantitative approach that produces a scale to measure the brahmavihāra of prospective Buddhist education teachers. The content validity was quantitatively analysed by calculating and comparing three statistical methods for item relevance, namely content validity index, binomial test, and asymmetric score confidence nterval, based on the evaluation of nine experts. Furthermore, empirical testing was conducted using second-order confirmatory factor analysis (CFA) with 233 respondents from a population 1012. The identification of item susceptibility to SDB was carried out through qualitative rating by three raters on a draft of a sublime social attitude scale and empirically confirmed by CFA. Findings - The results showed that brahmavihāra, a psychological attribute consisting of four dimensions, namely loving-kindness,compassion, sympathetic joy, and equanimity, were empirically proven by CFA. Empirical testing resulted in 24 valid items having afit model with the goodness of fit criteria fulfilled. Further, five items were identified by the experts as potentially vulnerable to SDB, and only one was empirically confirmed to be vulnerable based on the CFA. Significance - The instrument developed in this study could serve as an effective assessment tool for BE instructors and a psychological scale for other stakeholders to measure brahmavihāra in the recruitment of BE teachers.
{"title":"PSYCHOMETRIC PROPERTIES OF A SUBLIME SOCIAL ATTITUDE SCALE FOR PROSPECTIVE OF BUDDHIST EDUCATION TEACHERS","authors":"Kemanya Karbono, Zamroni, Sumarno","doi":"10.32890/mjli2023.20.2.4","DOIUrl":"https://doi.org/10.32890/mjli2023.20.2.4","url":null,"abstract":"Purpose - A sublime social attitude (brahmavihāra) has been identified as a crucial aspect of Buddhist Education (BE) for fostering prosocial behavior. Therefore, this study aims to construct and establish the validity of a sublime social attitude scale for prospective teachers of BE, as well as to detect social desirability bias (SDB).\u0000Methodology – This is a development research through a survey method using a quantitative approach that produces a scale to measure the brahmavihāra of prospective Buddhist education teachers. The content validity was quantitatively analysed by calculating and comparing three statistical methods for item relevance, namely content validity index, binomial test, and asymmetric score confidence nterval, based on the evaluation of nine experts. Furthermore, empirical testing was conducted using second-order confirmatory factor analysis (CFA) with 233 respondents from a population 1012. The identification of item susceptibility to SDB was carried out through qualitative rating by three raters on a draft of a sublime social attitude scale and empirically confirmed by CFA.\u0000Findings - The results showed that brahmavihāra, a psychological attribute consisting of four dimensions, namely loving-kindness,compassion, sympathetic joy, and equanimity, were empirically proven by CFA. Empirical testing resulted in 24 valid items having afit model with the goodness of fit criteria fulfilled. Further, five items were identified by the experts as potentially vulnerable to SDB, and only one was empirically confirmed to be vulnerable based on the CFA.\u0000Significance - The instrument developed in this study could serve as an effective assessment tool for BE instructors and a psychological scale for other stakeholders to measure brahmavihāra in the recruitment of BE teachers.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132440015","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 : 2023-07-31DOI: 10.32890/mjli2023.20.2.5
Sarah Meilani Fadillah, M. Ha, E. Nuraeni, N. Y. Indriyanti
Purpose – Researchers discovered that when students were given the opportunity to change their answers, a majority changed theirresponses from incorrect to correct, and this change often increased the overall test results. What prompts students to modify theiranswers? This study aims to examine the modification of scientific reasoning test, with additional exploration on confidence accuracyand its relation to item difficulty. Methodology –A set of pre-test and post-test experiments which included 20 items of scientific reasoning test with confidencejudgement on each item were used. The items of the instruments were assessed for their validity by analysing their psychometric properties using the three-parameter (3PL) Item Response Theory, which was carried out in R studio. The set of items were randomly administered to 205 Indonesian undergraduate students with a background in science education related major. The accuracy of confidence was determined by categorising correct or incorrect answers to scientific reasoning questions based on their level of confidence. Findings –The results revealed that responses were modified more frequently from incorrect to correct than from correct to incorrect,resulting in a significant gain in overall scientific reasoning score although these modifications were not shown to be connected to theitem’s difficulty level. Even though confidence level also increased significantly, it was observed that Indonesian students repeatedlyresponded with overconfidence even after sitting for the same test after three weeks, which could indicate a lack of metacognitive ability. The findings of this study serve to spur educators to begin actively engaging in metacognitive training in their teaching and learning activities as a result of overconfidence that frequently occurs among Indonesian students in examinations. Significance –This study provides further substantiation in the field of scientific reasoning and cognitive science; that a trend of confidence accuracy change in scientific reasoning test has been observed. It also contributes to uncovering the true ability of Indonesian students when performing such reasoning tests through their repeated attempts.
