Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.13
Although formative assessment is widely recognised as an effective tool and approach for increasing student learning in general education, its application in special education, particularly in Malaysia, is less well known. This study looked into teachers’ perceptions towards formative assessment in special education. Three primary teachers who work with students with mild intellectual disabilities participated in a case study. Data was gathered through interviews. The finding reveal that formative assessment implementation was far from satisfactory and it is poorly understood by the teachers, particularly special education teachers. This study also contributes to the need for teachers to improve their formative assessment knowledge and skills in order for formative assessment to help students in special education.
{"title":"Preliminary Study of Teachers Formative Assessment Perceptions in Special Education in Malaysia","authors":"","doi":"10.55057/ijares.2022.4.4.13","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.13","url":null,"abstract":"Although formative assessment is widely recognised as an effective tool and approach for increasing student learning in general education, its application in special education, particularly in Malaysia, is less well known. This study looked into teachers’ perceptions towards formative assessment in special education. Three primary teachers who work with students with mild intellectual disabilities participated in a case study. Data was gathered through interviews. The finding reveal that formative assessment implementation was far from satisfactory and it is poorly understood by the teachers, particularly special education teachers. This study also contributes to the need for teachers to improve their formative assessment knowledge and skills in order for formative assessment to help students in special education.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126318886","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 : 2022-11-01DOI: 10.55057/ijares.2022.4.3.18
Learning style is a very important element in a teaching and learning process and has an impact on intrinsic motivation especially among students. An appropriate and correct learning style is the main factor to ensure that students continue to excel and are confident in the learning process. This correlational survey study seeks to test the association between learning style and intrinsic motivation of civil engineering students for the building works measurement course. The objective of this study is to ascertain if there is a correlation between learning styles (visual, auditory, kinaesthetic, and tactile styles) with students' intrinsic motivation. A total of 157 students were involved as a study sample. The study instrument is an adaptation of the Perceptual Learning Style Preferences and Intrinsic Motivation Inventory questionnaires which are confirmed by expert assessors in the field and have good reliability values. Data were analysed inferentially using SPSS. The study findings show a significant positive linear relationship between intrinsic motivation and learning style for the building works measurement course covering all four learning styles namely visual, auditory, kinaesthetic, and tactile styles with intrinsic motivation. The implications of this study show that learning style together with intrinsic motivation are very important components that need to be accentuated in the process of teaching and learning of a building works measurement course.
{"title":"The Relationship of Learning Style with the Intrinsic Motivation for Building Works Measurement Course","authors":"","doi":"10.55057/ijares.2022.4.3.18","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.18","url":null,"abstract":"Learning style is a very important element in a teaching and learning process and has an impact on intrinsic motivation especially among students. An appropriate and correct learning style is the main factor to ensure that students continue to excel and are confident in the learning process. This correlational survey study seeks to test the association between learning style and intrinsic motivation of civil engineering students for the building works measurement course. The objective of this study is to ascertain if there is a correlation between learning styles (visual, auditory, kinaesthetic, and tactile styles) with students' intrinsic motivation. A total of 157 students were involved as a study sample. The study instrument is an adaptation of the Perceptual Learning Style Preferences and Intrinsic Motivation Inventory questionnaires which are confirmed by expert assessors in the field and have good reliability values. Data were analysed inferentially using SPSS. The study findings show a significant positive linear relationship between intrinsic motivation and learning style for the building works measurement course covering all four learning styles namely visual, auditory, kinaesthetic, and tactile styles with intrinsic motivation. The implications of this study show that learning style together with intrinsic motivation are very important components that need to be accentuated in the process of teaching and learning of a building works measurement course.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132892073","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 : 2022-11-01DOI: 10.55057/ijares.2022.4.3.16
Utilizing e- learning platforms has become the norm for educators to disseminate knowledge and information to students during the Covid-19 pandemic. Hence, this study aims to analyse the e-learning setbacks and obstacles faced by 30 academicians in a private university in Malaysia. This study conducted via a survey-based questionnaire was able to successfully analyse responses from lecturers of varying experiences in multidisciplinary fields. It was found that the main obstacles most lecturers faced during online learning are related to technical, academic, communication and socio geographical challenges.
