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Special Issue on "Graduate Students Research on Education", 2017

 
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Mageswary Karpudewan & Chong Keat Meng
Ayuni Akhiar, Al- Amin Mydin & Shaidatul Akma Adi Kasuma
Namirah Fatmanissa & Kusnandi
Khor Mui Kim & Ruzlan Md-Ali
Muhammad Kamarul Kabilan, Hallijah Hussin, Nooraishah Zul-Qarnain, Anna Christina Abdullah, Shuki Osman, Hairul Nizam Ismail, Mahbub Ahsan Khan & Mohammad Ali Zinnah

CHANGES IN TEACHERS' REFLECTION AFTER LESSON STUDY PROCESS
Tan Saw Fen, Lim Chap Sam & Chew Cheng Meng

YOUTUBE WITHIN ESL CLASSROOM: EXPLORING AN INSTRUCTOR’S AND HER LEARNERS’ EXPERIENCES CONCERNING THE AUTHENTICITY OF LANGUAGE AND TECHNOLOGY USE
Berlian Nur Morat, Anis Shaari, Mohamad Jafre Zainol Abidin & Amelia Abdullah

ENHANCING KNOWLEDGE OF BULLYING BEHAVIOR THROUGH CREATIVE PEDAGOGY AMONG STUDENTS
Jamalsafri Saibon, Amelia Leong Chiew Har & Muhamad Zahir Abd. Razak

THE DESIGN AND DEVELOPMENT OF MOBIEKO: A MOBILE EDUCATIONAL APP FOR MICROECONOMICS MODULE
Mohamad Siri Muslimin, Norazah Mohd Nordin, Ahmad Zamri Mansor & Melor Md Yunus



 
MALAYSIAN STUDENTS’ ACHIEVEMENT IN TIMSS 2011: DOES SCIENCE INQUIRY REALLY MATTER?
1Amani Abdullah Mubarak & 2Nordin Abdul Razak
1Science Department, IPG Kampus Darulaman,
Kedah, Malaysia
2School of Educational Studies, Universiti Sains Malaysia
1Corresponding author: amaniipda@gmail.com

ABSTRACT | FULL TEXT
Purpose – This study investigates the relationship of student and teacher level variables on Trend for International Mathematics and Science Study (TIMSS) 2011 Science achievement among Malaysian students. Specifically, it aims to examine the effect of students’ achievement when a science inquiry approach is considered.
 
Method – Thirteen educational context variables were selected from the teacher and student questionnaires and were tested on the TIMSS 2011Science achievement. The data were retrieved from the IEA official website and consisted of 177 Science teachers and 5,549 Grade Eight students. A secondary data analysis was employed to examine the relationships between the variables from the perspective of the Dynamic Model of Educational Effectiveness Research. A two-level model of the Hierarchical Linear Modelling (HLM) consisting of Teacher-Student Level was employed. The 13 independent variables are: student gender, parents’ education level, home educational resources, liking Science, valuing Science, teacher gender, class size, teacher who emphasises on academic success, inquiry approach, science assessment, frequency of science test, teacher experience and teacher qualification. The nested data of students and teachers were analysed using Hierarchical Linear Modelling 6.0 statistical software.

Findings – The study finds that teacher differences between schools account for 70% variation in the students’ achievement due to factors, such as teacher gender, enthusiasm of teacher in emphasising the academic success of students and class size. However, Science Inquiry is not a contributor to students’ achievement in Science; it has only a moderating effect on students’ achievement to value Science learning.
 
Significance – The findings have important implications for stakeholders, specifically to Teachers’ Training Institutions, Curriculum Development Centres and the Teachers’ Development Division, on the Science teachers’ quality in Malaysia. Affective domain of the students is equally important as the cognitive domain and should not be ignored.

Keywords: Science, TIMSS, secondary data analysis, dynamic model of Educational Effectiveness Research (EER), Hierarchical Linear Modelling.
 