{"title":"EXPLORING CONFIDENCE ACCURACY AND ITEM DIFFICULTY IN CHANGING MULTIPLE-CHOICE ANSWERS OF SCIENTIFIC REASONING TEST","authors":"Sarah Meilani Fadillah, M. Ha, E. Nuraeni, N. Y. Indriyanti","doi":"10.32890/mjli2023.20.2.5","DOIUrl":"https://doi.org/10.32890/mjli2023.20.2.5","url":null,"abstract":"Purpose – Researchers discovered that when students were given the opportunity to change their answers, a majority changed theirresponses from incorrect to correct, and this change often increased the overall test results. What prompts students to modify theiranswers? This study aims to examine the modification of scientific reasoning test, with additional exploration on confidence accuracyand its relation to item difficulty.\u0000Methodology –A set of pre-test and post-test experiments which included 20 items of scientific reasoning test with confidencejudgement on each item were used. The items of the instruments were assessed for their validity by analysing their psychometric properties using the three-parameter (3PL) Item Response Theory, which was carried out in R studio. The set of items were randomly administered to 205 Indonesian undergraduate students with a background in science education related major. The accuracy of confidence was determined by categorising correct or incorrect answers to scientific reasoning questions based on their level of confidence.\u0000Findings –The results revealed that responses were modified more frequently from incorrect to correct than from correct to incorrect,resulting in a significant gain in overall scientific reasoning score although these modifications were not shown to be connected to theitem’s difficulty level. Even though confidence level also increased significantly, it was observed that Indonesian students repeatedlyresponded with overconfidence even after sitting for the same test after three weeks, which could indicate a lack of metacognitive ability. The findings of this study serve to spur educators to begin actively engaging in metacognitive training in their teaching and learning activities as a result of overconfidence that frequently occurs among Indonesian students in examinations.\u0000Significance –This study provides further substantiation in the field of scientific reasoning and cognitive science; that a trend of confidence accuracy change in scientific reasoning test has been observed. It also contributes to uncovering the true ability of Indonesian students when performing such reasoning tests through their repeated attempts.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125711879","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 : 2023-07-31DOI: 10.32890/mjli2023.20.2.3
Nurul Fitriah Alias, Rafiza Abdul Razak
Purpose - Technology has revolutionized education, leading to innovative learning techniques like microlearning. Microlearningis gaining popularity in higher education and corporate settings for its student-centred approach and well-planned modules. However,its pedagogical design is complex, requiring a systematic review of studies to identify effective practices. The purpose of this study is to conduct a systematic literature review to identify effective practices of microlearning in teaching and learning in higher education between 2014 and 2023. The study aims to analyse the pedagogical design of microlearning in educational settings. Methodology - The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.A systematic literature review was conducted to identify, evaluate, interpret, and analyse available studies on the practices of microlearning. The analysis focused on the research question and identified themes related to the pedagogical design of microlearning. Findings - The analysis revealed two final themes: the design of microlearning content and instructional flow. The design of microlearning content focused on developing microlearning material, while instructional flow focused on organizing content learning.These findings provide insights into effective practices for curriculum designers and instructors in designing and developing microlearning strategies in teaching and learning. Significance - The findings of this study have significant implications for educators and curriculum designers. The study highlights theimportance of considering both the design of microlearning content and instructional flow in creating engaging and effective microlearning experiences for students in higher education. By incorporating these findings, educators and curriculum designers can enhance the quality of microlearning strategies in teaching and learning.
