Pub Date : 2023-06-21DOI: 10.30880/jtet.2023.15.02.003
Mohd Azlan Mohammad Hussain, Nuryazmin Ahmat Zainuri, Rafeizah Mohd Zulkifli, Anesman Abdul Rahman
Technological advances have led to a change in teaching strategies applied inTechnical and Vocational settings.Aneffective teaching strategyisneededto addressissues encountered in the traditional learning processof Electronics TechnologyStudentsatMalaysian Vocational College.Blendedlearning is one of the best teaching strategies for Electronic Technologycoursesas itis in line with the 21st-centurylearning,especially in promoting student-centredand life-long learning. This study looksat the impact of an Inquiry-BasedBlended Learning (IBBL) moduleon the students’ achievement inthe Industrial ElectronicsEquipment Problem Solving (IEEPS)Course,inan Electronic Technology Program. This study uses an experimental study designthroughthe quasi-experimentalmethod to evaluate the effectiveness of the module. The comparison of achievement between anexperimental group and a control group was conducted based on the pre-test and post-testprotocol.The findings of the evaluation phase through the t-test showed that there was a significant difference (p<.05) between the experimental group and the control group. This indicated that using anInquiry-Based Blended LearningModule was effective to help the studentto improve their achievement in Industrial Electronics Equipment Problem Solving Course. Therefore, theinquiry-basedblended learning module has thepotential to be applied by instructors and students in the Vocational Collegesetting.
{"title":"Effect of an Inquiry-Based Blended Learning Module on Electronics Technology Students' Academic Achievement","authors":"Mohd Azlan Mohammad Hussain, Nuryazmin Ahmat Zainuri, Rafeizah Mohd Zulkifli, Anesman Abdul Rahman","doi":"10.30880/jtet.2023.15.02.003","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.02.003","url":null,"abstract":"Technological advances have led to a change in teaching strategies applied inTechnical and Vocational settings.Aneffective teaching strategyisneededto addressissues encountered in the traditional learning processof Electronics TechnologyStudentsatMalaysian Vocational College.Blendedlearning is one of the best teaching strategies for Electronic Technologycoursesas itis in line with the 21st-centurylearning,especially in promoting student-centredand life-long learning. This study looksat the impact of an Inquiry-BasedBlended Learning (IBBL) moduleon the students’ achievement inthe Industrial ElectronicsEquipment Problem Solving (IEEPS)Course,inan Electronic Technology Program. This study uses an experimental study designthroughthe quasi-experimentalmethod to evaluate the effectiveness of the module. The comparison of achievement between anexperimental group and a control group was conducted based on the pre-test and post-testprotocol.The findings of the evaluation phase through the t-test showed that there was a significant difference (p<.05) between the experimental group and the control group. This indicated that using anInquiry-Based Blended LearningModule was effective to help the studentto improve their achievement in Industrial Electronics Equipment Problem Solving Course. Therefore, theinquiry-basedblended learning module has thepotential to be applied by instructors and students in the Vocational Collegesetting.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48218997","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 : 2023-06-21DOI: 10.30880/jtet.2023.15.02.005
Aiza Mujtaba, Tahira Anwar Lashari, S. Lashari, M. Khattak, Khubaib Mujtaba, Musfera Mujtaba
Gender inclusion and female participation in STEM courses have always been challenging in a patriarchal country like Pakistan. Women are often underrepresented in engineering fields, as engineering fields are usually considered manly. Female students confront many challenges, be it workplace or educational institutes. Some of the self-perceived and determined challenges are discussed in this study. As determined through this research study, factors affecting female participation are low STEM confidence, Gender disparity, Social and Academic Support, and Learning Environment. Empirical Evidence is collected using a questionnaire with 25 items based on the Likert scale. The dependent variables are STEM Confidence and Learning Environment, whereas the independent variables are Social and Academic Support. Participants included 170 female UG and PG engineering students from 4 universities in Pakistan. Data were collected through the Questionnaire, which included an online survey. Correlation method and statistical test MANOVA were applied, using SPSS 21 to determine the effect of social and academic support on STEM confidence of female students and to find a relationship between the variables. Results indicate a positive correlation between the variables STEM confidence and social and academic Support and Learning environment, whereas a slight correlation has been observed between social Support and LE. MANOVA results indicated a significant effect of Social and Academic Support on the STEM confidence of female students. Empirical Evidence shows that Social and academic support can affect the STEM of female engineering students, and the LE of females can also be affected by social and academic Support.