{"title":"Online Learning Challenges Faced by Academicians During the Pandemic","authors":"","doi":"10.55057/ijares.2022.4.3.16","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.16","url":null,"abstract":"Utilizing e- learning platforms has become the norm for educators to disseminate knowledge and information to students during the Covid-19 pandemic. Hence, this study aims to analyse the e-learning setbacks and obstacles faced by 30 academicians in a private university in Malaysia. This study conducted via a survey-based questionnaire was able to successfully analyse responses from lecturers of varying experiences in multidisciplinary fields. It was found that the main obstacles most lecturers faced during online learning are related to technical, academic, communication and socio geographical challenges.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133848116","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 : 2022-11-01DOI: 10.55057/ijares.2022.4.3.19
Student performance can be hindered by large class sizes, a lack of participation, and a lack of a sense of identity, all of which can be detrimental to student success. eLearning solutions can give chances to solve these issues by students to participate in self-confidently in their learning activities. Lessons can run as smoothly as possible no matter how many participants are in them and how far they are from their in-person peers thanks to various techniques such as video conferences, eLearning, and collaborative software. These tools can be used by academics who teach a fully remote class or a partially remote class. Educators and students should be more adaptable in these systems since nowadays are increasingly reliant on technology. The purpose of this study is to explain how technology may be utilized to find the efficiency of Technology-Enhanced Learning and how it can be sustained over time. It suggests that when technology is used to scale up access to high quality material, encourage customized instruction, increase opportunities for practice, or raise learning engagement, it may accelerate student learning by as much as possible.
{"title":"The Study on the Potential Efficiency of Enhanced Learning within the Educational Environment","authors":"","doi":"10.55057/ijares.2022.4.3.19","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.19","url":null,"abstract":"Student performance can be hindered by large class sizes, a lack of participation, and a lack of a sense of identity, all of which can be detrimental to student success. eLearning solutions can give chances to solve these issues by students to participate in self-confidently in their learning activities. Lessons can run as smoothly as possible no matter how many participants are in them and how far they are from their in-person peers thanks to various techniques such as video conferences, eLearning, and collaborative software. These tools can be used by academics who teach a fully remote class or a partially remote class. Educators and students should be more adaptable in these systems since nowadays are increasingly reliant on technology. The purpose of this study is to explain how technology may be utilized to find the efficiency of Technology-Enhanced Learning and how it can be sustained over time. It suggests that when technology is used to scale up access to high quality material, encourage customized instruction, increase opportunities for practice, or raise learning engagement, it may accelerate student learning by as much as possible.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134180765","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 : 2022-11-01DOI: 10.55057/ijares.2022.4.3.17
During COVID-19 pandemic, Learning and Teaching from Home has been implemented to every student including university students. After two years, these students are asked to return to campus and study face-to-face or hybrid learning. This may be emotionally disturbing to some of them. This is because they feel comfortable and have already adapted the methods of Learning and Teaching from Home. The aim of this study is to identify the students’ level of depression in the transition process of Learning and Teaching from Home to study face-to-face or hybrid learning. Besides, this study also examines whether there is a significant difference in the mean score between gender and the students’ level of depression. The instrument used in this study is the Beck Depression Inventory (Second Edition) which was distributed to 110 Diploma level students at Universiti Teknologi MARA (UiTM) Pahang Branch, Jengka Campus. The data was analysed using the Statistical Package for Social Sciences (SPSS) software version 20. The results of the study showed that half of the students experienced a moderate depressive disorder. However, the results found that there was no significant difference in the mean score among male and female students.