{"title":"EXPLORING THE PEDAGOGICAL ASPECTS OF MICROLEARNING IN EDUCATIONAL SETTINGS: A SYSTEMATIC LITERATURE REVIEW","authors":"Nurul Fitriah Alias, Rafiza Abdul Razak","doi":"10.32890/mjli2023.20.2.3","DOIUrl":"https://doi.org/10.32890/mjli2023.20.2.3","url":null,"abstract":"Purpose - Technology has revolutionized education, leading to innovative learning techniques like microlearning. Microlearningis gaining popularity in higher education and corporate settings for its student-centred approach and well-planned modules. However,its pedagogical design is complex, requiring a systematic review of studies to identify effective practices. The purpose of this study is to conduct a systematic literature review to identify effective practices of microlearning in teaching and learning in higher education between 2014 and 2023. The study aims to analyse the pedagogical design of microlearning in educational settings.\u0000Methodology - The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.A systematic literature review was conducted to identify, evaluate, interpret, and analyse available studies on the practices of microlearning. The analysis focused on the research question and identified themes related to the pedagogical design of microlearning.\u0000Findings - The analysis revealed two final themes: the design of microlearning content and instructional flow. The design of microlearning content focused on developing microlearning material, while instructional flow focused on organizing content learning.These findings provide insights into effective practices for curriculum designers and instructors in designing and developing microlearning strategies in teaching and learning.\u0000Significance - The findings of this study have significant implications for educators and curriculum designers. The study highlights theimportance of considering both the design of microlearning content and instructional flow in creating engaging and effective microlearning experiences for students in higher education. By incorporating these findings, educators and curriculum designers can enhance the quality of microlearning strategies in teaching and learning.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"379 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114003918","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 : 2023-07-31DOI: 10.32890/mjli2023.20.2.2
Lingling Wong, Ying Ying Tiong, Poh Kiong Tee, B. Chan
Purpose – The present study explores a tricomponent attitude model for “forced” online learning applied in the post-Covid era following the online learning transition. The study aims to provide a reference for future practitioners in the event a similar crisis results in the mandatory transition towards this study mode again. Methodology – Following the guideline for judgmental sampling, a total of 156 valid responses were collected from Malaysian undergraduate students via an online questionnaire from Google Forms. The respondents’ profiles were computed using the Statistical Package for the Social Sciences (SPSS) version 21.0, while Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to validate the measurement model, structural model, and mediation model for hypothesis testing. Findings – The findings demonstrate that perceived usefulness (PU) is insignificant when online learning is the only feasiblelearning strategy. Technical system quality (TSQ) was found to be positively related to perceived ease of use (PEU), attitude (ATT),and student satisfaction, while quality of content (QC) was found to be positively related to PEU and student satisfaction. The remaining hypotheses were rejected. These findings are expected to transform various student attitude, leading to the cognitive components of PEU and PU and ultimately contributing to student satisfaction. In line with the government’s desire to transform digital education in higher education, TSQ and QC constitute a framework for shaping the affective components of students’ attitude. Attitude, in turn, drives students’ PEU and PU, which are two critical factors of the Technology Acceptance Model that serve as the main determinants of student satisfaction. Significance – The study demonstrates that instructors can use a variety of strategies to increase student satisfaction with onlineeducation, which can be beneficial even in the post-Covid era. The findings can aid education providers in implementing necessarychanges to improve online learning for their students in the future. In addition, the study reveals that through the pandemic, studentshave become more resilient and have begun to value online learning, highlighting the importance of considering the long-term effects of online learning on student satisfaction.