{"title":"Determining the Effect of Social and Academic Support on STEM Confidence and Learning Environment Among Female Engineering Students in Pakistan","authors":"Aiza Mujtaba, Tahira Anwar Lashari, S. Lashari, M. Khattak, Khubaib Mujtaba, Musfera Mujtaba","doi":"10.30880/jtet.2023.15.02.005","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.02.005","url":null,"abstract":"Gender inclusion and female participation in STEM courses have always been challenging in a patriarchal country like Pakistan. Women are often underrepresented in engineering fields, as engineering fields are usually considered manly. Female students confront many challenges, be it workplace or educational institutes. Some of the self-perceived and determined challenges are discussed in this study. As determined through this research study, factors affecting female participation are low STEM confidence, Gender disparity, Social and Academic Support, and Learning Environment. Empirical Evidence is collected using a questionnaire with 25 items based on the Likert scale. The dependent variables are STEM Confidence and Learning Environment, whereas the independent variables are Social and Academic Support. Participants included 170 female UG and PG engineering students from 4 universities in Pakistan. Data were collected through the Questionnaire, which included an online survey. Correlation method and statistical test MANOVA were applied, using SPSS 21 to determine the effect of social and academic support on STEM confidence of female students and to find a relationship between the variables. Results indicate a positive correlation between the variables STEM confidence and social and academic Support and Learning environment, whereas a slight correlation has been observed between social Support and LE. MANOVA results indicated a significant effect of Social and Academic Support on the STEM confidence of female students. Empirical Evidence shows that Social and academic support can affect the STEM of female engineering students, and the LE of females can also be affected by social and academic Support.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46514640","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 : 2023-05-21DOI: 10.30880/jtet.2023.15.01.024
Norazlinda Mohamad, Haryanti Mohd Affandi, Nurul Eizzaty Sohimi, Mohd Firdaus Mustaffa Kamal, Lazaro Moreno Herrera, Rabihah Munirah Zulkifli, Nor Haslinda Abas
Fordeveloping nations to meet the demand for skills in the twenty-first century, TVET is essential. The TVET institution actively creates a skilled workforce to meet the needs of the nation's labourmarket to meet those demands. As a result, efforts are being made to improve the existing TVET institutions. This study looked into the difficulties faced by TVET institution managers when handling their relationships with collaboration. The quantitative approach used in this study was the survey design approach. The right respondents are chosen for this study using purposeful sampling techniques. A total of 53 directors of TVET institutions in Malaysia and 30 representatives from industry were chosen as respondents for this study. The Rasch measurement model was used to analyze the data. This study identified managerial skills and common barriers as the two main obstacles to the collaboration between Malaysian TVET institutions and industries. Technical, human, and conceptual skills are the three categories used tocategorize managerial skill barriers. Technically, directors are unable to put knowledge into practice because they lack computer proficiency, managerial knowledge and experience, and methods and techniques for performance monitoring tools. Conceptually, directors struggle to plan long-term objectives, articulate strategies and comprehend the organizational structure of their industry. Finally, directors lack the ability to manage relationships between organizations and the drive to launch partnerships with the sector. While this was going on, the common TVET institution-industry collaboration barriers were grouped into four categories: governance issues, funding and financial issues, management issues in collaboration, and industry-institutionculture issues.