{"title":"The Relationship of Gender to Students’ Level of Depression","authors":"","doi":"10.55057/ijares.2022.4.3.17","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.17","url":null,"abstract":"During COVID-19 pandemic, Learning and Teaching from Home has been implemented to every student including university students. After two years, these students are asked to return to campus and study face-to-face or hybrid learning. This may be emotionally disturbing to some of them. This is because they feel comfortable and have already adapted the methods of Learning and Teaching from Home. The aim of this study is to identify the students’ level of depression in the transition process of Learning and Teaching from Home to study face-to-face or hybrid learning. Besides, this study also examines whether there is a significant difference in the mean score between gender and the students’ level of depression. The instrument used in this study is the Beck Depression Inventory (Second Edition) which was distributed to 110 Diploma level students at Universiti Teknologi MARA (UiTM) Pahang Branch, Jengka Campus. The data was analysed using the Statistical Package for Social Sciences (SPSS) software version 20. The results of the study showed that half of the students experienced a moderate depressive disorder. However, the results found that there was no significant difference in the mean score among male and female students.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130460206","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 : 2022-10-01DOI: 10.55057/ijares.2022.4.3.11
This research aims to analyze the function of images in linking current issues through Langkawit's cartoons. This study only focuses on studying two strip cartoons that contain images of animals drawn by Langkawit. This research uses the theory of Erwin Panofsky (1955) to understand the meaning of Langkawit's cartoon strips. This theory includes the level of pre-iconography, iconography analysis and iconological interpretation in assessing the diversity of animal imagery symbols expressed by Langkawit's strip cartoon. A semi-structured interview is conducted by interviewing Langkawit about the cartoon publication. Secondary data is obtained through printed materials such as library references, journals, theses, books, reports, newspapers and articles. This study found that the images of animals in strip cartoons have a symbolic function of giving or criticizing the social and political issues, as performed by Langkawit through his cartoons.
{"title":"Iconographic Approach: A Study in Langkawit Strip Cartoon","authors":"","doi":"10.55057/ijares.2022.4.3.11","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.11","url":null,"abstract":"This research aims to analyze the function of images in linking current issues through Langkawit's cartoons. This study only focuses on studying two strip cartoons that contain images of animals drawn by Langkawit. This research uses the theory of Erwin Panofsky (1955) to understand the meaning of Langkawit's cartoon strips. This theory includes the level of pre-iconography, iconography analysis and iconological interpretation in assessing the diversity of animal imagery symbols expressed by Langkawit's strip cartoon. A semi-structured interview is conducted by interviewing Langkawit about the cartoon publication. Secondary data is obtained through printed materials such as library references, journals, theses, books, reports, newspapers and articles. This study found that the images of animals in strip cartoons have a symbolic function of giving or criticizing the social and political issues, as performed by Langkawit through his cartoons.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125885778","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 : 2022-10-01DOI: 10.55057/ijares.2022.4.3.15
Blended learning has recently gained popularity in training and education. It was a combination of two learning styles, which are face-to-face teaching and some of the technological aids that have been widely used in teaching and learning. This study is meant to be an addition to the in-class lectures and to assist students in understanding calculus subjects at their own pace and time. The purpose of this study is to describe students' perceptions of blended learning and to determine whether blended learning affects their readiness and challenges in learning calculus. A total of 86 Mathematics Education students were involved in this study, in which a series of questionnaires were distributed to evaluate their readiness and learning perceptions. Based on the findings, a conclusion has been made regarding the role of blended learning in supporting teaching and learning. The results showed that students demonstrate positive perceptions using the blended learning approach in some of the subjects.