{"title":"EXPLORING A TRICOMPONENT ATTITUDE MODEL FOR THE APPLICATION OF “FORCED” ONLINE LEARNING IN THE POST-COVID ERA","authors":"Lingling Wong, Ying Ying Tiong, Poh Kiong Tee, B. Chan","doi":"10.32890/mjli2023.20.2.2","DOIUrl":"https://doi.org/10.32890/mjli2023.20.2.2","url":null,"abstract":"Purpose – The present study explores a tricomponent attitude model for “forced” online learning applied in the post-Covid era following the online learning transition. The study aims to provide a reference for future practitioners in the event a similar crisis results in the mandatory transition towards this study mode again.\u0000Methodology – Following the guideline for judgmental sampling, a total of 156 valid responses were collected from Malaysian undergraduate students via an online questionnaire from Google Forms. The respondents’ profiles were computed using the Statistical Package for the Social Sciences (SPSS) version 21.0, while Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to validate the measurement model, structural model, and mediation model for hypothesis testing.\u0000Findings – The findings demonstrate that perceived usefulness (PU) is insignificant when online learning is the only feasiblelearning strategy. Technical system quality (TSQ) was found to be positively related to perceived ease of use (PEU), attitude (ATT),and student satisfaction, while quality of content (QC) was found to be positively related to PEU and student satisfaction. The remaining hypotheses were rejected. These findings are expected to transform various student attitude, leading to the cognitive components of PEU and PU and ultimately contributing to student satisfaction. In line with the government’s desire to transform digital education in higher education, TSQ and QC constitute a framework for shaping the affective components of students’ attitude. Attitude, in turn, drives students’ PEU and PU, which are two critical factors of the Technology Acceptance Model that serve as the main determinants of student satisfaction.\u0000Significance – The study demonstrates that instructors can use a variety of strategies to increase student satisfaction with onlineeducation, which can be beneficial even in the post-Covid era. The findings can aid education providers in implementing necessarychanges to improve online learning for their students in the future. In addition, the study reveals that through the pandemic, studentshave become more resilient and have begun to value online learning, highlighting the importance of considering the long-term effects of online learning on student satisfaction.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129077205","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 : 2023-07-31DOI: 10.32890/mjli2023.20.2.1
Rosna Awang-Hashim, N. Yusof, Abderrahim Benlahcene, A. Kaur, S. S. Suppiah Shanmugam
Purpose - Collaborative learning has been increasingly recognized as an effective approach to promote students’ success in highereducation. To better understand the factors that contribute to successful collaborative learning, this study applied the Biggs’ presage-processproduct (3P) general model of learning to investigate the role of teaching quality, student-faculty interaction, and relatedness as presage factors, collaborative learning as process factor, and reflective and integrative learning and higher-order thinking as product factors. Methodology - A cross-sectional approach was applied in this study, which included 1,892 Malaysian undergraduates. The study usedthe Quality of University Learning Experience (QULEX) survey to measure various constructs. First, confirmatory factor analysis(CFA) was conducted to establish the psychometric properties of the instruments. Thereafter, structural equation modeling (SEM) wasemployed to evaluate the latent variables relationships. Findings - Based on the findings, collaborative learning fully mediated the prediction of student-faculty interaction, teachingquality, and relatedness on reflective and integrative learning and higher-order thinking. Significance - These findings suggest that collaborative learning with social components and effective teaching maximize students’ learning activities, and they should be fostered in academic institutions to improve students’ academic success. Implications for improving teaching and learning are also discussed in this paper.