{"title":"Exploring TVET Institution Directors’ Barriers in Managing Malaysian TVET Institutions-Industry Partnership","authors":"Norazlinda Mohamad, Haryanti Mohd Affandi, Nurul Eizzaty Sohimi, Mohd Firdaus Mustaffa Kamal, Lazaro Moreno Herrera, Rabihah Munirah Zulkifli, Nor Haslinda Abas","doi":"10.30880/jtet.2023.15.01.024","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.024","url":null,"abstract":"Fordeveloping nations to meet the demand for skills in the twenty-first century, TVET is essential. The TVET institution actively creates a skilled workforce to meet the needs of the nation's labourmarket to meet those demands. As a result, efforts are being made to improve the existing TVET institutions. This study looked into the difficulties faced by TVET institution managers when handling their relationships with collaboration. The quantitative approach used in this study was the survey design approach. The right respondents are chosen for this study using purposeful sampling techniques. A total of 53 directors of TVET institutions in Malaysia and 30 representatives from industry were chosen as respondents for this study. The Rasch measurement model was used to analyze the data. This study identified managerial skills and common barriers as the two main obstacles to the collaboration between Malaysian TVET institutions and industries. Technical, human, and conceptual skills are the three categories used tocategorize managerial skill barriers. Technically, directors are unable to put knowledge into practice because they lack computer proficiency, managerial knowledge and experience, and methods and techniques for performance monitoring tools. Conceptually, directors struggle to plan long-term objectives, articulate strategies and comprehend the organizational structure of their industry. Finally, directors lack the ability to manage relationships between organizations and the drive to launch partnerships with the sector. While this was going on, the common TVET institution-industry collaboration barriers were grouped into four categories: governance issues, funding and financial issues, management issues in collaboration, and industry-institutionculture issues.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":"228 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135472826","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.003
Mohd Firdaus Mustaffa Kamal, Raihanah Md Salleh, Rafeizah Mohd Zulkifli, Mohd Ridhuan Mohd Jamil, H. Othman
Cooperative learning is a student-centered learning technique that can be considered a learning strategy for improving student performance both intellectually and in soft skill acquisition. Changesin curriculum structure in vocational institutions, because of the TVET transformation in 2012, have had an unforeseen influence on teaching and learning, whereas in the prior framework, a detailed teaching guideline was supplied compared to the latest structure. Teachers with inadequate knowledge and experience in learning strategies struggled to execute the new curriculum structure due to the lack of depth in these recent curriculum structure. This may be seen in the case of construction drawing subjects, where there were originally 14 main topics but now there are just four. Thus, the goal of this research is to help these teachers by offering a guideline for creating lesson plans that use a cooperative learning strategy. The aim of this paper is to identify and highlight the important component in the creation of a lesson plan using cooperative learning. For this investigation, the fuzzy Delphi technique was used. The main instrument for this study is a questionnaire survey that was developed utilizing a construct identified through literature and the results of a previous needs analysis. A total of 15 expert panels were chosen as the sample, which included university lecturers, vocational college instructors, officers from the Ministry of Education's Technical and Vocational Training Division, and industry representatives. The data was analyzed with the help of Microsoft Excel FDM. Visual skills, Cooperative Student Team Achievement Division (STAD), Power Point, and demonstrations components have been recognized as the major component to include in the lesson plan based on the analysis. With these components identified, a good lesson plan guideline for the next phase of this study can be constructed. It is envisaged that the development of such guidelines would help to elevate the practice of teaching and learning to the next level.