 
THE EFFECTS OF CLASSROOM LEARNING ENVIRONMENT AND LABORATORY LEARNING ENVIRONMENT ON THE ATTITUDE TOWARDS LEARNING SCIENCE IN THE 21ST-CENTURY SCIENCE LESSONS
1Mageswary Karpudewan & 2Chong Keat Meng
1School of Educational Studies, Universiti Sains Malaysia, Malaysia
2SMK Methodist (ACS), Kampar, Perak, Malaysia
1Corresponding author: kmageswary@usm.my

ABSTRACT | FULL TEXT
Purpose – Many students associate science with negative feelings and attitudes which discourage them from continuing with science. This is supported by findings indicating a positive correlation between attitude and achievement. The learning environment is an important construct that influences students’ attitude. Following the claim that attitude is important and the learning environment is the determinant of learners’ attitude, in this study, an attempt is made to investigate the effects of classroom learning environment and laboratory learning environment on students’ attitude towards learning science.
 
Methodology – Survey research design was used to identify the students’ perception of learning environment and attitude. A total of three sets of questionnaires on science laboratory, classroom learning and attitude towards learning science were administered to 272 (109 males and 163 females) lower secondary school students. Purposive sampling approach was used to identify the samples. Multiple linear regression was used to answer the research questions.

Findings – The results show that attitude towards learning science is positively correlated with both classroom learning environment (r =.515) and science laboratory learning environment (r =.526). Both classroom learning environment and science laboratory learning environment are significant predictors of attitude. Cooperation, Equity and Investigation from the WIHIC and Integration, Material Environment and Students Cohesiveness from the SLEI are identified as significant predictors of attitude.
 
Significance – The findings obtained from this quantitative survey suggest the presence of causal effects among the learning domains. This finding suggests that teachers should seriously consider the causal effects of the domains when designing their teaching strategies to enable the development of 21st-century skills.

Keywords: 21st century learning, attitude towards learning science, lower secondary students, science laboratory and classroom learning environment.
 

 
STUDENTS’ PERCEPTIONS AND ATTITUDES TOWARDS THE USE OF INSTAGRAM IN ENGLISH LANGUAGE WRITING
1Ayuni Akhiar, 2Al- Amin Mydin & 3Shaidatul Akma Adi Kasuma
1&3School of Languages, Literacies and Translation
2School of Educational Studies, Universiti Sains Malaysia, Malaysia
1Corresponding author: ayuni@usm.my

ABSTRACT | FULL TEXT
Purpose – This study examines university students’ perceptions and attitudes towards the use of Instagram in English language writing. Like other social networking sites (SNS), the design of Instagram promotes community-centeredness, and supports the dissemination of authentic content that creates opportunities for meaningful interactions among language learners.

Methodology – There were 101 participants of this study who participated in a descriptive English essay writing activity on Instagram, answered a set of questionnaire with 20 closed-ended items, and five open-ended questions about using Instagram for English language learning. Focus groups’ discussions with all of the respondents were held to elaborate the open-ended items. The closed-items were analysed quantitatively using mean scores, while the open-ended items were analysed both quantitatively (mean scores) and qualitatively (content analysis).

Findings – The results demonstrated students’ high positive perceptions and views towards using Instagram in improving their writing skills, but moderate attitudes.

Significance – Based on the more favourable responses, it is about time that language teachers implement the preeminent social media platform such as Instagram to create conducive learning environment that could boost students’ motivation in English language learning. 
 
Keywords: Instagram, English language writing, language learning, mobile learning, university students, quantitative and qualitative data
 

 
THE LINGUISTIC CHALLENGES OF MATHEMATICS WORD PROBLEMS: A RESEARCH AND LITERATURE REVIEW
1Namirah Fatmanissa & 2Kusnandi
Faculty of Mathematics and Science Education
Universitas Pendidikan Indonesia, Indonesia
1Corresponding author: namirahf@student.upi.edu

ABSTRACT | FULL TEXT
Purpose – Word problems are still considered challenging for students when compared to other type of mathematics problems. Many emerging findings regarding this issue highlight that the challenges are predominately caused by linguistic aspects. This article aims to present a review and synthesis of literatures regarding the linguistic challenges of mathematics word problems and recommend solutions to address these challenges.

Methodology – Systematic search was done and 35 articles from inside and outside Indonesia were selected. The linguistic challenges and recommended solutions found were analyzed using the main features constructing mathematics language: multiple semiotic system, particular features of vocabulary and grammar, and complex syntax.

