Pub Date : 2022-01-31DOI: 10.32890/mjli2022.19.1.3
Chin Fui Fong Jiew Jupri Al Kin Eng
Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics. Findings – First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students’ engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students’ engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills. Significance – This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.
{"title":"MATHEMATICS TEACHERS’ ONLINE TEACHING EXPERIENCE IN TIMES OF SCHOOL CLOSURES: THE CASE OF MALAYSIA","authors":"Chin Fui Fong Jiew Jupri Al Kin Eng","doi":"10.32890/mjli2022.19.1.3","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.3","url":null,"abstract":"Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation.\u0000Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics.\u0000Findings – First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students’ engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students’ engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills.\u0000Significance – This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124485158","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.9
Remedios C. Bacus, Rivika C. Alda
Purpose - This study aims to explore the teachers’ lived experiences in Senior High School teaching.The K to 12 program is one curricular reform in the Philippines to ascertain that basic education graduates possess the required competencies at par with the international standards. Methodology - In this qualitative study, 15 Senior High School (SHS) teachers’ lived experiences were explored to arrive at the essence of SHS teaching at the onset of curriculum implementation. Using Husserlian phenomenological design and Colaizzi’s method of data analysis, three themes emerged from the in-depth interviews: expectations and apprehensions, experiences and strategies, and attitude and aspirations. The teachers have acknowledged their important roles and have remained optimistic despite the program’s limitations. Their unique experiences as they grapple with their new teaching assignment enthused them to explore ways to assist them in the teaching process. Findings - The findings provide academic institutions with input to revisit policies of SHS implementation by charting relevant trainings geared toward teachers’ professional development, conducting regular onsite monitoring, and providing need-based support and resources for teachers’ up-skilling and re-skilling. Significance - With the requirements towards SHS implementation and the teachers’ collective aspirations, the Department of Education can continue to provide inclusive and equitable education for all.
{"title":"SENIOR HIGH SCHOOL TEACHING: A PHENOMENOLOGICAL INQUIRY","authors":"Remedios C. Bacus, Rivika C. Alda","doi":"10.32890/mjli2022.19.1.9","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.9","url":null,"abstract":"Purpose - This study aims to explore the teachers’ lived experiences in Senior High School teaching.The K to 12 program is one curricular reform in the Philippines to ascertain that basic education graduates possess the required competencies at par with the international standards.\u0000Methodology - In this qualitative study, 15 Senior High School (SHS) teachers’ lived experiences were explored to arrive at the essence of SHS teaching at the onset of curriculum implementation. Using Husserlian phenomenological design and Colaizzi’s method of data analysis, three themes emerged from the in-depth interviews: expectations and apprehensions, experiences and strategies, and attitude and aspirations. The teachers have acknowledged their important roles and have remained optimistic despite the program’s limitations. Their unique experiences as they grapple with their new teaching assignment enthused them to explore ways to assist them in the teaching process.\u0000Findings - The findings provide academic institutions with input to revisit policies of SHS implementation by charting relevant trainings geared toward teachers’ professional development, conducting regular onsite monitoring, and providing need-based support and resources for teachers’ up-skilling and re-skilling.\u0000Significance - With the requirements towards SHS implementation and the teachers’ collective aspirations, the Department of Education can continue to provide inclusive and equitable education for all.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"8 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116932876","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.7
Mohd Aidil Riduan Awang Kader, Nurul Nadia Abd Aziz, Suhanom Mohd Zaki, Maisarah Ishak, S. Hazudin
Purpose – Students’ incompetence to deal with the intricacies of technology during the teaching and learning process may have negatively affected their online learning process particularly throughout the COVID-19 pandemic. It is critical to research technostress influence on online learning behaviours among undergraduates. Thus, this research intends to examine the predicting factors that contribute to technostress and the correlation between undergraduates’ technostress and the behavioural intention to use online learning. Methodology – This study employed an online survey and cross-sectional data towards 212 respondents, all of whom were Diploma students from Universiti Teknologi MARA (UiTM) Pahang. This study added three new variables to the existing Unified Theory of Acceptance and Use of Technology (UTAUT) namely teaching-related aspects, price value, and technostress. Structural equation modelling (SEM) was performed to analyse the measurement model and evaluate the developed hypotheses. Findings – The findings established a significant correlation between technostress and behavioural intention to use online learning. Facilitating conditions also demonstrate a significant relationship to technostress. Significance - The study’s findings are likely to increase researchers’ understanding of the present condition of technostress in higher education as a consequence of the implementation of online learning regulations, as well as the scale of the impacts on higher education.
