Pub Date : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.007
Ahad R., Lee M. F.
Stress management among high school students is an important and often studied issue in the field of education and mental health. Short-term stress has been found to be helpful in learning, especially in pursuing desired career opportunities. This is the opposite for long-term stress which is more harmful so it needs to be dealt with as best as possible. This study provides a systematic analysis of 20 articles published from 2010 to 2021 related to stress among students and also the instruments used to measure stress. The Systematic Literature Review (SLR) approach is based on the PRISMA Flowchart which consists of four steps, namely identification, screening, eligibility, and included. The results of the analysis outline four main categories of factors that influence the incidence of stress among students, namely interpersonal factors, external factors, academic factors, and environmental factors. In this context, academic factors stand out as the main subject of discussion in the literature reviewed. The results of this study also show the importance of student stress management in the context of schooling, especially those related to the learning process and educational environment.
{"title":"Stress Among Secondary School Students: Exploring Stress Causes and Stress Measurement Instruments","authors":"Ahad R., Lee M. F.","doi":"10.30880/ojtp.2023.08.02.007","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.007","url":null,"abstract":"Stress management among high school students is an important and often studied issue in the field of education and mental health. Short-term stress has been found to be helpful in learning, especially in pursuing desired career opportunities. This is the opposite for long-term stress which is more harmful so it needs to be dealt with as best as possible. This study provides a systematic analysis of 20 articles published from 2010 to 2021 related to stress among students and also the instruments used to measure stress. The Systematic Literature Review (SLR) approach is based on the PRISMA Flowchart which consists of four steps, namely identification, screening, eligibility, and included. The results of the analysis outline four main categories of factors that influence the incidence of stress among students, namely interpersonal factors, external factors, academic factors, and environmental factors. In this context, academic factors stand out as the main subject of discussion in the literature reviewed. The results of this study also show the importance of student stress management in the context of schooling, especially those related to the learning process and educational environment.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084493","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.012
Ufondu C. C., Udeh V. C., Amobi, Chinelo Maryann
This study was on inculcating digital contents, technological tools as agents for enhancing business education curriculum for Skill Acquisition in Universities in Anambra State. Two research questions and null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. A population of 34 business educators in Universities in Anambra state were used for the study. No sample was drawn for the study since the size of the population is manageable. The instrument used to collect data for the study was a structured questionnaire with two parts; part A contained items on the demography of respondents and part B contained items on the two research questions under the study. The questions were structured on a 5 point rating scale of Strongly Agree (SA); Agree (A), Moderately Agree (MA), Disagree (D) and Strongly Disagree. The instrument was validated b three experts, two from the Department of Business Education and one from Measurement and Evaluation. Cronbach Alpha reliability coefficient was used to test consistency of the instrument and a general coefficient of 0.81. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was be rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed that business education lecturers in universities in Anambra state agree that provision of instructional technology, inculcating digital contents can enhance business education curriculum for skill acquisition. These findings were discussed and conclusion was drawn. Relevant recommendations were made based on the findings of the study part of which included that Management of business education programme should incorporate digital tools and platforms that are relevant to various business disciplines, such as data analytics software, marketing automation platforms, project management tools, or simulation software. Provide hands-on training and practical exercises using these tools to develop students' proficiency in digital technologies applicable to the business context.
{"title":"Inculcating Digital Contents, Technological Tools: Agents for Enhancing Business Education Curriculum for Skill Acquisition in Nigerian Universities","authors":"Ufondu C. C., Udeh V. C., Amobi, Chinelo Maryann","doi":"10.30880/ojtp.2023.08.02.012","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.012","url":null,"abstract":"This study was on inculcating digital contents, technological tools as agents for enhancing business education curriculum for Skill Acquisition in Universities in Anambra State. Two research questions and null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. A population of 34 business educators in Universities in Anambra state were used for the study. No sample was drawn for the study since the size of the population is manageable. The instrument used to collect data for the study was a structured questionnaire with two parts; part A contained items on the demography of respondents and part B contained items on the two research questions under the study. The questions were structured on a 5 point rating scale of Strongly Agree (SA); Agree (A), Moderately Agree (MA), Disagree (D) and Strongly Disagree. The instrument was validated b three experts, two from the Department of Business Education and one from Measurement and Evaluation. Cronbach Alpha reliability coefficient was used to test consistency of the instrument and a general coefficient of 0.81. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was be rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed that business education lecturers in universities in Anambra state agree that provision of instructional technology, inculcating digital contents can enhance business education curriculum for skill acquisition. These findings were discussed and conclusion was drawn. Relevant recommendations were made based on the findings of the study part of which included that Management of business education programme should incorporate digital tools and platforms that are relevant to various business disciplines, such as data analytics software, marketing automation platforms, project management tools, or simulation software. Provide hands-on training and practical exercises using these tools to develop students' proficiency in digital technologies applicable to the business context.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135086009","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.008
Gopal K., Quah W. B.