{"title":"Identification of Cooperative Learning Component in Designing Lesson Plan for Building Drawing Subject in Vocational Colleges","authors":"Mohd Firdaus Mustaffa Kamal, Raihanah Md Salleh, Rafeizah Mohd Zulkifli, Mohd Ridhuan Mohd Jamil, H. Othman","doi":"10.30880/jtet.2023.15.01.003","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.003","url":null,"abstract":"Cooperative learning is a student-centered learning technique that can be considered a learning strategy for improving student performance both intellectually and in soft skill acquisition. Changesin curriculum structure in vocational institutions, because of the TVET transformation in 2012, have had an unforeseen influence on teaching and learning, whereas in the prior framework, a detailed teaching guideline was supplied compared to the latest structure. Teachers with inadequate knowledge and experience in learning strategies struggled to execute the new curriculum structure due to the lack of depth in these recent curriculum structure. This may be seen in the case of construction drawing subjects, where there were originally 14 main topics but now there are just four. Thus, the goal of this research is to help these teachers by offering a guideline for creating lesson plans that use a cooperative learning strategy. The aim of this paper is to identify and highlight the important component in the creation of a lesson plan using cooperative learning. For this investigation, the fuzzy Delphi technique was used. The main instrument for this study is a questionnaire survey that was developed utilizing a construct identified through literature and the results of a previous needs analysis. A total of 15 expert panels were chosen as the sample, which included university lecturers, vocational college instructors, officers from the Ministry of Education's Technical and Vocational Training Division, and industry representatives. The data was analyzed with the help of Microsoft Excel FDM. Visual skills, Cooperative Student Team Achievement Division (STAD), Power Point, and demonstrations components have been recognized as the major component to include in the lesson plan based on the analysis. With these components identified, a good lesson plan guideline for the next phase of this study can be constructed. It is envisaged that the development of such guidelines would help to elevate the practice of teaching and learning to the next level.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46145599","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.023
Norazlinda Mohamad, Haryanti Mohd Affandi, N. E. Sohimi, Mohd Firdaus Mustaffa Kamal, Lázaro Moreno Herrera, Rabihah Munirah Zulkifli, N. Abas
Fordeveloping nations to meet the demand for skills in the twenty-first century, TVET is essential. The TVET institution actively creates a skilled workforce to meet the needs of the nation's labourmarket to meet those demands. As a result, efforts are being made to improve the existing TVET institutions. This study looked into the difficulties faced by TVET institution managers when handling their relationships with collaboration. The quantitative approach used in this study was the survey design approach. The right respondents are chosen for this study using purposeful sampling techniques. A total of 53 directors of TVET institutions in Malaysia and 30 representatives from industry were chosen as respondents for this study. The Rasch measurement model was used to analyze the data. This study identified managerial skills and common barriers as the two main obstacles to the collaboration between Malaysian TVET institutions and industries. Technical, human, and conceptual skills are the three categories used tocategorize managerial skill barriers. Technically, directors are unable to put knowledge into practice because they lack computer proficiency, managerial knowledge and experience, and methods and techniques for performance monitoring tools. Conceptually, directors struggle to plan long-term objectives, articulate strategies and comprehend the organizational structure of their industry. Finally, directors lack the ability to manage relationships between organizations and the drive to launch partnerships with the sector. While this was going on, the common TVET institution-industry collaboration barriers were grouped into four categories: governance issues, funding and financial issues, management issues in collaboration, and industry-institutionculture issues.
