LEARNING WITH WORKED-OUT PROBLEMS: THE IMPACTS OF INSTRUCTIONAL EXPLANATION AND SELF-EXPLANATION PROMPTS ON TRANSFER PERFORMANCE

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problembased learning (or learning from worked-out problems) in the domain of manufacturing technology. The main purpose of this investigation was to compare the effects of both explanatory approaches on topic knowledge acquisition, near-transfer performance, and far-transfer performance. Additionally, the mental efforts invested by the participants during the learning process were also recorded to examine its relation with learning performance. A pre- and post-tests were used to assess topic knowledge acquisition, near- and far-transfer performance, whereas mental effort was measured by means of NASA Task Load Index. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and neartransfer performance. There was no significant difference found between both approaches in far transfer performance. Apart from the above, the findings also demonstrated that a high mental effort investment did not guarantee a fruitful learning performance

Learning with worked-out problems in Manufacturing Technology: The effects of instructional explanations and self-explanation prompts on acquired knowledge acquisition, near and far transfer performance

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problem-based learning (learning with worked-out problems) in a computer-assisted instructional environment in the domain of manufacturing technology. This research aims at comparing the effects of both explanatory approaches on topic knowledge acquisition, near transfer performance, and far transfer performance. Additionally, this research also attempts to examine the impact of topic interest on the aforementioned variables, in addition to the relationships between topic interest, mental effort, and learning outcomes. A total of 76 second-year students were randomly assigned to experimental and control groups. The pre- and post-tests were used to measure topic knowledge acquisition, near-transfer performance, and far-transfer performance, whereas topic interest and mental effort were measured by means of Topic Interest Questionnaire and NASA Task Load Index (NASA-TLX) respectively. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and near transfer performance. In addition, the results demonstrated that the impact of topic interest was significantly noticeable on far transfer tasks, but not on topic knowledge acquisition and near transfer tasks. On the other hand, the relationship between mental effort investment and test performance was not statistically significant. Finally, an equivocal relationship, which varied depending on the treatment conditions, was discovered between topic interest, mental effort, and test performance. (DIPF/orig.)In der vorliegenden Untersuchung wurden zwei unterschiedliche Lehrmethoden – instruktionale Erklärung und Aufforderung zur Selbsterklärung – angewandt auf das Lernen mit Lösungsbeispielen in einer computergestützten Lernumgebung, die thematisch im Bereich der Fertigungstechnik angesiedelt ist. Die computergestützte Lernumgebung bestand aus einer vom Autor erstellten Lernsoftware, die mit Macromedia Authorware entworfen und entwickelt wurde. Hauptziel der Studie war ein Vergleich der Effekte beider Lehrmethoden auf die Aneignung von Sachwissen sowie die Leistung beim nahen und weiten Transfer. Außerdem wurden die Auswirkungen von Gegenstandsinteresse auf die zuvor genannten Kriterien untersucht und die Beziehungen zwischen Gegenstandsinteresse, mentaler Anstrengung und Lernergebnissen. Insgesamt wurden 76 Studierende im zweiten Jahr ihres Studiums an der Fakultät für Technische Bildung, Universität Tun Hussein Onn Malaysia (UTHM), nach dem Zufallsprinzip in drei Gruppen aufgeteilt: Selbsterklärungsaufforderung (SE: n = 25), instruktionale Erklärung (IE: n = 25) und Kontrollgruppe (n = 26). Mit Pre- und Post-Tests wurden die Aneignung von Sachwissen sowie die nahe und weite Transferleistung erhoben. Gegenstandsinteresse und mentale Anstrengung wurden mit dem Topic Interest–Fragebogen und dem NASA-TLX gemessen. Das Statistik-Paket für die Sozialwissenschaften (SPSS) wurde verwendet, um die Hypothesen an den gesammelten Daten zu prüfen. Die Hypothesenprüfung erfolgte mittels quantitativ statistischer Auswertungsverfahren (Korrelation, Varianzanalyse). (DIPF/Orig.