The students in this community college's Hospitality Course had several difficulties speaking English, including anxiety of making mistakes, fear of being laughed at by their friends, and a lack of understanding of the pronunciation and grammar that they used. This study aims to determine the students speaking skills by enhancing their motivation level and also to determine how students can communicate effectively when games are integrated in the lesson. This research was implemented with SPM leavers who are attending Hospitality Course in a community college. Hence snake and ladder game being used as a way out to develop students’ motivation in speaking English. When snake and ladder game is induced in the learning process, students will learn to speak spontaneously while playing the games and indirectly they will be able to motivate and train themselves in being a skillful speaker gradually. The researchers used pre-test and post-test, the researchers’ observation and interviews with a few students. When students participated in speaking tasks, particularly during games, they felt more liberated, free, and confident, according to the findings. They work together, support each other, and interact. Furthermore, when they had to perform in small groups, they were relaxed and joyful. Games have been and will always be an important part of learning a second or foreign language. Researchers have pointed out the importance of using snake and ladder game in the English learning process. This game is motivating and exciting experiences for students to develop the speaking skills.
{"title":"Enhancing TVET Students' English Speaking Skills at Community College Using the Snake & Ladder Game","authors":"Gopal K., Quah W. B.","doi":"10.30880/ojtp.2023.08.02.008","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.008","url":null,"abstract":"The students in this community college's Hospitality Course had several difficulties speaking English, including anxiety of making mistakes, fear of being laughed at by their friends, and a lack of understanding of the pronunciation and grammar that they used. This study aims to determine the students speaking skills by enhancing their motivation level and also to determine how students can communicate effectively when games are integrated in the lesson. This research was implemented with SPM leavers who are attending Hospitality Course in a community college. Hence snake and ladder game being used as a way out to develop students’ motivation in speaking English. When snake and ladder game is induced in the learning process, students will learn to speak spontaneously while playing the games and indirectly they will be able to motivate and train themselves in being a skillful speaker gradually. The researchers used pre-test and post-test, the researchers’ observation and interviews with a few students. When students participated in speaking tasks, particularly during games, they felt more liberated, free, and confident, according to the findings. They work together, support each other, and interact. Furthermore, when they had to perform in small groups, they were relaxed and joyful. Games have been and will always be an important part of learning a second or foreign language. Researchers have pointed out the importance of using snake and ladder game in the English learning process. This game is motivating and exciting experiences for students to develop the speaking skills.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135085779","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.004
Ngo Jie Sheng, Badaruddin Bin Ibrahim
Design dan Technology is a newly introduced subject in year 2014, so the competence of Design and Technology teachers should be emphasized to ensure that the objectives of the subject Design and Technology are achieved. The Ministry of Education has published the Malaysia Teacher Standards to improve the competence of teachers by focusing on three standards, namely the standard of practice values of teaching professionalism, the standard of teacher knowledge and understanding and the standard of teaching and learning skills. In order to produce students who are able to compete and have skills in the 21st century, Design and Technology teachers need to have competencies such as values, knowledge and skills in order to remain relevant to the latest developments in education in general and the field of Design and Technology in particular. This study uses a quantitative approach that uses a survey method with a questionnaire to see the level of competence of primary school Design and Technology teachers in the Batu Pahat district. A total of 403 primary school Design and Technology teachers in Batu Pahat district were involved in this study. The results of study show that the level of competence of primary school Design and Technology teachers in Batu Pahat district is high (M=4.45, SP=0.56). Highly competent teachers are needed to teach Design and Technology subjects in order to achieve the goal of the National Education Philosophy, which is to produce balanced and holistic human capital from various aspects.