{"title":"Exploring TVET Institution Directors’ Barriers in Managing Malaysian TVET Institutions-Industry Partnership","authors":"Norazlinda Mohamad, Haryanti Mohd Affandi, N. E. Sohimi, Mohd Firdaus Mustaffa Kamal, Lázaro Moreno Herrera, Rabihah Munirah Zulkifli, N. Abas","doi":"10.30880/jtet.2023.15.01.023","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.023","url":null,"abstract":"Fordeveloping nations to meet the demand for skills in the twenty-first century, TVET is essential. The TVET institution actively creates a skilled workforce to meet the needs of the nation's labourmarket to meet those demands. As a result, efforts are being made to improve the existing TVET institutions. This study looked into the difficulties faced by TVET institution managers when handling their relationships with collaboration. The quantitative approach used in this study was the survey design approach. The right respondents are chosen for this study using purposeful sampling techniques. A total of 53 directors of TVET institutions in Malaysia and 30 representatives from industry were chosen as respondents for this study. The Rasch measurement model was used to analyze the data. This study identified managerial skills and common barriers as the two main obstacles to the collaboration between Malaysian TVET institutions and industries. Technical, human, and conceptual skills are the three categories used tocategorize managerial skill barriers. Technically, directors are unable to put knowledge into practice because they lack computer proficiency, managerial knowledge and experience, and methods and techniques for performance monitoring tools. Conceptually, directors struggle to plan long-term objectives, articulate strategies and comprehend the organizational structure of their industry. Finally, directors lack the ability to manage relationships between organizations and the drive to launch partnerships with the sector. While this was going on, the common TVET institution-industry collaboration barriers were grouped into four categories: governance issues, funding and financial issues, management issues in collaboration, and industry-institutionculture issues.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48518747","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.011
M. Triyono, Farid Mutohhari, N. Kholifah, M. Nurtanto, Hani Subakti, Kiftian Hady Prasetya
The rapid development of technology and digitalization in today's era has affected many aspects of life, including business and entrepreneurship. On the other hand, vocational education also has an essential role in preparing reliable and qualified human resources in this field. However, the main problem is the absence of entrepreneurial orientation and digital competency support in vocational education. In addition, low social and psychological capital results fromthis problem. This research aims to measure the role of social capital (SC) and psychological capital (PC) on entrepreneurial orientation (EO). Together they influence entrepreneurial intention (EI). In addition, entrepreneurial orientation (EO) was tested for its role as a mediator and tested for the moderating effect of digital competence (DC). This study used a quantitative research method with an ex post facto approach involving 757 vocational education student respondents. Data was collected through an Entrepreneurial Intentions questionnaire with a Likert scale of 1-5 (strongly disagree to agree strongly). SEM analysis tests the direct effect based on the path coefficient and the mediating and moderating effect based on the bootstrap results. The study results reveal that social capital (SC) and psychological capital (PC) and entrepreneurial orientation(EO)are significant in entrepreneurial intentions(EI). Entrepreneurial orientation (EO) is essential in mediating social and psychological capital's influence in determining intentions. Digital competence (DC) can prove its moderating role significantly in its interaction with entrepreneurial orientation(EO)in determining intentions. In addition, social capital (SC) and psychological capital (PC) andentrepreneurial orientation (EO) as the basis for forming entrepreneurial intentions(EI)in vocational education students. The recommendation from the study is that vocational education providers need to increase the use of technology in learning, provide entrepreneurship education and training programs and build networks with local business communities.
{"title":"Examining the Mediating-Moderating Role of Entrepreneurial Orientation and Digital Competence on Entrepreneurial Intention in Vocational Education","authors":"M. Triyono, Farid Mutohhari, N. Kholifah, M. Nurtanto, Hani Subakti, Kiftian Hady Prasetya","doi":"10.30880/jtet.2023.15.01.011","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.011","url":null,"abstract":"The rapid development of technology and digitalization in today's era has affected many aspects of life, including business and entrepreneurship. On the other hand, vocational education also has an essential role in preparing reliable and qualified human resources in this field. However, the main problem is the absence of entrepreneurial orientation and digital competency support in vocational education. In addition, low social and psychological capital results fromthis problem. This research aims to measure the role of social capital (SC) and psychological capital (PC) on entrepreneurial orientation (EO). Together they influence entrepreneurial intention (EI). In addition, entrepreneurial orientation (EO) was tested for its role as a mediator and tested for the moderating effect of digital competence (DC). This study used a quantitative research method with an ex post facto approach involving 757 vocational education student respondents. Data was collected through an Entrepreneurial Intentions questionnaire with a Likert scale of 1-5 (strongly disagree to agree strongly). SEM analysis tests the direct effect based on the path coefficient and the mediating and moderating effect based on the bootstrap results. The study results reveal that social capital (SC) and psychological capital (PC) and entrepreneurial orientation(EO)are significant in entrepreneurial intentions(EI). Entrepreneurial orientation (EO) is essential in mediating social and psychological capital's influence in determining intentions. Digital competence (DC) can prove its moderating role significantly in its interaction with entrepreneurial orientation(EO)in determining intentions. In addition, social capital (SC) and psychological capital (PC) andentrepreneurial orientation (EO) as the basis for forming entrepreneurial intentions(EI)in vocational education students. The recommendation from the study is that vocational education providers need to increase the use of technology in learning, provide entrepreneurship education and training programs and build networks with local business communities.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48080063","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.015