EFFECTS OF EXAMPLE-PROBLEM BASED LEARNING ON TRANSFER PERFORMANCE IN CIRCUIT THEORY

The main goal of the study was to test a hypothesis that Example-Problem-Based Learning (EPBL) would lead to better transfer performance compared Traditional Learning (TL) approach.  The participants were vocational diploma-level students and the learning domain was Circuit Theory. As a means of data collection, 10-items open-ended test (five items each for assessing near-transfer and far-transfer) was administered as a pre-test and post-test. A sufficient reliability estimate was obtained, a= 0.74, based on the Cronbach Alpha method. A statistically significant difference on the post test score was observed between the EPBL and the TL group where the EPBL group scored higher than the TL group on both near and far-transfer.  In conclusion, EPBL approaches produces greater learning compared to TL approach, for both near and distant-transfer

Integrasi konsep dan teori beban kognitif dalam pendidikan kejuruteraan di Malaysia: satu kajian literatur

Bidang pendidikan kejuruteraan telah menyaksikan pertumbuhan yang mampan kebelakangan ini. Namun, kurangnya penyelidikan dalam bidang ini menyebabkan sukar menemui emprikal dan teoritikal yang boleh dijadikan panduan bagi membantu pelajar kejuruteraan menyerap kandungan pembelajaran dengan lebih efektif. Secara dasarnya, reka bentuk kejuruteraan merupakan satu aktiviti kognitif yang kompleks, disebabkan pembelajaran domain ini kebanyakannya memerlukan keupayaan pelajar untuk menggunakan beban mental yang tinggi dalam pembelajaran. Bagaimanapun, salah satu kunci untuk membantu pelajar menghadapi cabaran ini adalah dengan membantu mereka menyesuaikan diri dalam membina pengetahuan dan kemahiran dengan mudah untuk menguasai kandungan pembelajaran yang berbentuk novel atau kompleks. Mujurlah, Teori Beban Kognitif kaya dengan pelbagai maklumat dan berupaya menjana kaedah pengajaran yang lebih berkesan dalam menyediakan garis panduan untuk reka bentuk pengajaran. Merujuk kepada teori ini, sebahagian besar sifat-sifat pembelajaran dan ciri-ciri pelajar telah ditekankan dalam menguruskan beban ingatan kerja melalui reka bentuk pengajaran. Oleh itu, kajian literatur ini bertujuan untuk mengkaji dan meneliti kajian emprikal terdahulu dalam prospek Teori Beban Kognitif dengan membandingkan keberkesanan pembelajaran pelajar bagi mendapatkan satu pendekatan yang relavan dengan domain kejuruteraan. Hasil kajian mendapati, pembelajaran berasaskan contoh kerja adalah lebih relavan dilaksanakan dalam pembelajaran kejuruteraan berbanding penyelesaian masalah terutamanya pada fasa awal pembelajaran. Seterusnya, dua jenis pendekatan pengajaran berasaskan contoh kerja dicadangkan dalam kajian ini. Pertama, pendekatan contoh kerja mudah ke sukar dan kedua adalah sebaliknya

Assessing soft skills components in science and technology programs within Malaysian Technical Universities

The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the perceptions of needed soft skills in the workplace. Therefore, this study aimed to close the gap in the literature concerning the perceptions of instructors and students in the area of soft skills especially in communication skills, collaboration skills, and entrepreneurship at the workplace. This study aims to decrease the divide in soft skills differences among instructors and students in higher learning institutions so that students have the opportunity to excel in their learning process. This study employs quantitative method specifically using survey as an instrument. The findings shows soft skills including communication, collaboration, and entrepreneurship skills are one of the aspects stressed by the students and instructors at higher learning institutions to ensure that graduates will be employable and competent in order to contribute to the nation development

Assessing soft skills components in science and technology programs within Malaysian Technical Universities

The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the perceptions of needed soft skills in the workplace. Therefore, this study aimed to close the gap in the literature concerning the perceptions of instructors and students in the area of soft skills especially in communication skills, collaboration skills, and entrepreneurship at the workplace. This study aims to decrease the divide in soft skills differences among instructors and students in higher learning institutions so that students have the opportunity to excel in their learning process. This study employs quantitative method specifically using survey as an instrument. The findings shows soft skills including communication, collaboration, and entrepreneurship skills are one of the aspects stressed by the students and instructors at higher learning institutions to ensure that graduates will be employable and competent in order to contribute to the nation development

Integrasi konsep dan teori beban kognitif dalam pendidikan kejuruteraan di Malaysia: satu kajian literatur