{"title":"The Competencies of Primary School Design and Technology Teachers in Batu Pahat District","authors":"Ngo Jie Sheng, Badaruddin Bin Ibrahim","doi":"10.30880/ojtp.2023.08.02.004","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.004","url":null,"abstract":"Design dan Technology is a newly introduced subject in year 2014, so the competence of Design and Technology teachers should be emphasized to ensure that the objectives of the subject Design and Technology are achieved. The Ministry of Education has published the Malaysia Teacher Standards to improve the competence of teachers by focusing on three standards, namely the standard of practice values of teaching professionalism, the standard of teacher knowledge and understanding and the standard of teaching and learning skills. In order to produce students who are able to compete and have skills in the 21st century, Design and Technology teachers need to have competencies such as values, knowledge and skills in order to remain relevant to the latest developments in education in general and the field of Design and Technology in particular. This study uses a quantitative approach that uses a survey method with a questionnaire to see the level of competence of primary school Design and Technology teachers in the Batu Pahat district. A total of 403 primary school Design and Technology teachers in Batu Pahat district were involved in this study. The results of study show that the level of competence of primary school Design and Technology teachers in Batu Pahat district is high (M=4.45, SP=0.56). Highly competent teachers are needed to teach Design and Technology subjects in order to achieve the goal of the National Education Philosophy, which is to produce balanced and holistic human capital from various aspects.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135085778","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.011
Raden Mohd Farhan Helmy Raden Ismail, Mohd Bekri Rahim, Junita Sulaiman
This study focuses on the evaluation of Work-Based Learning (WBL) elements on MTUN (assumed to be a specific institution or program) bachelor students. The objective is to assess the validity and reliability of the research instruments used in the evaluation process. WBL is an educational approach that integrates practical work experiences with academic learning to enhance students' skills and employability. Ensuring the validity of the research instruments is crucial to measure the intended outcomes accurately. Content validity is achieved through careful instrument design, aligning research questions with measures, and seeking expert input. Reliability is established by employing standardized procedures, clear instructions, and rigorous data collection training. This study utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews, to enhance the validity and reliability of the findings. Limitations and potential sources of bias are acknowledged and addressed. By maintaining validity and reliability in the evaluation, this study aims to provide accurate and trustworthy insights into the effectiveness of WBL elements, contributing to the improvement of WBL programs and enhancing student learning outcomes and career readiness.
{"title":"Validity and Reliability of Research Instrument in Evaluation of Work-Based Learning (WBL) Elements","authors":"Raden Mohd Farhan Helmy Raden Ismail, Mohd Bekri Rahim, Junita Sulaiman","doi":"10.30880/ojtp.2023.08.02.011","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.011","url":null,"abstract":"This study focuses on the evaluation of Work-Based Learning (WBL) elements on MTUN (assumed to be a specific institution or program) bachelor students. The objective is to assess the validity and reliability of the research instruments used in the evaluation process. WBL is an educational approach that integrates practical work experiences with academic learning to enhance students' skills and employability. Ensuring the validity of the research instruments is crucial to measure the intended outcomes accurately. Content validity is achieved through careful instrument design, aligning research questions with measures, and seeking expert input. Reliability is established by employing standardized procedures, clear instructions, and rigorous data collection training. This study utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews, to enhance the validity and reliability of the findings. Limitations and potential sources of bias are acknowledged and addressed. By maintaining validity and reliability in the evaluation, this study aims to provide accurate and trustworthy insights into the effectiveness of WBL elements, contributing to the improvement of WBL programs and enhancing student learning outcomes and career readiness.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084491","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.003
Ealangov S., Abdul Malek. S.
Climate change, shortages of resources, advancements in artificial intelligence, technological explosions, and globalization have an impact on the agricultural labour market. As a result, the Institute of Technical and Vocational Training Education (PLTV) is under pressure to produce highly trained graduates in order to meet its objectives. In an effort to resolve this issue, PLTV, particularly Community College, is urgently needed to revise the curriculum of the Community College Certificate Programme (SKK), particularly in the field of agrotechnology. The study aims at exploring the challenges and strategies of agrotechnology lecturers at Community College in facing the prospect of curriculum changes. The survey study was designed implementing a qualitative methodology. The collection of survey data is carried out through semi-structured interviews using adapted interview protocols. The study population consisted of lecturers in the field of agrotechnology at Community College covering three clusters namely agriculture technology, aquaculture and food processing and quality control. The purposive sampling method is used to select six survey informan who meet the set criteria. The data obtained is analyzed thematically. The findings of the study find lecturers facing challenges from aspects of expertise, knowledge, and competence; time constraints; lack of resources; and curriculum design. The lecturers also recommended strategies to overcome the challenges in curriculum change from the practice aspect; resource improvement; curricular improvements; and quality assurance. This finding is expected to contribute to the the curriculum change process especially for the Agrotechnology Certificate Program.