A. Kaliappan, H. Hamid, A. R. Madar
Green Technology refersto clean energy production, the use of alternative fuels,and technologies that are less harmful to the environment than fossil fuels.It has garnered a significant amount of interest due to increasing awareness about the impacts of climate change and the depletion of natural resources.While the buildings emit more carbon dioxide and other greenhouse gases than other industries, the use of Green Technology will be able toreduce human impacts on the natural environmentand prevent climate change. Therefore, the purpose of this study isto investigate the Green Technology Elements for Construction Technology in Vocational Collegethat is seen fundamental as these students will be in the construction workforce in the future. The study was conductedusing the Fuzzy Delphi Method (FDM) involving a combination of 20 experts with various expertise from a heterogeneous group. Aset of questionnaires using a 7-point Likert Scale was formed based on expert interviewsin the first phase of this studyand the data obtained were then analysed using triangular fuzzy numbers and ranking for each variable was determined using the defuzzification process. The findings showed that all elements listed reached the experts’ consensus. Expert consensus also found that the Carbon Initiatives element ranked first meanwhile the Introduction to Green Technologyelement ranked last in the list of elements. These elements are agreed upon inpreparing academically exemplary individuals while ensuring every graduate from Vocational College, especially from the Construction Technology course is equipped with job-ready skills to tackle real-life problems.
{"title":"Experts’Opinion Matters!Green Technology Elements for Construction Technology in Vocational Colleges","authors":"A. Kaliappan, H. Hamid, A. R. Madar","doi":"10.30880/jtet.2023.15.01.015","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.015","url":null,"abstract":"Green Technology refersto clean energy production, the use of alternative fuels,and technologies that are less harmful to the environment than fossil fuels.It has garnered a significant amount of interest due to increasing awareness about the impacts of climate change and the depletion of natural resources.While the buildings emit more carbon dioxide and other greenhouse gases than other industries, the use of Green Technology will be able toreduce human impacts on the natural environmentand prevent climate change. Therefore, the purpose of this study isto investigate the Green Technology Elements for Construction Technology in Vocational Collegethat is seen fundamental as these students will be in the construction workforce in the future. The study was conductedusing the Fuzzy Delphi Method (FDM) involving a combination of 20 experts with various expertise from a heterogeneous group. Aset of questionnaires using a 7-point Likert Scale was formed based on expert interviewsin the first phase of this studyand the data obtained were then analysed using triangular fuzzy numbers and ranking for each variable was determined using the defuzzification process. The findings showed that all elements listed reached the experts’ consensus. Expert consensus also found that the Carbon Initiatives element ranked first meanwhile the Introduction to Green Technologyelement ranked last in the list of elements. These elements are agreed upon inpreparing academically exemplary individuals while ensuring every graduate from Vocational College, especially from the Construction Technology course is equipped with job-ready skills to tackle real-life problems.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47285492","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.010
Anisah Abdul Wafi, U. S. Subri, I. Asshaari, Rafeizah Mohd Zulkifli, Suriani Mohamed, Z. Hanapi, Ridzwan Che’ Rus
The COVID-19 pandemic negatively impacted the economy, particularly the downsizing of operations and retrenchment, which affected various sectors. Post-pandemic prompted a shift in the perspective; rather than waiting for jobs, it seems that individuals needed to become job creators. In this regard, the Technical and Vocational Education and Training (TVET) is believed to be a prominent field of study that could facilitate graduates to become job creators. Nevertheless, some of graduates would not consider owning businesses after graduation, indicating the difficulty of becoming job creators. Therefore, this study emphasising TVET program built and validated a Talent Management Module (MTM) involving creation (Job Creator) based on the Cognitive Information Processing (CIP) theory. It comprised both quantitative and qualitative phases. First, a series of interviews were carried out to explore the perceptions of talent management (TM) among seven experts. Second, a quantitative study involving data interpretation analysis based on the validity of the module content was obtained using the interview technique. Third, the module content validation process involved seven experts comprising academics and Malaysian career academy entrepreneurs whose backgrounds included entrepreneurship and TVET. The results showed that nine variables were involved, namely 1) Communication, 2) Critical Thinking and Problem-Solving Skills, 3) Teamwork Skills, 4) Continuous Learning and Information Management, 5) Entrepreneurial Skills, 6) Leadership Skills, 7) Professional Ethics and Moral, 8) Career Adaptability, and 9) Digital technology. Overall, MTM that was built in this study was consented to by the appointed experts. The development of this module might better be considered to encourage graduates to create prospective job creation that could reduce the unemployment rate. Therefore, the proposed MTM might be an appropriate solution to address unemployment through the identified important components in the implementation and empowerment of career programmes across TVET graduates.