{"title":"THE EFFECT OF TECHNOSTRESS ON ONLINE LEARNING BEHAVIOUR AMONG UNDERGRADUATES","authors":"Mohd Aidil Riduan Awang Kader, Nurul Nadia Abd Aziz, Suhanom Mohd Zaki, Maisarah Ishak, S. Hazudin","doi":"10.32890/mjli2022.19.1.7","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.7","url":null,"abstract":"Purpose – Students’ incompetence to deal with the intricacies of technology during the teaching and learning process may have negatively affected their online learning process particularly throughout the COVID-19 pandemic. It is critical to research technostress influence on online learning behaviours among undergraduates. Thus, this research intends to examine the predicting factors that contribute to technostress and the correlation between undergraduates’ technostress and the behavioural intention to use online learning.\u0000Methodology – This study employed an online survey and cross-sectional data towards 212 respondents, all of whom were Diploma students from Universiti Teknologi MARA (UiTM) Pahang. This study added three new variables to the existing Unified Theory of Acceptance and Use of Technology (UTAUT) namely teaching-related aspects, price value, and technostress. Structural equation modelling (SEM) was performed to analyse the measurement model and evaluate the developed hypotheses.\u0000Findings – The findings established a significant correlation between technostress and behavioural intention to use online learning. Facilitating conditions also demonstrate a significant relationship to technostress.\u0000Significance - The study’s findings are likely to increase researchers’ understanding of the present condition of technostress in higher education as a consequence of the implementation of online learning regulations, as well as the scale of the impacts on higher education.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117147784","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.4
M. Ganapathy, Manjet Kaur, Marlina Jamal, Jonathan Phan
Purpose – In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students’ English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance. Methodology – This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students’ pretest and posttest scores. Quantitative data from the students’ questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. Findings – The approach was effective in improving students’ descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills. Significance – The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous’ educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.
{"title":"THE EFFECT OF A GENRE-BASED PEDAGOGICAL APPROACH ON ORANG ASLI STUDENTS’ EFL WRITING PERFORMANCE","authors":"M. Ganapathy, Manjet Kaur, Marlina Jamal, Jonathan Phan","doi":"10.32890/mjli2022.19.1.4","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.4","url":null,"abstract":"Purpose – In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students’ English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance.\u0000Methodology – This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students’ pretest and posttest scores. Quantitative data from the students’ questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. \u0000Findings – The approach was effective in improving students’ descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills.\u0000Significance – The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous’ educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126718416","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.1
Siti Noor Ismail, S. Muhammad, Mohd Norakmar Omar, Kanageswari Suppiah Shanmugam
Purpose - This study was conducted to identify the relationship and influence of mathematics teachers’ perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools. Methodology - Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers’ perception of CTS, while the teachers’ readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers’ practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012). Findings - Teachers’ perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers’ perception of CTS practice and teachers’ readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers’ perception and teachers’ readiness for CTS practice in mathematics teaching, and this contribution was very high. Significance - The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.