Findings – The review shows various difficulties shown by students in each feature of mathematics language. The review also recommends the practice of mathematics teaching and learning in which language aspects are discussed and exercised both among students and between the students and the teacher in order to help students face their linguistics challenges. It is also imperative for teachers to understand the structure and linguistic features involved in constructing word problems.

Significance – This review breaks down the difficulties of mathematics word problems from the perspective of linguistic features constructing them. The findings of this review offer teachers  different point of view to deal with teaching word problems, which is by understanding word problem as an entity of language rather than only as an entity of mathematics. This review also provides some solutions to help teachers address the difficulty for each linguistic feature.
 
Keywords: mathematics, word problems, linguistic challenge.
 

 
GEOGEBRA: TOWARDS REALIZING 21ST CENTURY LEARNING IN MATHEMATICS EDUCATION
1Khor Mui Kim & 2Ruzlan Md-Ali
School of Education and Modern Languages
College of Arts and Sciences,
Universiti Utara Malaysia, Malaysia
1Corresponding author: khor.muikim@gmail.com

ABSTRACT | FULL TEXT
Purpose
– This study examines the effect using GeoGebra dynamic geometry software on students’ ability to confront geometry problem solving, their achievement in spatial visualization skills, and their usage of cognitive skills in applying, analyzing, evaluating, creating and constructing ideas for geometry problem solving on the topic of Shape and Space towards supporting 21st century learning of Mathematics Education.

Methodology – Quantitative and qualitative data were collected for this study. A total of 102 Form Two students participated in the study, which had employed the pre-test and post-test quasi-experimental research design. The research participants were divided into three groups, namely Experimental Group 1 (n=33), Experimental Group 2 (n=35) and Control Group (n=34). A guideline book on using GeoGebra dynamic geometry software in learning of Shape and Space, developed by the researchers and validated by a panel of experts, was used by the teachers and students in the experimental groups. The quantitative data, obtained via the Topical Test (TT) and Spatial Visualization Ability Test (SVAT), were analysed using MANOVA. The reliability coefficients of TT and SVAT were 0.972 and 0.953 respectively. The qualitative data, collected via interviews, teaching observations, video recordings and students’ works, was thematically analysed.

Findings – The experimental groups’ TT and the SVAT post-test mean scores for both the experimental groups were significantly higher than the control group’s TT and the SVAT post-test mean scores. The learning of Shape and Space using GeoGebra dynamic geometry software had enabled students to produce works with evidence of critical, creative and innovative elements in their solutions. The experimental groups’ students agreed that using the dynamic software something new to them and was indeed as an attractive way to learn mathematics because they had the opportunity to experience hands-on learning of mathematics using ICT. They voiced their dessire to also use the GeoGebra dynamic geometry software when learning other mathematics topics.

Significance – The use of GeoGebra dynamic geometry software to support the notion of integration of technology in the teaching and learning of mathematics in schools has the potential to promote active students involvement in mathematics learning. The active learning could provide students with meaningful learning experiences and opportunities to produce quality, creative and innovative works. The dynamic software has the capacity to support students’ logical and systematic approaches in solving geometry problems and also triggers multiple ways of interactions and collaborations in the mathematics classrooms. The stimulation of students’ creative and innovative thinking provide evidence for the potential support of the dynamic software towards realizing 21st century learning within Mathematics Education.

Keywords: GeoGebra, Mathematics Education, creative and innovative, shape and space, 21st century learning

 

 
INTERNATIONAL TEACHING PRACTICUM IN BANGLADESH: AN INVESTIGATION OF TESOL PRE-SERVICE TEACHERS’ PROFESSIONAL DEVELOPMENT EXPERIENCES
1Muhammad Kamarul Kabilan, 2Hallijah Hussin, 3Nooraishah Zul-Qarnain, 4Anna Christina Abdullah, 5Shuki Osman 6Hairul Nizam Ismail, 7Mahbub Ahsan Khan & 8Mohammad Ali Zinnah
1,2,4,6 School of Educational Studies, Universiti Sains Malaysia,
3Harvest Academy, Perlis, Malaysia
7&8Institute of Education and Research, Dhaka University, Bangladesh
1Corresponding author: kabilan@usm.my

ABSTRACT | FULL TEXT
Purpose – International teaching practicum (ITP) is seen as an avenue for future teachers to broaden their world views and enhance their personal and professional development. Based on two teachers’ experiences of ITP in Bangladesh, in comparison to their teaching practicum experiences in Malaysia, this paper aims to examine the impact of the ITP on their professional development as future English language teachers.