{"title":"Undergraduate Education Students' Perceptions and Challenges of Learning Calculus Through Blended Learning","authors":"","doi":"10.55057/ijares.2022.4.3.15","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.15","url":null,"abstract":"Blended learning has recently gained popularity in training and education. It was a combination of two learning styles, which are face-to-face teaching and some of the technological aids that have been widely used in teaching and learning. This study is meant to be an addition to the in-class lectures and to assist students in understanding calculus subjects at their own pace and time. The purpose of this study is to describe students' perceptions of blended learning and to determine whether blended learning affects their readiness and challenges in learning calculus. A total of 86 Mathematics Education students were involved in this study, in which a series of questionnaires were distributed to evaluate their readiness and learning perceptions. Based on the findings, a conclusion has been made regarding the role of blended learning in supporting teaching and learning. The results showed that students demonstrate positive perceptions using the blended learning approach in some of the subjects.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121889714","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 : 2022-10-01DOI: 10.55057/ijares.2022.4.3.12
The Ministry of Education Malaysia (MOE) has made changes to the content in mathematics textbooks to ensure that the textbooks produced are of good quality and able to meet the educational aspirations of this country. This systematic literature review aims to synthesize empirical studies on mathematics textbook research since 2002. This study is expected to improve mathematical achievement and produce students who are not only mathematically skilled but able to apply mathematical understanding in more complex situations. The methodology of this study is a systematic literature review method based on PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyzes) by using the databases of SCOPUS, Web of Science, and Google Scholar. A thorough search in the electronic database revealed 42 studies on mathematics textbooks published between 2002 to 2022 nationwide based on pre-established criteria. The results show that researchers in Asia and Europe focus on textbook research more than researcher elsewhere. The textbooks most frequently researched are mathematics books for primary schools. Textbooks' research topic consists mostly of numbers and operations, geometry, and algebra.
马来西亚教育部(MOE)对数学教科书的内容进行了修改，以确保教科书的质量高，能够满足我国的教育愿望。本文对2002年以来的数学教科书研究进行了系统的文献综述。本研究旨在提高学生的数学成绩，培养学生不仅数学技能熟练，而且能够在更复杂的情况下应用数学理解。本研究的方法学是基于PRISMA (Preferred Reporting Items for systematic reviews and meta - analysis)的系统文献综述法，使用SCOPUS、Web of Science和Google Scholar数据库。在电子数据库中进行了彻底的搜索，结果显示，根据预先设定的标准，对2002年至2022年全国出版的数学教科书进行了42项研究。结果表明，亚洲和欧洲的研究人员比其他地区的研究人员更关注教科书研究。研究最多的教科书是小学数学书籍。教科书的研究主题主要是数字与运算、几何和代数。
{"title":"Mathematics Education Textbook Research Trends: A Systematics Literature Review","authors":"","doi":"10.55057/ijares.2022.4.3.12","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.12","url":null,"abstract":"The Ministry of Education Malaysia (MOE) has made changes to the content in mathematics textbooks to ensure that the textbooks produced are of good quality and able to meet the educational aspirations of this country. This systematic literature review aims to synthesize empirical studies on mathematics textbook research since 2002. This study is expected to improve mathematical achievement and produce students who are not only mathematically skilled but able to apply mathematical understanding in more complex situations. The methodology of this study is a systematic literature review method based on PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyzes) by using the databases of SCOPUS, Web of Science, and Google Scholar. A thorough search in the electronic database revealed 42 studies on mathematics textbooks published between 2002 to 2022 nationwide based on pre-established criteria. The results show that researchers in Asia and Europe focus on textbook research more than researcher elsewhere. The textbooks most frequently researched are mathematics books for primary schools. Textbooks' research topic consists mostly of numbers and operations, geometry, and algebra.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125011439","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 : 2022-10-01DOI: 10.55057/ijares.2022.4.3.14
English is an international language used universally as a lingua franca among people from different cultures, ethnic and social backgrounds today. The Malaysian Ministry of Education has continuously emphasized on the importance of English with various efforts in many ways. However, recent studies conducted locally revealed that pre-university students are still facing difficulties in writing. Extended Writing is a major challenge faced by the pre-university students in Malaysian University English Test (MUET) as it carries the highest score of 60 marks. The pre-university students’ achievement for this section is definitely cause for concern. Thus, this qualitative study aims to explore the strength and challenges faced by the 16, Semester 2, pre–university students in scoring Task 2, Extended Writing in Paper 4, MUET in a selected premier secondary school in northern Perak. Data were triangulated based on research participants’ school trial examination score sheet, interview sessions and document analysis. Document analysis was done based on research participants’ essays in Extended Writing in the MUET School Trial Examination for Lower Pre–University 2022. The findings provide useful pedagogical implications for MUET teachers, syllabus designers, policy makers, module writers and reference book publishers. Understanding the pre-university students’ strength and difficulties aid in providing appropriate instructions, supporting programs and materials in writing essays in Extended Writing.