{"title":"‘Turning Job Seekers to Job Creators’: Talent Management Module Development for TVET Graduates","authors":"Anisah Abdul Wafi, U. S. Subri, I. Asshaari, Rafeizah Mohd Zulkifli, Suriani Mohamed, Z. Hanapi, Ridzwan Che’ Rus","doi":"10.30880/jtet.2023.15.01.010","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.010","url":null,"abstract":"The COVID-19 pandemic negatively impacted the economy, particularly the downsizing of operations and retrenchment, which affected various sectors. Post-pandemic prompted a shift in the perspective; rather than waiting for jobs, it seems that individuals needed to become job creators. In this regard, the Technical and Vocational Education and Training (TVET) is believed to be a prominent field of study that could facilitate graduates to become job creators. Nevertheless, some of graduates would not consider owning businesses after graduation, indicating the difficulty of becoming job creators. Therefore, this study emphasising TVET program built and validated a Talent Management Module (MTM) involving creation (Job Creator) based on the Cognitive Information Processing (CIP) theory. It comprised both quantitative and qualitative phases. First, a series of interviews were carried out to explore the perceptions of talent management (TM) among seven experts. Second, a quantitative study involving data interpretation analysis based on the validity of the module content was obtained using the interview technique. Third, the module content validation process involved seven experts comprising academics and Malaysian career academy entrepreneurs whose backgrounds included entrepreneurship and TVET. The results showed that nine variables were involved, namely 1) Communication, 2) Critical Thinking and Problem-Solving Skills, 3) Teamwork Skills, 4) Continuous Learning and Information Management, 5) Entrepreneurial Skills, 6) Leadership Skills, 7) Professional Ethics and Moral, 8) Career Adaptability, and 9) Digital technology. Overall, MTM that was built in this study was consented to by the appointed experts. The development of this module might better be considered to encourage graduates to create prospective job creation that could reduce the unemployment rate. Therefore, the proposed MTM might be an appropriate solution to address unemployment through the identified important components in the implementation and empowerment of career programmes across TVET graduates.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45595375","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.020
India is progressing economically, but it needs to pay more attention to social and human development together with women empowerment. The economic contribution and empowerment of women are pertinent to strengthen female’s rights andenable them have control on their lives and influence the society. Sustainable development can be achieved through economic empowerment of women. Empowered women and gender equality lead in multiplying the development efforts. Under the SDG-5, India has stated that it will ensure women and girls contribute as equivalent partners to growth and development of the country by 2030. At the global level too, it has been observed that if women participate equally with men in the economic activity, the world will add $11 trillion in the annual 2025 GDP. Investing on education and skill enhancement through Vocation education and training. has been a pertinent issue for the Indian government for the last decade. The current paper identifies the constructs of women empowerment and observes the role of formal and informal training in female empowerment. In all 317 women participated in the study through two stage sample design involving area sampling followed by convenience sampling. The study identified five constructs of women empowerment Economic Empowerment, Family Health and Well Being, Civic Empowerment, Social Empowerment, Educational Empowerment through exploratory factor analysis confirmed through confirmatory factor analysis.Further, the mean scores of all the constructs of women empowerment for formally trained respondents were higher than informally trained respondents but no significant difference between women empowerment, constructs of formally and informally trained womenobserved in the study.