{"title":"Challenges and Strategies in Curriculum Change among Agrotechnology Lecturers in Community College","authors":"Ealangov S., Abdul Malek. S.","doi":"10.30880/ojtp.2023.08.02.003","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.003","url":null,"abstract":"Climate change, shortages of resources, advancements in artificial intelligence, technological explosions, and globalization have an impact on the agricultural labour market. As a result, the Institute of Technical and Vocational Training Education (PLTV) is under pressure to produce highly trained graduates in order to meet its objectives. In an effort to resolve this issue, PLTV, particularly Community College, is urgently needed to revise the curriculum of the Community College Certificate Programme (SKK), particularly in the field of agrotechnology. The study aims at exploring the challenges and strategies of agrotechnology lecturers at Community College in facing the prospect of curriculum changes. The survey study was designed implementing a qualitative methodology. The collection of survey data is carried out through semi-structured interviews using adapted interview protocols. The study population consisted of lecturers in the field of agrotechnology at Community College covering three clusters namely agriculture technology, aquaculture and food processing and quality control. The purposive sampling method is used to select six survey informan who meet the set criteria. The data obtained is analyzed thematically. The findings of the study find lecturers facing challenges from aspects of expertise, knowledge, and competence; time constraints; lack of resources; and curriculum design. The lecturers also recommended strategies to overcome the challenges in curriculum change from the practice aspect; resource improvement; curricular improvements; and quality assurance. This finding is expected to contribute to the the curriculum change process especially for the Agrotechnology Certificate Program.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135085895","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.006
Terancy Barajing Anak Demin, Mimi Mohaffyza Mohamad
The heutagogy approach is a learning approach with the concept of self-determined learning that is oriented towards student-centered learning. This study aims to identify the conceptual approach of heutagogy in vocational learning. In vocational learning, the heutagogic approach is important in the employability of graduates from vocational colleges. The heutagogic approach has six elements which is explore, collaborate, create, connect, share and reflect. The objective of this study is to identify the elements of heutagogy in vocational learning that is job-oriented and to identify the differences between the elements of heutagogy and the field of study. The research design is a survey and quantitative approach with questionnaires as research instruments. A stratified random sampling method was used and a total of 281 respondents were involved in this study who were Malaysian Vocational Diploma year 2 semester 2 vocational college students in Sarawak. Data analysis used is mean, standard deviation and MANOVA. The findings of the study show that elements of heutagogy show high mean score values. The study found that there was no significant difference between the elements of heutagogy and the field of study. Therefore, this study concludes that the element of heutagogy is very important in all types of vocational skills in order to increase the marketability of vocational students in the industry.
{"title":"Heutagogy Conceptual Approach In Vocational Learning","authors":"Terancy Barajing Anak Demin, Mimi Mohaffyza Mohamad","doi":"10.30880/ojtp.2023.08.02.006","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.006","url":null,"abstract":"The heutagogy approach is a learning approach with the concept of self-determined learning that is oriented towards student-centered learning. This study aims to identify the conceptual approach of heutagogy in vocational learning. In vocational learning, the heutagogic approach is important in the employability of graduates from vocational colleges. The heutagogic approach has six elements which is explore, collaborate, create, connect, share and reflect. The objective of this study is to identify the elements of heutagogy in vocational learning that is job-oriented and to identify the differences between the elements of heutagogy and the field of study. The research design is a survey and quantitative approach with questionnaires as research instruments. A stratified random sampling method was used and a total of 281 respondents were involved in this study who were Malaysian Vocational Diploma year 2 semester 2 vocational college students in Sarawak. Data analysis used is mean, standard deviation and MANOVA. The findings of the study show that elements of heutagogy show high mean score values. The study found that there was no significant difference between the elements of heutagogy and the field of study. Therefore, this study concludes that the element of heutagogy is very important in all types of vocational skills in order to increase the marketability of vocational students in the industry.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135086006","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.010
C H Go, M. Z. Rozali
This pilot study aimed to examine the reliability of the DIGIGLO Digital Competency Assessment instrument by using Cronbach's Alpha as a measurement of its reliability. The study involved 30 primary school Design and Technology teachers who held the position of Head of the Panel in the Batu Pahat district. Respondents answered an online questionnaire using Google Forms to provide the necessary data for this pilot study. The Statistical Package for Social Science (SPSS) software was used to analyze the data and obtain Cronbach's Alpha values. The analysis results showed that the Cronbach's Alpha values for the eight elements of digital competency ranged from .919 to .966. Therefore, the adapted DIGIGLO instrument is a valid and reliable tool for assessing teacher digital competencies.