目的-本研究旨在确定中学数学教师在实施教学过程中对批判性思维技能(CTS)实践的感知和准备的关系和影响。该研究的参与者包括226名数学教师，他们在马来西亚吉兰丹州的三个不同的中学类别中任教，即高绩效学校(HPS)，中等绩效学校(MPS)和低绩效学校(LPS)。所使用的工具改编自瑟曼(2009)，用于测试教师对CTS的感知，而教师应用CTS的准备程度改编自Nagappan(2001)和Yusof and Ibrahim(2012)。此外，对教师CTS实践的测量改编自Aldegether(2009)、Barak and Shakhman(2008)和Shim and Walczak(2012)。结果:教师在数学教学中的感知、准备和CTS实践在HPS中较高，而在LPS中较低。教师对CTS实践的感知与教师在数学教学中实施CTS实践的意愿之间存在很强的正相关。此外，教师在数学教学中对CTS实践的感知和准备这两个变量总共贡献了65%的方差，并且这一贡献非常高。意义——本研究的发现也证明了CTS的实践提高了教师的教学质量，特别是在满足21世纪课堂学习的需求方面。对高阶思维技能(HOTS)的强调是通过各种有计划的学习资源来延续卓越的教学策略。
{"title":"THE PRACTICE OF CRITICAL THINKING SKILLS IN TEACHING MATHEMATICS: TEACHERS’ PERCEPTION AND READINESS","authors":"Siti Noor Ismail, S. Muhammad, Mohd Norakmar Omar, Kanageswari Suppiah Shanmugam","doi":"10.32890/mjli2022.19.1.1","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.1","url":null,"abstract":"Purpose - This study was conducted to identify the relationship and influence of mathematics teachers’ perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools.\u0000Methodology - Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers’ perception of CTS, while the teachers’ readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers’ practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012).\u0000Findings - Teachers’ perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers’ perception of CTS practice and teachers’ readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers’ perception and teachers’ readiness for CTS practice in mathematics teaching, and this contribution was very high.\u0000Significance - The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126757423","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.2
Norizan Baba Rahim
Purpose - Distance learners are expected to actively participate in online learning settings to improve their cognitive level and promote more meaningful learning. However, without specific teaching skills and competencies from the instructors together with belief and capability of the distance learners themselves, their engagement in online learning would not be achieved. Limited studies have examined the extent of self-efficacy in encouraging student engagement in learning, especially within online learning settings. Thus, this study examined self-efficacy as a moderator to test its influence on the relationship between online teaching competencies and student engagement. Methodology - This quantitative research was conducted using the purposive sampling technique. This study involved 321 distance learners from a Malaysian public university. The questionnaire was created using SurveyMonkey, and the measurement items were adopted from past research with acceptable reliability. This study utilised partial least squares (PLS) 3.0 to test the hypothesis via correlation and path analysis. Findings - Contrary to expectations, the findings contributed to the literature that online teaching competencies and self-efficacy were not significantly related to student engagement. The association between online teaching competencies and student engagement was shown to be moderated by self-efficacy. This finding is aligned with Bandura’s (2001) social cognitive theory which states that personal factors such as self-regulation, self-efficacy, and interest are impacted in the distance education context. Significance - The results of this study can benefit online course instructors in Malaysian distance educational institutions to develop courses that enhance online learners’ self-efficacy. Online teaching competencies employed by online distance learners can be the primary objective when developing faculty development programmes that aim to coach online instructors to be competent in online teaching. Moreover, institutions are encouraged to introduce other online learning platforms to facilitate training of its practitioners in order to accelerate successful online teaching and learning experiences.
{"title":"THE INTERACTION BETWEEN TEACHING COMPETENCIES AND SELF-EFFICACY IN FOSTERING ENGAGEMENT AMONGST DISTANCE LEARNERS: A PATH ANALYSIS APPROACH","authors":"Norizan Baba Rahim","doi":"10.32890/mjli2022.19.1.2","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.2","url":null,"abstract":"Purpose - Distance learners are expected to actively participate in online learning settings to improve their cognitive level and promote more meaningful learning. However, without specific teaching skills and competencies from the instructors together with belief and capability of the distance learners themselves, their engagement in online learning would not be achieved. Limited studies have examined the extent of self-efficacy in encouraging student engagement in learning, especially within online learning settings. Thus, this study examined self-efficacy as a moderator to test its influence on the relationship between online teaching competencies and student engagement.\u0000Methodology - This quantitative research was conducted using the purposive sampling technique. This study involved 321 distance learners from a Malaysian public university. The questionnaire was created using SurveyMonkey, and the measurement items were adopted from past research with acceptable reliability. This study utilised partial least squares (PLS) 3.0 to test the hypothesis via correlation and path analysis.\u0000Findings - Contrary to expectations, the findings contributed to the literature that online teaching competencies and self-efficacy were not significantly related to student engagement. The association between online teaching competencies and student engagement was shown to be moderated by self-efficacy. This finding is aligned with Bandura’s (2001) social cognitive theory which states that personal factors such as self-regulation, self-efficacy, and interest are impacted in the distance education context.\u0000Significance - The results of this study can benefit online course instructors in Malaysian distance educational institutions to develop courses that enhance online learners’ self-efficacy. Online teaching competencies employed by online distance learners can be the primary objective when developing faculty development programmes that aim to coach online instructors to be competent in online teaching. Moreover, institutions are encouraged to introduce other online learning platforms to facilitate training of its practitioners in order to accelerate successful online teaching and learning experiences. ","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121713652","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.6
Hafizah Mohamad Hsbollah, Haslinda Hassan
Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills. Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection. Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.