{"title":"Role of Training in Women Empowerment: An Empirical Analysis","authors":"","doi":"10.30880/jtet.2023.15.01.020","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.020","url":null,"abstract":"India is progressing economically, but it needs to pay more attention to social and human development together with women empowerment. The economic contribution and empowerment of women are pertinent to strengthen female’s rights andenable them have control on their lives and influence the society. Sustainable development can be achieved through economic empowerment of women. Empowered women and gender equality lead in multiplying the development efforts. Under the SDG-5, India has stated that it will ensure women and girls contribute as equivalent partners to growth and development of the country by 2030. At the global level too, it has been observed that if women participate equally with men in the economic activity, the world will add $11 trillion in the annual 2025 GDP. Investing on education and skill enhancement through Vocation education and training. has been a pertinent issue for the Indian government for the last decade. The current paper identifies the constructs of women empowerment and observes the role of formal and informal training in female empowerment. In all 317 women participated in the study through two stage sample design involving area sampling followed by convenience sampling. The study identified five constructs of women empowerment Economic Empowerment, Family Health and Well Being, Civic Empowerment, Social Empowerment, Educational Empowerment through exploratory factor analysis confirmed through confirmatory factor analysis.Further, the mean scores of all the constructs of women empowerment for formally trained respondents were higher than informally trained respondents but no significant difference between women empowerment, constructs of formally and informally trained womenobserved in the study.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49441064","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 : 2023-03-30DOI: 10.30880/jtet.2023.15.01.022
Kahirol Mohd Salleh, N. Sulaiman, Gene W. Gloeckner
Validity and reliability are important aspects of research, especially in social science and TVET research. The scales used in research that are important factors to enable good research results. The objective of this paper is to provide insight into important concepts of validity and reliability and also to introduce the major methods to assess validity and reliability as they relate to social science and TVETresearch. The research design and approach used for this study was a non-experimental research design. The data are using retrospective data and descriptive statistics which were used to run the simulation and analysis. The outcome of this research suggests that Cronbach’s Alpha is the best method to use when checking the reliability in terms of internal consistency. The alpha provides various information that can benefit the researcher, especially in novice research, The result from the simulation shows the importance of conducting validity and reliability test during the research process. It not only provided evidence but also confidence because it reflected consistency and accuracy.
{"title":"Exploring Test Concept andMeasurement Through Validity andReliability Process inTVET Research: Guideline forThe Novice Researcher","authors":"Kahirol Mohd Salleh, N. Sulaiman, Gene W. Gloeckner","doi":"10.30880/jtet.2023.15.01.022","DOIUrl":"https://doi.org/10.30880/jtet.2023.15.01.022","url":null,"abstract":"Validity and reliability are important aspects of research, especially in social science and TVET research. The scales used in research that are important factors to enable good research results. The objective of this paper is to provide insight into important concepts of validity and reliability and also to introduce the major methods to assess validity and reliability as they relate to social science and TVETresearch. The research design and approach used for this study was a non-experimental research design. The data are using retrospective data and descriptive statistics which were used to run the simulation and analysis. The outcome of this research suggests that Cronbach’s Alpha is the best method to use when checking the reliability in terms of internal consistency. The alpha provides various information that can benefit the researcher, especially in novice research, The result from the simulation shows the importance of conducting validity and reliability test during the research process. It not only provided evidence but also confidence because it reflected consistency and accuracy.","PeriodicalId":43208,"journal":{"name":"Journal of Technical Education and Training","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48171749","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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