本初步研究旨在检验DIGIGLO数字能力评估工具的可靠性，采用Cronbach's Alpha作为其可靠性的测量。这项研究涉及30名小学设计和技术教师，他们担任Batu Pahat地区小组组长的职位。受访者使用谷歌表格回答了一份在线问卷，为这项初步研究提供必要的数据。采用SPSS (Statistical Package for Social Science)软件对数据进行分析，得到Cronbach’s Alpha值。分析结果表明，数字化胜任力8个要素的Cronbach’s Alpha值在0.919 ~ 0.966之间。因此，改编后的DIGIGLO仪器是评估教师数字能力的有效和可靠的工具。
{"title":"Digital Competence of Primary School Design and Technology Teachers for Online Learning and Facilitation: A Pilot Study","authors":"C H Go, M. Z. Rozali","doi":"10.30880/ojtp.2023.08.02.010","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.010","url":null,"abstract":"This pilot study aimed to examine the reliability of the DIGIGLO Digital Competency Assessment instrument by using Cronbach's Alpha as a measurement of its reliability. The study involved 30 primary school Design and Technology teachers who held the position of Head of the Panel in the Batu Pahat district. Respondents answered an online questionnaire using Google Forms to provide the necessary data for this pilot study. The Statistical Package for Social Science (SPSS) software was used to analyze the data and obtain Cronbach's Alpha values. The analysis results showed that the Cronbach's Alpha values for the eight elements of digital competency ranged from .919 to .966. Therefore, the adapted DIGIGLO instrument is a valid and reliable tool for assessing teacher digital competencies.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135086007","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.001
Atiqah Sani, Siti Fadzilah Mat Noor, Hazura Mohamed
Online teaching and learning (TnL) is one of the transformation of education towards digital it is a necessity now especially during a pandemic. The TnL in Technical and Vocational Training (TVET) institutions prioritizes on the practical, which is one of the Malaysia Education Development Plan 2015-2025 (Higher Education). The implementation of TnL is less effective if the practical course is conducted online without a guide specially designed for the practical subject. Thus, this study will develop an TVET e-learning framework for practical courses offered in TVET institution. The objective of this study is to identify components in the TVET e-learning framework of practical skills courses and test the acceptance of the framework through application prototypes. Respondents for this study are specialist lecturers from Nilai Polytechnic Retail Management Diploma who implement TVET teaching and learning. This study is divided into two phases which is identify elements from the previous study and the second phase is the assessment of the acceptance of the framework by ten experts in the field which aims to see the suitability and acceptance of the framework to be used as a guide by TVET teaching staff. The results of the study were analyzed to meet the objectives of the study. This research framework is based on the Community of Inquiry model and the Malaysian Qualifications Framework (MQF) also use of augmented reality. The results of the analysis show that experts agree on the elements used for the learning framework. From analysis,this framework can be implemented in the online TnL process and is capable of helping TVET instructors to implement practical skills teaching in addition it functions as a guide for lecturer to increase creativity, engagement and communication of students with lecturer.