{"title":"COLLABORATIVE LEARNING IN TERTIARY EDUCATION CLASSROOMS : WHAT DOES IT ENTAIL?","authors":"Rosna Awang-Hashim, N. Yusof, Abderrahim Benlahcene, A. Kaur, S. S. Suppiah Shanmugam","doi":"10.32890/mjli2023.20.2.1","DOIUrl":"https://doi.org/10.32890/mjli2023.20.2.1","url":null,"abstract":"Purpose - Collaborative learning has been increasingly recognized as an effective approach to promote students’ success in highereducation. To better understand the factors that contribute to successful collaborative learning, this study applied the Biggs’ presage-processproduct (3P) general model of learning to investigate the role of teaching quality, student-faculty interaction, and relatedness as presage factors, collaborative learning as process factor, and reflective and integrative learning and higher-order thinking as product factors.\u0000Methodology - A cross-sectional approach was applied in this study, which included 1,892 Malaysian undergraduates. The study usedthe Quality of University Learning Experience (QULEX) survey to measure various constructs. First, confirmatory factor analysis(CFA) was conducted to establish the psychometric properties of the instruments. Thereafter, structural equation modeling (SEM) wasemployed to evaluate the latent variables relationships.\u0000Findings - Based on the findings, collaborative learning fully mediated the prediction of student-faculty interaction, teachingquality, and relatedness on reflective and integrative learning and higher-order thinking.\u0000Significance - These findings suggest that collaborative learning with social components and effective teaching maximize students’ learning activities, and they should be fostered in academic institutions to improve students’ academic success. Implications for improving teaching and learning are also discussed in this paper.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122658800","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 : 2023-01-10DOI: 10.32890/mjli2023.20.1.1
Haswani Dzul, Z. Hussin, A. M. Sulaiman
Purpose – The purpose of this study was to determine the relationship between trust, professional learning community, and self-efficacy. Methodology - This study used a quantitative approach via a survey that consists of 47 items to collect relevant data. This survey included 112 primary schools with 642 Malaysian Islamic Education teachers. A multilevel analysis was carried out to find out the effect of the group level variables (trust and professional learning community) towards the individual level variable (self-efficacy). Whereas, the mediator test uses the Monte Carlo bootstrapping method. Findings - Findings of the study suggests that the professional learning community mediates the relationship between trust and self-efficacy. Significance - The results of this study showed that the professional learning community is the most important element in determining teacher self-efficacy. The outcomes of this study should also assist administrators in maintaining the professional learning community in schools so that it can work more efficiently and effectively. Keywords: Trust, Professional Learning Community, Self-Efficacy
{"title":"THE EFFECT OF PROFESSIONAL LEARNING COMMUNITY MEDIATORS ON TRUST AND SELF-EFFICACY OF ISLAMIC EDUCATION TEACHERS IN MALAYSIA","authors":"Haswani Dzul, Z. Hussin, A. M. Sulaiman","doi":"10.32890/mjli2023.20.1.1","DOIUrl":"https://doi.org/10.32890/mjli2023.20.1.1","url":null,"abstract":"Purpose – The purpose of this study was to determine the relationship between trust, professional learning community, and self-efficacy.\u0000Methodology - This study used a quantitative approach via a survey that consists of 47 items to collect relevant data. This survey included 112 primary schools with 642 Malaysian Islamic Education teachers. A multilevel analysis was carried out to find out the effect of the group level variables (trust and professional learning community) towards the individual level variable (self-efficacy). Whereas, the mediator test uses the Monte Carlo bootstrapping method.\u0000Findings - Findings of the study suggests that the professional learning community mediates the relationship between trust and self-efficacy.\u0000Significance - The results of this study showed that the professional learning community is the most important element in determining teacher self-efficacy. The outcomes of this study should also assist administrators in maintaining the professional learning community in schools so that it can work more efficiently and effectively.\u0000Keywords: Trust, Professional Learning Community, Self-Efficacy","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077916","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 : 2023-01-10DOI: 10.32890/mjli2023.20.1.4
Rosnani Hashim, Abdulmajid Mohammed Abdulwahab Aldaba, Mohamed Aslam M.Haneef, M. Noordin