{"title":"CREATING MEANINGFUL LEARNING EXPERIENCES WITH ACTIVE, FUN, AND TECHNOLOGY ELEMENTS IN THE PROBLEM-BASED LEARNING APPROACH AND ITS IMPLICATIONS","authors":"Hafizah Mohamad Hsbollah, Haslinda Hassan","doi":"10.32890/mjli2022.19.1.6","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.6","url":null,"abstract":"Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills.\u0000Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection.\u0000Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills.\u0000Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125684395","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.10
M. Awang, K. Khairuddin, A. Ahmad, Sayuti Ab Ghani, Jamalul Lail Abdul Wahab, Raja Mohd Salahuddin Raja Mamat
Tujuan– Salah satu masalah utama dalam pendidikan Orang Asli di seluruh negara adalah masalah ketidakhadiran ke sekolah. Justeru, kajian ini meneroka faktor-faktor yang menyumbang kepada ketidakhadiran pelajar Orang Asli ke sekolah. Adalah diandaikan bahawa kehidupan Orang Asli di luar sekolah lebih menarik minat mereka. Maka penerokaan terhadap aktiviti yang mereka lakukan ketika ponteng dilakukan. Kajian juga meneroka budaya pembelajaran yang menjadi aspirasi pelajar Orang Asli. Metodologi– Kajian ini menggunakan reka bentuk kajian kes menggunakan protokol temu bual ke atas pelajar Orang Asli yang kerap ponteng (n=5), ibu bapa (n=3) yang anaknya kerap ponteng sekolah, dan seorang pemimpin komuniti (Tok Batin) dari etnik Semelai di Negeri Sembilan. pelajar Analisis data menggunakan pendekatan bertema dan pengiraan terhadap peratus persetujuan Nilai Cohen Kappa menunjukkan pada tahap tinggi. Dapatan–Empat tema punca ponteng sekolah adalah sikap pelajar, pengaruh rakan sebaya, tarikan ekologi sosial, dan sikap ambil mudah ibu bapa. Enam aktiviti utama yang dilakukan ketika ponteng sekolah adalah memungut hasil hutan, memburu, membantu keluarga, tangkap ikan, bercucuk tanam dan bersosial. Hasil kajian mendapati bahawa budaya belajar yang menjadi aspirasi pelajar Orang Asli adalah pembelajaran yang bersifat praktikal dan relevan dengan cara hidup mereka. Kepentingan– Kajian ini mengadaptasi Teori Faktor Tolak-tarik berkaitan faktor penolakan (pushing factors) dan faktor penarik (pulling factors) yang amat signifikan kepada pihak sekolah untuk merekabentuk strategi menggalakkan pelajar Orang Asli hadir ke sekolah berdasarkan faktor ponteng serta aspirasi budaya pembelajaran. Hasil kajian ini bermanfaat untuk pemegang taruh pendidikan Orang Asli untuk membina satu ekosistem pembelajaran yang bersifat praktikal dan relevan dengan kehidupan Orang Asli.
