Analysis Of Primary School Students’ Self-Regulated Learning in Mastering Higher Order Thinking Skills in English Subject

This study examines self-regulation to master higher-order thinking skills in English languages among primary school students. The design used in this study is a quantitative approach with the sample of 327 year five students in Kluang district. Self-Regulation Questionnaire was adapted to be used in data collection. The data were analyzed using inferential statistic to answer the research questions. The result shows that forethought phase, performance phase and self-reflection phase are highly correlated. The t-test result shows that there is a significant difference between males and females where female students are more self-regulated compared to male students. As a conclusion, the students still need more practice and guidance in order to be a self-regulated learner in mastering higher-order thinking skills in English language

Student teachers' attitude and self-esteem towards online learning: Application of Rasch measurement model

The spread of the COVID-19 epidemic has changed the education delivery system. Educators are encouraged to continue the online teaching process to ensure that students can continue to learn whereby a program or course which is designed intentionally to be carried out fully online through some platforms that include Skype, Zoom, Google meet, Webex, and Kahoot. Thus, there is a need in conducting a study to identify the attitude and self-esteem towards online learning especially among student teachers. Therefore, this study aims to investigate student teachers' attitude towards online learning, student's teacher's self-esteem towards online learning and also the relationship between attitude and self-esteem towards online learning among student teachers. A total of 143 student teachers who undergo their teaching practicum are involved in this study. There are two instruments used in this study which are self-develop (Questionnaire measuring Attitude) and adopted instrument from the Rosenberg Self-Esteem Inventory (RSES). All the collected data were analysed by using Rasch Measurement Model. Based on the result, the student's teachers show better attitude in the aspect of cognitive but negative attitude in the aspect of affective and behaviour. Meanwhile, the overall student teachers have moderate level of self-esteem. Findings showed that the self-esteem was significantly positive and moderately related with attitude towards the correlation coefficient .500. In conclusion, attitude and self-esteem are the important aspect for an educator in order to maintain a good teaching and effective learning process to the students even in facing an emergency situation

Validity of instrument to measure mathematics teachers’ perceptions towards 4C skills in problem solving

In the contemporary education 4.0 landscape, teachers are urged to prioritize the communication, collaboration, critical thinking, and creativity (4C) skills during teaching and learning, recognized as crucial skills for the 4.0 industrial revolution (I.R 4.0). This research aimed to develop and validate an instrument assessing mathematics teachers' perceptions of the 4C skills through problem-solving teaching method. Employing a quantitative research design, the study utilized a questionnaire for data collection, involving four experts and 120 participants. Descriptive analysis using Cronbach's alpha and exploratory factor analysis (EFA) revealed a high reliability (Cronbach's alpha=0.934) and factor eigenvalue exceeding 1. The KMO values (Kaiser–Meyer–Olkin) for each construct were 0.50, and Bartlett's Test was significant (<0.5). Additionally, each item demonstrated a factor loading value above 0.50 and a variance percentage of ≥60%. The instrument comprised 4 sub-constructs and 16 fitting items. In summary, the study affirms the utility of this instrument in investigating mathematics teachers' perceptions of 4C skills through problem-solving teaching methods

Factors Contributing to Students’ Attainment in Design and Technology Project Work

Design and Technology (Reka Bentuk dan Teknologi) or known as RBT, is a new subject introduced as part of the Secondary School Standard Curriculum (KSSM) in 2017. The content of this new subject focuses on the daily application of technology, specifically through the implementation of RBT project work. There is a need to assess whether this subject has a positive impact on students’ achievement, especially in project work. This study aimed to examine the factors influencing the performance of lower secondary school students in Johor Bahru district in their RBT project work. A total of 374 form three students were selected as a sample using descriptive approach and utilising quantitative research design. A questionnaire was used as the research instrument. A pilot study was conducted, and the result was analysed using the Rasch Measurement Model to determine the validity and reliability of the instruments used. Furthermore, the study’s data were analysed using the SPSS 25.0 software. The study found that students’ interest (m), attitude (s), knowledge (p), and skills (k) in RBT is at a moderate level with the mean value for each variable for (m) = 2.61, (s) = 2.79, (p) = 2.75, and (k) = 2.73. The Pearson coefficient found a significant relationship between interest, attitude, knowledge skills, and students' academic achievement, where r = 0.543 (p <0.05) for interest, r = 0.568 (p <0.05) for attitude, r = 0.526 (p <0.05) for knowledge, and r = 0.515 (p <0.05) for skills. The results of this study prove the need for a more interactive and effective teaching approach to increase students’ interests, attitudes, knowledge, and skills to improve their performance in RBT project work

Factors contributing to students’ attainment in design and technology project work