Purpose - The importance of the affective domain in holistic human development, in particular empathy, is an increasing concern today especially after the Covid-19 pandemic. The purpose of this study was threefold: (i) to investigate the attitudes of school students toward competencies associated with human consciousness; (ii) to validate the psychometric properties of the model of Malaysian school students’ empathy, and (iii) to examine the influence of school students’ selfefficacy, emotion regulation, sense of belonging and problem-solving on their empathy. Methodology - Using a quantitative survey approach, data were collected from 911 students drawn from 10 schools throughoutMalaysia using a four-point Likert scale instrument. The study employed variance-based SEM by using Smart-PLS to achieve theobjectives. First, the measurement model was employed to test the psychometric properties (such as convergent validity, divergentvalidity, and reliability) for all constructs. Second, the structural model was conducted to test the direct and indirect hypothesizedrelationship. Results - The measurement model provided evidence for the convergent and discriminant validity of the study constructs. The hypothesized structural model exhibited that three out of the four constructs, i.e., emotion regulation, sense of belonging and problem-solving have a direct influence on Malaysian school students’ empathy. Furthermore, emotion regulation showed a mediating role in the relationship between the exogenous variables (sense of belonging and problemsolving) and students’ empathy. The model explained 58.6 percent of the variance in the Malaysian school students’ empathy. Significance - This study is a pioneering work in Malaysia. With the identification of the factors that influence Malaysian school students’ empathy, i.e., students’ emotion regulation, sense of belonging and problem-solving, more effective support and interventions can be provided by teachers and the Ministry of Education to help in enhancing school students’ empathy.
{"title":"PARTIAL LEAST SQUARES MODELLING OF FACTORS INFLUENCING EMPATHY AMONG MALAYSIAN SECONDARY SCHOOL STUDENTS","authors":"Rosnani Hashim, Abdulmajid Mohammed Abdulwahab Aldaba, Mohamed Aslam M.Haneef, M. Noordin","doi":"10.32890/mjli2023.20.1.4","DOIUrl":"https://doi.org/10.32890/mjli2023.20.1.4","url":null,"abstract":"Purpose - The importance of the affective domain in holistic human development, in particular empathy, is an increasing concern today especially after the Covid-19 pandemic. The purpose of this study was threefold: (i) to investigate the attitudes of school students toward competencies associated with human consciousness; (ii) to validate the psychometric properties of the model of Malaysian school students’ empathy, and (iii) to examine the influence of school students’ selfefficacy, emotion regulation, sense of belonging and problem-solving on their empathy.\u0000Methodology - Using a quantitative survey approach, data were collected from 911 students drawn from 10 schools throughoutMalaysia using a four-point Likert scale instrument. The study employed variance-based SEM by using Smart-PLS to achieve theobjectives. First, the measurement model was employed to test the psychometric properties (such as convergent validity, divergentvalidity, and reliability) for all constructs. Second, the structural model was conducted to test the direct and indirect hypothesizedrelationship.\u0000Results - The measurement model provided evidence for the convergent and discriminant validity of the study constructs. The hypothesized structural model exhibited that three out of the four constructs, i.e., emotion regulation, sense of belonging and problem-solving have a direct influence on Malaysian school students’ empathy. Furthermore, emotion regulation showed a mediating role in the relationship between the exogenous variables (sense of belonging and problemsolving) and students’ empathy. The model explained 58.6 percent of the variance in the Malaysian school students’ empathy.\u0000Significance - This study is a pioneering work in Malaysia. With the identification of the factors that influence Malaysian school students’ empathy, i.e., students’ emotion regulation, sense of belonging and problem-solving, more effective support and interventions can be provided by teachers and the Ministry of Education to help in enhancing school students’ empathy.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121862502","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 : 2023-01-10DOI: 10.32890/mjli2023.20.1.5
S. Teoh, Farhana Shukor, Lilian Anthonysamy
Purpose – Pre-service teachers, who are practising teachers are exposed to numerous technical skills at university. Studies on theuse of technology on pre-service teachers’ self-confidence are still in their infancy, despite the abundance of studies addressing pre-service teachers’ intention to utilise technology in online learning. Therefore, this study seeks to investigate pre-service teachers’ use of technology and their confidence in handling online classes effectively. Methodology – A survey was conducted on 93 teachers at two randomly selected universities in Malaysia during the early stages of the COVID-19 pandemic (March-May 2020) through online data collection. A five-point Likert scale-adapted questionnaire on preservice teachers’ perceptions of technology use, effort, and confidence was administered to the respondents. The questionnaire was validated by three experts and data were analysed empirically using structural equation modelling-partial least-squares analysis. Findings – According to the study’s findings, pre-service teachers held that technology was a great tool for online instruction and thatpeer contact helped them broaden their understanding about teaching. Despite this, there was no significant correlation between the use of technology and pre-service teachers’ self-confidence. Nevertheless, the effort factor was found to mediate between pre-service teachers’ confidence and technology. Significance – The results of this study provide important findings; that pre-service teachers could train their minds to put forth specific effort, such as increasing their interpersonal experience to support and enhance their online teaching. This in turn could help pre-service teachers in preparing to embark on technology-related activities to enable them to work with students more frequently and to support and enhance online education.