{"title":"KETIDAKHADIRAN KE SEKOLAH: FAKTOR PENYEBAB, AKTIVITI KETIKA PONTENG DAN ASPIRASI BUDAYA BELAJAR PELAJAR ORANG ASLI (School Absenteeism: Contributing Factors, Activities during Truancy and Learning Culture Aspiration among Native Pupils)","authors":"M. Awang, K. Khairuddin, A. Ahmad, Sayuti Ab Ghani, Jamalul Lail Abdul Wahab, Raja Mohd Salahuddin Raja Mamat","doi":"10.32890/mjli2022.19.1.10","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.10","url":null,"abstract":"Tujuan– Salah satu masalah utama dalam pendidikan Orang Asli di seluruh negara adalah masalah ketidakhadiran ke sekolah. Justeru, kajian ini meneroka faktor-faktor yang menyumbang kepada ketidakhadiran pelajar Orang Asli ke sekolah. Adalah diandaikan bahawa kehidupan Orang Asli di luar sekolah lebih menarik minat mereka. Maka penerokaan terhadap aktiviti yang mereka lakukan ketika ponteng dilakukan. Kajian juga meneroka budaya pembelajaran yang menjadi aspirasi pelajar Orang Asli.\u0000Metodologi– Kajian ini menggunakan reka bentuk kajian kes menggunakan protokol temu bual ke atas pelajar Orang Asli yang kerap ponteng (n=5), ibu bapa (n=3) yang anaknya kerap ponteng sekolah, dan seorang pemimpin komuniti (Tok Batin) dari etnik Semelai di Negeri Sembilan. pelajar Analisis data menggunakan pendekatan bertema dan pengiraan terhadap peratus persetujuan Nilai Cohen Kappa menunjukkan pada tahap tinggi.\u0000Dapatan–Empat tema punca ponteng sekolah adalah sikap pelajar, pengaruh rakan sebaya, tarikan ekologi sosial, dan sikap ambil mudah ibu bapa. Enam aktiviti utama yang dilakukan ketika ponteng sekolah adalah memungut hasil hutan, memburu, membantu keluarga, tangkap ikan, bercucuk tanam dan bersosial. Hasil kajian mendapati bahawa budaya belajar yang menjadi aspirasi pelajar Orang Asli adalah pembelajaran yang bersifat praktikal dan relevan dengan cara hidup mereka.\u0000Kepentingan– Kajian ini mengadaptasi Teori Faktor Tolak-tarik berkaitan faktor penolakan (pushing factors) dan faktor penarik (pulling factors) yang amat signifikan kepada pihak sekolah untuk merekabentuk strategi menggalakkan pelajar Orang Asli hadir ke sekolah berdasarkan faktor ponteng serta aspirasi budaya pembelajaran. Hasil kajian ini bermanfaat untuk pemegang taruh pendidikan Orang Asli untuk membina satu ekosistem pembelajaran yang bersifat praktikal dan relevan dengan kehidupan Orang Asli.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114313195","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 paper discusses Chinese students’ negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. Methodology – An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative “people” or “thing” metaphors of Thai teachers for students’ selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. Findings – The results revealed that Chinese students were able to compare Thai teachers with either a “person” or “thing” metaphor and could write a metaphorical description that reflected different aspects of their instructors’ teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative “people” and “thing” metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive “people” metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive “thing” and negative “people” and “thing” metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. Significance – These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students’ metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers’ instructional practices in the Thai-Chinese student exchange curriculum.
{"title":"CHINESE STUDENTS’ METAPHORICAL DESCRIPTIONS OF THAI TEACHERS AT A THAI UNIVERSITY","authors":"Prommin Songsirisak, Jutharat Jitpranee, Albert Lisec, Prasobkan Boonjanawiroj, Bhudtree Wetpichetkosol, Kannikar Kantamas","doi":"10.32890/mjli2022.19.1.8","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.8","url":null,"abstract":"Purpose – This paper discusses Chinese students’ negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. \u0000Methodology – An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative “people” or “thing” metaphors of Thai teachers for students’ selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. \u0000Findings – The results revealed that Chinese students were able to compare Thai teachers with either a “person” or “thing” metaphor and could write a metaphorical description that reflected different aspects of their instructors’ teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative “people” and “thing” metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive “people” metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive “thing” and negative “people” and “thing” metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. \u0000Significance – These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students’ metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers’ instructional practices in the Thai-Chinese student exchange curriculum.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134163620","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 : 2022-01-31DOI: 10.32890/mjli2022.19.1.5
Melissa Ng Lee Yen Abdullah, Tiew Chia Chun
Purpose – The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers’ attitudes, barriers, and enablers in teaching the skills during language lessons. Method – A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semi-structured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings – The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers’ attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers’ attitudes. Significance – With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.
{"title":"THE EFFECTS OF LANGUAGE TEACHERS’ ATTITUDES, BARRIERS AND ENABLERS IN TEACHING 21ST CENTURY SKILLS AT CHINESE VERNACULAR SCHOOLS","authors":"Melissa Ng Lee Yen Abdullah, Tiew Chia Chun","doi":"10.32890/mjli2022.19.1.5","DOIUrl":"https://doi.org/10.32890/mjli2022.19.1.5","url":null,"abstract":"Purpose – The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers’ attitudes, barriers, and enablers in teaching the skills during language lessons.\u0000Method – A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semi-structured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0.\u0000Findings – The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers’ attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers’ attitudes.\u0000Significance – With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126905053","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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