Methods – Two female teachers were involved in this qualitative research, whereby data were obtained from the teachers’ observations, reflective journals and face-to-face interview. Interpretative Phenomenological Analysis (IPA) was used to analyze the data.

Findings – Findings indicate that the two teachers had gained positive professional development experiences as a result of participating in the ITP, especially in terms of these four aspects: (i) confidence; (ii) teaching skills; (ii) perspective on education and culture; and (iv) interpersonal skills. 
 
Significance – The study indicates that ITP could be an alternative platform for future teachers to gain positive professional development experiences, which then would prepare them for the challenging teaching environment.

Keywords: Teaching practicum, international teaching practicum, professional development, globalization, culture and cultural issues, personal and interpersonal skills.



CHANGES IN TEACHERS’ REFLECTION AFTER LESSON STUDY PROCESS
1Tan Saw Fen, 2Lim Chap Sam & 3Chew Cheng Meng
1School of Education, Languages and Communications
Wawasan Open University, Penang, Malaysia
2,3School of Educational Studies
Universiti Sains Malaysia, Penang, Malaysia
1Corresponding author: sawfen@gmail.com

ABSTRACT | FULL TEXT
Purpose – This qualitative study explores if there were any changes in teachers’ reflection in terms of content and levels after participating in five lesson study cycles.


Method – Case study method was employed in this study. Six mathematics teachers from a primary school participated in this study. They set up a lesson study group and conducted five lesson study cycles. In each lesson study cycle, the lesson study team members plan, teach and observe a research lesson. Qualitative data was collected through participatory observation, reflection sessions, collection of artefacts and interviews.

Findings – Analysis of data revealed that there were some slight and slow changes in the teachers’ reflection as they progressed from the first to the fifth reflection sessions. These changes included: (1) teachers’ reflection became more specific and in-depth; (2) teachers’ reflection about the pupils’ learning became more in-depth; (3) teachers reflected from pupils’ perspectives; and (4) teachers reflect athigher level of reflection.

Significance – The study revealed that the criteria of lesson study, collaborative and classroom observation, made it feasible in promoting teachers’ reflection. The educators could employ lesson study as an approach to promote teachers’ reflection. However, the effectiveness of lesson study in promoting teachers’ reflection is 146 Malaysian Journal of Learning and Instruction: Special Issues 2017: 145-172 affected by the number of lesson study cycles being carried out and the presence of the knowledgeable others.

Keywords: in-service teacher, lesson study, levels of reflection, mathematics teacher, reflection


YOUTUBE WITHIN ESL CLASSROOM: EXPLORING AN INSTRUCTOR’S AND HER LEARNERS’ EXPERIENCES CONCERNING THE AUTHENTICITY OF LANGUAGE AND TECHNOLOGY USE
1Berlian Nur Morat, 2Anis Shaari , 3Mohamad Jafre Zainol Abidin & 4Amelia Abdullah
School of Educational Studies1
Universiti Sains Malaysia, Malaysia
1Corresponding author: billieberlian@gmail.com

ABSTRACT | FULL TEXT
Purpose – This study was aimed to explore the experiences of an instructor and her learners concerning the authenticity of language and technology use in YouTube-aided ESL classroom.


Methodology – A qualitative case study was employed involving an ESL instructor and seven learners from a higher learning institution in Malaysia. To achieve the objective, the experiences were uncovered through in-depth interviews and a series of journal entries.

Findings – The findings demonstrate that the content of YouTube could be exploited to expose the learners to authentic English. In addition to that, the web 2.0 features of YouTube can familiarise the learners with the current technology application.

Significance – This study is significant as it shares with the readers the experiences of an ESL instructor and the learners concerning the potential of YouTube in offering authentic materials and use of technology. By adopting an online video platform and not relying solely on textbook and other printed materials, ESL practitioners are anticipated to be more creative in delivering the subject. This is especially true in teaching today’s generation who is the digital native. Accordingly, it helps ESL instructors to be able to keep pace with the trendy technology in order to enhance teaching and learning as well as fulfilling current learners’ technological demand.