{"title":"FACTORS INFLUENCING PRE-SERVICE TEACHERS' SELF-CONFIDENCE IN TEACHING DURING THE COVID-19 PANDEMIC","authors":"S. Teoh, Farhana Shukor, Lilian Anthonysamy","doi":"10.32890/mjli2023.20.1.5","DOIUrl":"https://doi.org/10.32890/mjli2023.20.1.5","url":null,"abstract":"Purpose – Pre-service teachers, who are practising teachers are exposed to numerous technical skills at university. Studies on theuse of technology on pre-service teachers’ self-confidence are still in their infancy, despite the abundance of studies addressing pre-service teachers’ intention to utilise technology in online learning. Therefore, this study seeks to investigate pre-service teachers’ use of technology and their confidence in handling online classes effectively.\u0000Methodology – A survey was conducted on 93 teachers at two randomly selected universities in Malaysia during the early stages of the COVID-19 pandemic (March-May 2020) through online data collection. A five-point Likert scale-adapted questionnaire on preservice teachers’ perceptions of technology use, effort, and confidence was administered to the respondents. The questionnaire was validated by three experts and data were analysed empirically using structural equation modelling-partial least-squares analysis.\u0000Findings – According to the study’s findings, pre-service teachers held that technology was a great tool for online instruction and thatpeer contact helped them broaden their understanding about teaching. Despite this, there was no significant correlation between the use of technology and pre-service teachers’ self-confidence. Nevertheless, the effort factor was found to mediate between pre-service teachers’ confidence and technology.\u0000Significance – The results of this study provide important findings; that pre-service teachers could train their minds to put forth specific effort, such as increasing their interpersonal experience to support and enhance their online teaching. This in turn could help pre-service teachers in preparing to embark on technology-related activities to enable them to work with students more frequently and to support and enhance online education.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124603728","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 – Various recent studies are perplexed with the situation if subjective measures such as perceptions of learning reflect knowledge gains and whether they can be used as a surrogate for evidence of actual learning in an online learning environment. Due to a rising trend in current research studies interpreting perceptions of learning compared to actual learning as a measure of success, this study investigates the dichotomous measures of objective and subjective measures of academic performance in an online learning environment with selected predicted variables. This is followed by an investigation on the effect of online learning on students’ academic performance prior to and during the Covid environment. Methodology – This cross-sectional study employed a correlation design for the purpose of data collection among 382 universitystudents. The dependent variable of study comprised objective measures of CGPA scores while the subjective measures was basedon a composite score from perceived items in a questionnaire. The predictive independent variables included, i) satisfaction towardsonline learning, ii) online learning self-efficacy, iii) social interactive engagement in online learning, and iv) online learning environment. Findings – The findings showed an extremely weak and nonsignificant relationship between actual academic performance(GPA) and perceived academic performance in an online learning environment. A statistically significant increase was notable instudents’ academic performance through GPA scores before and during Covid-19 academic semester and this increase was prevalentamong low and intermediate achievers. Apart from environment, all other predictors were significant predictors of perceived academic performance. Engagement was a predictor for the subjective measure of CGPA scores. Significance – Subjective measures data should not be considered as knowledge gain, and it should be used cautiously as a surrogatefor evidence of actual learning. Educational research studies should be designed using more objective measures of learning ratherthan subjective measures in isolation as dependent variable. This should be seen as a caveat by policymakers in decision-making topractise consciousness in terms of judgemental modes employed in measurement and to exercise caution in collecting, analysing, andinterpreting subjective data.