Design and Technology (Reka Bentuk dan Teknologi) or known as RBT, is a new subject introduced as part of the Secondary School Standard Curriculum (KSSM) in 2017. The content of this new subject focuses on the daily application of technology, specifically through the implementation of RBT project work. There is a need to assess whether this subject has a positive impact on students’ achievement, especially in project work. This study aimed to examine the factors influencing the performance of lower secondary school students in Johor Bahru district in their RBT project work. A total of 374 form three students were selected as a sample using descriptive approach and utilising quantitative research design. A questionnaire was used as the research instrument. A pilot study was conducted, and the result was analysed using the Rasch Measurement Model to determine the validity and reliability of the instruments used. Furthermore, the study’s data were analysed using the SPSS 25.0 software. The study found that students’ interest (m), attitude (s), knowledge (p), and skills (k) in RBT is at a moderate level with the mean value for each variable for (m) = 2.61, (s) = 2.79, (p) = 2.75, and (k) = 2.73. The Pearson coefficient found a significant relationship between interest, attitude, knowledge skills, and students' academic achievement, where r = 0.543 (p <0.05) for interest, r = 0.568 (p <0.05) for attitude, r = 0.526 (p <0.05) for knowledge, and r = 0.515 (p <0.05) for skills. The results of this study prove the need for a more interactive and effective teaching approach to increase students’ interests, attitudes, knowledge, and skills to improve their performance in RBT project work

Readiness in implementing teacher training programmes based on industrial revolution 4.0: evidence from Malaysian public universities

Since its introduction, the concept of Industrial Revolution 4.0 has received massive intention all around the world. Subsequently, this revolution has brought changes in all fields including higher education. Various propositions have been made towards transforming educational settings parallel with the elements of industrial revolution 4.0. However, there are different reactions from educators regarding this transformation. This study aimed to identify the readiness of educators to implement the elements of industrial revolution 4.0 in Teacher Training Programs in Malaysian Public Universities. The respondents involved in this study consisted of 61 lecturers from 14 public universities in Malaysia. Logit value analysis using Rasch Measurement Analysis found that the respondents’ readiness towards the implementation was at a moderate level (logit = 0.156). Specifically, respondents had a higher level of readiness to implement the constructs related to teaching methods as compared to the constructs related to the implementation methods. Overall, it was found that the lecturers’ readiness to implement elements of IR 4.0 was still at a moderate level. Thus, there should be efforts to apply elements of industrial revolution 4.0 in higher education to equip our future teachers with the skills and knowledge for them to impart to the future generation

Investigating student's learning difficulties in shape and space topic: a case study

Learning difficulties in Mathematics causes students to struggle with the numbers, formulas, calculations, concepts and related shapes because it takes student’s patience and persistence. Therefore, the objective of this study is to investigate the learning difficulties encountered by students in ‘Shape and Space’ topic. The contributing factors for such difficulties are also studied. Forty Standard Two (2) students from a primary schools in Kuala Selangor participated in this case study. Purposive sampling technique is used in this study. It was found that there are a few difficulties and its contributing factors encountered by the respondents. A test and semistructured interview were the instruments used for the data collection. The research findings show that 70% of the respondents are having difficulty in understanding and answering the questions related to the subtopics involving types of straight and curved surfaces, and the number of shape surfaces. Additionally, 80% of the respondents are having difficulty in the subtopic of 3-dimensional stretch of shape and how to draw them. The difficulties faced by the students are because of the inability to imagine the shape and the stretch (imagination), and inability to understand the stretch of the combined basic shape. Therefore, this study proposes the steps and initiatives for teachers in planning suitable learning activities to help the students in overcoming their difficulties

The pre-service teachers’ internship program during the pandemic: prospects for a new landscape of teacher education

COVID-19 pandemic has made education goes online including teacher education programs. For the first time, pre-service teachers needed to teach online to school students when they were going through a teaching internship program. This study aimed to determine issues and challenges faced by pre-service teachers when teaching online during the internship program. The main theory used as the framework was the behaviorist perspective on education. A number of 71 pre-service teachers had filled in online surveys that included reflections of teaching for each online teaching session conducted. The reflections were used as the data source. Data were analyzed using a qualitative analysis method, namely coding strategies. Themes were generated and discussed. This study found three primary challenges faced by the pre-service teachers: (1) internet accessibility among school students, (2) students’ interest and attitude toward online learning, and (3) knowledge and skills of conducting online teaching and learning including assessment of student learning. Implications for teacher education programs are discussed and recommendations are made to inform teacher educators and other relevant parties such as governments and philanthropies about ways to improve practice of online teaching of pre-service teachers

Remote online academic advising during the Covid-19 pandemic: A Malaysian public university experience

The Covid-19 pandemic forced academics worldwide to quickly shift to online classes. In the Malaysian context, this shift invites diverse reactions from students concerning the cost of high-speed data plans, poor connectivity, and instability of learning platforms which eventually affected the psychological and emotional state of the students. Reacting to these issues, one university in Malaysia rendered students with three options: to continue studies online, continue studies online with minimum credit, or defer their studies. While residing in remote areas and in reaching a decision, students turn to their academic advisors for advice. This remote online advising, however, posed challenges to the academic advisors. This study explored the challenges experienced by the academic advisors in rendering remote online advising and proposes suggestions to cater to those challenges. Assisted by the interview protocol, a semi-structured interview was conducted with 10 academic advisors. Each interview session was recorded and transcribed verbatim, and then emailed to the participants for verification. The transcripts were analyzed thematically with the assistance of Nvivo12. The findings revealed that academic advisors faced four main challenges in performing remote online advising. This study is significant in enhancing remote online academic advising for students’ satisfaction