{"title":"E-Learning Framework of TVET Practical Skills Courses","authors":"Atiqah Sani, Siti Fadzilah Mat Noor, Hazura Mohamed","doi":"10.30880/ojtp.2023.08.02.001","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.001","url":null,"abstract":"Online teaching and learning (TnL) is one of the transformation of education towards digital it is a necessity now especially during a pandemic. The TnL in Technical and Vocational Training (TVET) institutions prioritizes on the practical, which is one of the Malaysia Education Development Plan 2015-2025 (Higher Education). The implementation of TnL is less effective if the practical course is conducted online without a guide specially designed for the practical subject. Thus, this study will develop an TVET e-learning framework for practical courses offered in TVET institution. The objective of this study is to identify components in the TVET e-learning framework of practical skills courses and test the acceptance of the framework through application prototypes. Respondents for this study are specialist lecturers from Nilai Polytechnic Retail Management Diploma who implement TVET teaching and learning. This study is divided into two phases which is identify elements from the previous study and the second phase is the assessment of the acceptance of the framework by ten experts in the field which aims to see the suitability and acceptance of the framework to be used as a guide by TVET teaching staff. The results of the study were analyzed to meet the objectives of the study. This research framework is based on the Community of Inquiry model and the Malaysian Qualifications Framework (MQF) also use of augmented reality. The results of the analysis show that experts agree on the elements used for the learning framework. From analysis,this framework can be implemented in the online TnL process and is capable of helping TVET instructors to implement practical skills teaching in addition it functions as a guide for lecturer to increase creativity, engagement and communication of students with lecturer.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135083990","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 : 2023-09-30DOI: 10.30880/ojtp.2023.08.02.005
Tze Kiong Tee, Chia Swee Yee, Rizky Ema Wulansari, Charanjit Kaur Swaran Singh, Nurul Wahida Azid, Zaliza Hanapi
The Technical Communication Graphics (GKT) course aims to produce knowledgeable, skilled, imaginative, creative, and innovative students so they can communicate effectively and confidently through graphics in various technological fields. However, the study on the challenges and teaching needs of GKT teachers has not been explored since its introduction in 2017. Therefore, this study aimed to determine the challenges faced by GKT teachers and their needs in teaching this subject. This survey received responses from 217 GKT teachers from across Malaysia. This study employs a questionnaire with both closed and open questions. The data collected for the closed questions were analysed with Statistical Package for the Social Sciences (SPSS) version 27 software to obtain the mean score, standard deviation, frequency, and percentage. In the meantime, a thematic analysis of open questions regarding teachers' teaching challenges and needs has been conducted. With an overall mean score of 3.17 and a standard deviation of 0.65, the study reveals that the level of teaching challenges faced by GKT teachers are moderately low. In contrast, the level of teachers' needs in teaching GKT subject is high in all aspects, including teaching aids, professionalism development courses, diversity of teaching strategies, and teaching and learning activities based on learning styles, with a mean value of 4.31 and a standard deviation of 0.63. In addition, theme analysis for open-ended questions reveals that teachers require adequate basic teaching facilities, engaging teaching aids, professionalism development courses, effective teaching strategies, as well as adequate teaching time allocation and budget. Overall, stakeholders must pay close attention to the obstacles faced by GKT teachers and provide the best support for their needs to enhance the quality of GKT instruction and student achievement in this subject.
{"title":"Challenges and Teaching Needs for Technical Communication Graphics Teachers at National Secondary Schools","authors":"Tze Kiong Tee, Chia Swee Yee, Rizky Ema Wulansari, Charanjit Kaur Swaran Singh, Nurul Wahida Azid, Zaliza Hanapi","doi":"10.30880/ojtp.2023.08.02.005","DOIUrl":"https://doi.org/10.30880/ojtp.2023.08.02.005","url":null,"abstract":"The Technical Communication Graphics (GKT) course aims to produce knowledgeable, skilled, imaginative, creative, and innovative students so they can communicate effectively and confidently through graphics in various technological fields. However, the study on the challenges and teaching needs of GKT teachers has not been explored since its introduction in 2017. Therefore, this study aimed to determine the challenges faced by GKT teachers and their needs in teaching this subject. This survey received responses from 217 GKT teachers from across Malaysia. This study employs a questionnaire with both closed and open questions. The data collected for the closed questions were analysed with Statistical Package for the Social Sciences (SPSS) version 27 software to obtain the mean score, standard deviation, frequency, and percentage. In the meantime, a thematic analysis of open questions regarding teachers' teaching challenges and needs has been conducted. With an overall mean score of 3.17 and a standard deviation of 0.65, the study reveals that the level of teaching challenges faced by GKT teachers are moderately low. In contrast, the level of teachers' needs in teaching GKT subject is high in all aspects, including teaching aids, professionalism development courses, diversity of teaching strategies, and teaching and learning activities based on learning styles, with a mean value of 4.31 and a standard deviation of 0.63. In addition, theme analysis for open-ended questions reveals that teachers require adequate basic teaching facilities, engaging teaching aids, professionalism development courses, effective teaching strategies, as well as adequate teaching time allocation and budget. Overall, stakeholders must pay close attention to the obstacles faced by GKT teachers and provide the best support for their needs to enhance the quality of GKT instruction and student achievement in this subject.","PeriodicalId":497960,"journal":{"name":"Online Journal for TVET Practitioners","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135084492","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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