Keywords: YouTube, ESL, authentic materials, technology



ENHANCING KNOWLEDGE OF BULLYING BEHAVIOR THROUGH CREATIVE PEDAGOGY AMONG STUDENTS
1Jamalsafri Saibon, 2Amelia Leong Chiew Har &
3Muhamad Zahir Abd. Razak School Educational Studies Universiti Sains Malaysia, Malaysia
1Corresponding author: jamalsafri@usm.my

ABSTRACT | FULL TEXT
Purpose – Bullying is one of the most worrying issues among teachers, parents, and students. Hence, prevention action should be taken to prevent bullying at school. Therefore, the Program 2BS: I’m a Buddy not a Bully, has been implemented with an aim to enhance knowledge on bullying among students. This paper examines the effectiveness of pedagogical creative approaches to increase bullying knowledge and awareness among students. Creative and fun pedagogy have been used as an approach to achieve the objectives of this program.

Methodology – A total of 234 students from different school orientations and aged 14–16 years participated in this experimental research. This study employs a quantitative method with the support of qualitative approaches utilizing quasi experiments design. An interview was conducted with seven students to obtain a deeper understanding of the effectiveness of creative pedagogy.

Findings – The results showed a significant increase in knowledge of bullying behavior among students who had participated in this program. The findings from the interviews show that by using this creative pedagogy approach, students were more excited and could understand the content better.

Significance – The findings are significant to teachers and learners, because they can act accordingly towards bullying behavior. This program provides an alternative to implementing bullying

prevention programs that are oriented towards enhancing knowledge on bullying among students.

Keywords: Creative and Fun Pedagogy, bullying behavior, knowledge and awareness of bullying behavior, 2BS program.



THE DESIGN AND DEVELOPMENT OF MobiEko: A MOBILE EDUCATIONAL APP FOR MICROECONOMICS MODULE
Mohamad Siri Muslimin, Norazah Mohd Nordin, Ahmad Zamri Mansor & Melor Md Yunus
Faculty of Education
Universiti Kebangsaan Malaysia, Malaysia Corresponding author: msiri@siswa.ukm.edu.my

ABSTRACT | FULL TEXT
Purpose – The purpose of this study is to presents the steps taken to produce a mobile learning application framework to learn Microeconomics for which is named “MobiEko Apps”. Mobile learning application is utilized because the framework enables seamless access between all the involved actors. The design and development of an application prototype in this study are based on the ADDIE instructional design model.

Methodology – This study was conducted to develop an educational mobile application for Microeconomics by eliciting learning content and evaluating learners’ satisfaction after the use of app. The design and development of an application prototype in this study are based on the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). This approach provides educators with useful, clearly defined stages for the effective implementation of instruction. Five stages comprise the framework, each with its own distinct purpose and function in the progression of instructional design. In this study, Prototype applications that want to produce is an education material in the form of mobile application based on Android platform to support teaching and learning activities in the classroom.

Findings – A systematic research framework using ADDIE (Analyze, Design, Develop, Implement, and Evaluate) approach is proposed to produce mobile application (MobiEko app) by dividing the content of the application into four main activities namely as learning menu, learning activities, assessment activities and support activities. The findings also showed that students were satisfied of the presentation design, visual, navigation and accessibility of ‘MobiEko’ application. Additionally, Mobile educational application (MobiEko) successfully performed as a knowledge transfer channel to help students and learners understand better the concepts and course contents as well as facilitated educators and students with better or more convenient ways in their teaching and learning activities.

Significance – The present study has great significance to explore the roles of self-directed learning through mobile application to enhance the student’s knowledge through the development of an educational mobile application. It is expected to encourage students to carry out self-study while improving the quality of teaching and learning activities in line with the 21st century learning. The education mobile application envisioned to be applied in blended learning scenario to support instructors and students in teaching and learning, leveraging on the affordance and ownership of mobile devices as well as to facilitate the learning of Microeconomics courses on mobile devices.

Keywords: Mobile learning, ADDIE, design and development, instructional design model & microeconomics, mobile educational application.