{"title":"Strength and Challenges Faced by the Pre-University Students in Extended Writing in Malaysian University English Test (MUET)","authors":"","doi":"10.55057/ijares.2022.4.3.14","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.14","url":null,"abstract":"English is an international language used universally as a lingua franca among people from different cultures, ethnic and social backgrounds today. The Malaysian Ministry of Education has continuously emphasized on the importance of English with various efforts in many ways. However, recent studies conducted locally revealed that pre-university students are still facing difficulties in writing. Extended Writing is a major challenge faced by the pre-university students in Malaysian University English Test (MUET) as it carries the highest score of 60 marks. The pre-university students’ achievement for this section is definitely cause for concern. Thus, this qualitative study aims to explore the strength and challenges faced by the 16, Semester 2, pre–university students in scoring Task 2, Extended Writing in Paper 4, MUET in a selected premier secondary school in northern Perak. Data were triangulated based on research participants’ school trial examination score sheet, interview sessions and document analysis. Document analysis was done based on research participants’ essays in Extended Writing in the MUET School Trial Examination for Lower Pre–University 2022. The findings provide useful pedagogical implications for MUET teachers, syllabus designers, policy makers, module writers and reference book publishers. Understanding the pre-university students’ strength and difficulties aid in providing appropriate instructions, supporting programs and materials in writing essays in Extended Writing.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121208172","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 : 2022-10-01DOI: 10.55057/ijares.2022.4.3.13
The importance of pedagogical content amongst teachers in enhancing students’ performance had been highlighted in the literature. However, there were issues and lack of knowledge in teaching literature and challenges in teaching style which proved ineffective in enhancing students’ performance in Iban literature. Therefore, there was a need to develop a pedagogical module of teaching Iban traditional poems based on 21st-century education. To develop a comprehensive pedagogical module, it was aimed to identify the need of the module’s development based on teacher’s view. Hence, this article focuses on the need analysis phase attempted to identify issues and challenges as well as their current teaching and learning practices in Iban traditional poems lessons. Six teachers have been interviewed and data were analyzed using content analysis. The studies revealed that the current issues are lack of knowledge in literature itself and limited teaching resources. The impacts of these issues then become a challenge in delivery the lesson as some of the teachers were not familiar with the traditional poems. They were also selected in teaching Iban because of their races and not based on their option. As a result, the development of the pedagogical module of Iban traditional poems in the next stage of the research needs to integrate with narrative and multimedia.
{"title":"Problems Faced in Teaching Iban Traditional Poems Amongst Teachers: A Need Analysis","authors":"","doi":"10.55057/ijares.2022.4.3.13","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.3.13","url":null,"abstract":"The importance of pedagogical content amongst teachers in enhancing students’ performance had been highlighted in the literature. However, there were issues and lack of knowledge in teaching literature and challenges in teaching style which proved ineffective in enhancing students’ performance in Iban literature. Therefore, there was a need to develop a pedagogical module of teaching Iban traditional poems based on 21st-century education. To develop a comprehensive pedagogical module, it was aimed to identify the need of the module’s development based on teacher’s view. Hence, this article focuses on the need analysis phase attempted to identify issues and challenges as well as their current teaching and learning practices in Iban traditional poems lessons. Six teachers have been interviewed and data were analyzed using content analysis. The studies revealed that the current issues are lack of knowledge in literature itself and limited teaching resources. The impacts of these issues then become a challenge in delivery the lesson as some of the teachers were not familiar with the traditional poems. They were also selected in teaching Iban because of their races and not based on their option. As a result, the development of the pedagogical module of Iban traditional poems in the next stage of the research needs to integrate with narrative and multimedia.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130700793","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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