{"title":"THE DICHOTOMIZATION OF OBJECTIVE AND SUBJECTIVE OUTCOME MEASURES OF ACADEMIC PERFORMANCE IN AN ONLINE LEARNING ENVIRONMENT","authors":"Parmjit Singh A/l Aperapar Singh, Lilian Anthonysamy","doi":"10.32890/mjli2023.20.1.3","DOIUrl":"https://doi.org/10.32890/mjli2023.20.1.3","url":null,"abstract":"Purpose – Various recent studies are perplexed with the situation if subjective measures such as perceptions of learning reflect knowledge gains and whether they can be used as a surrogate for evidence of actual learning in an online learning environment. Due to a rising trend in current research studies interpreting perceptions of learning compared to actual learning as a measure of success, this study investigates the dichotomous measures of objective and subjective measures of academic performance in an online learning environment with selected predicted variables. This is followed by an investigation on the effect of online learning on students’ academic performance prior to and during the Covid environment.\u0000Methodology – This cross-sectional study employed a correlation design for the purpose of data collection among 382 universitystudents. The dependent variable of study comprised objective measures of CGPA scores while the subjective measures was basedon a composite score from perceived items in a questionnaire. The predictive independent variables included, i) satisfaction towardsonline learning, ii) online learning self-efficacy, iii) social interactive engagement in online learning, and iv) online learning environment.\u0000Findings – The findings showed an extremely weak and nonsignificant relationship between actual academic performance(GPA) and perceived academic performance in an online learning environment. A statistically significant increase was notable instudents’ academic performance through GPA scores before and during Covid-19 academic semester and this increase was prevalentamong low and intermediate achievers. Apart from environment, all other predictors were significant predictors of perceived academic performance. Engagement was a predictor for the subjective measure of CGPA scores.\u0000Significance – Subjective measures data should not be considered as knowledge gain, and it should be used cautiously as a surrogatefor evidence of actual learning. Educational research studies should be designed using more objective measures of learning ratherthan subjective measures in isolation as dependent variable. This should be seen as a caveat by policymakers in decision-making topractise consciousness in terms of judgemental modes employed in measurement and to exercise caution in collecting, analysing, andinterpreting subjective data. ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128621058","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 : 2023-01-10DOI: 10.32890/mjli2023.20.1.2
Rex Bomvet De Leon Saura, Natividad R. Mamaoag
Purpose - Innovation is imperative to address a wide array of challenges in higher education. The term “microclass” is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback. Methodology - This was an explorative study and employed the triangulation method (self-designed questionnaire, observation byteacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology. Findings - Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner asimplementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students—leadership, commitment and discipline. Significance - It assists science teachers in constructively engaging their students in learning science including boosting students’ softskills, essential for 21st-century skills education and thus warrants further investigation.
{"title":"MICROCLASS","authors":"Rex Bomvet De Leon Saura, Natividad R. Mamaoag","doi":"10.32890/mjli2023.20.1.2","DOIUrl":"https://doi.org/10.32890/mjli2023.20.1.2","url":null,"abstract":"Purpose - Innovation is imperative to address a wide array of challenges in higher education. The term “microclass” is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback.\u0000Methodology - This was an explorative study and employed the triangulation method (self-designed questionnaire, observation byteacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology.\u0000Findings - Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner asimplementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students—leadership, commitment and discipline.\u0000Significance - It assists science teachers in constructively engaging their students in learning science including boosting students’ softskills, essential for 21st-century skills education and thus warrants further investigation.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127084133","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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