Bidang pendidikan kejuruteraan telah menyaksikan pertumbuhan yang mampan kebelakangan ini. Namun, kurangnya penyelidikan dalam bidang ini menyebabkan sukar menemui emprikal dan teoritikal yang boleh dijadikan panduan bagi membantu pelajar kejuruteraan menyerap kandungan pembelajaran dengan lebih efektif. Secara dasarnya, reka bentuk kejuruteraan merupakan satu aktiviti kognitif yang kompleks, disebabkan pembelajaran domain ini kebanyakannya memerlukan keupayaan pelajar untuk menggunakan beban mental yang tinggi dalam pembelajaran. Bagaimanapun, salah satu kunci untuk membantu pelajar menghadapi cabaran ini adalah dengan membantu mereka menyesuaikan diri dalam membina pengetahuan dan kemahiran dengan mudah untuk menguasai kandungan pembelajaran yang berbentuk novel atau kompleks. Mujurlah, Teori Beban Kognitif kaya dengan pelbagai maklumat dan berupaya menjana kaedah pengajaran yang lebih berkesan dalam menyediakan garis panduan untuk reka bentuk pengajaran. Merujuk kepada teori ini, sebahagian besar sifat-sifat pembelajaran dan ciri-ciri pelajar telah ditekankan dalam menguruskan beban ingatan kerja melalui reka bentuk pengajaran. Oleh itu, kajian literatur ini bertujuan untuk mengkaji dan meneliti kajian emprikal terdahulu dalam prospek Teori Beban Kognitif dengan membandingkan keberkesanan pembelajaran pelajar bagi mendapatkan satu pendekatan yang relavan dengan domain kejuruteraan. Hasil kajian mendapati, pembelajaran berasaskan contoh kerja adalah lebih relavan dilaksanakan dalam pembelajaran kejuruteraan berbanding penyelesaian masalah terutamanya pada fasa awal pembelajaran. Seterusnya, dua jenis pendekatan pengajaran berasaskan contoh kerja dicadangkan dalam kajian ini. Pertama, pendekatan contoh kerja mudah ke sukar dan kedua adalah sebaliknya

Technical and vocational education in Malaysia: policy, leadership, and professional growth on Malaysia women

Technical and Vocational Education (TVE) is facing new challenges in an increasingly competitive global context. The continuing under representation of women in engineering fields at semi-skilled and high-skilled levels is receiving renewed attention. This paper explores women as part of special population in Malaysia who desire to be placed as equal to men in Malaysian context. Policy, leadership, and professional growth are discussed comprehensively to support Malaysian females’ involvement in engineering disciplines, one of Technical and Vocational Education (TVE) programs in Malaysia. This paper also explores issues and challenges facing by Malaysian women in order to be recognized by the sub-ordinates, peers, leaders and society within male-dominated professions and environment

TAHAP PENGGUNAAN PEMBELAJARAN MAYA DALAM KALANGAN GURU REKE BENTUK TEKNOLOGI: SATU TINJAUAN DI SEKOLAH RENDAH LUAR BANDAR

In line with the seventh shift, namely transforming national educational system, as stated in the Malaysia Education Blueprint (2013-2025), the Malaysian government has prepared internet access and virtual learning environment through 1BestariNet in 10,000 school across Malaysia which is inclusive of rural primary schools. Virtual learning environment (VLE), which is learning platform, has become the major agenda in primary schools. Specifically, VLE Frog has been untiled by primary school teachers as a teaching platform. Therefore, this survey was conducted to find out the level of usage of VLE Frog for teaching and learning among teachers who teach the subject of Design and Technology at rural primary schools in Batu Pahat District. In addition, this research also aimed at investigating the main problems faced by the primary school teachers in using VLE Frog. A total of 36 teachers from 18 rural schools were invited to participate in this research. Questionnaire was used for data collection. The findings revealed that the level of usage of VLE Frog was medium. Apart from that, the current outcomes also indicated that internet connection was perceived as the main problem faced by the teachers who used VLE Frog to teach Design and Technology at rural primary schools in district of Batu Pahat

Criteria for Sustainable Curriculum of TVET Teacher Education Programme in Malaysia

The purpose of a Teacher Education programme is to produce quality teachers, especially teachers that can perform the task of teaching effectively and deliver the purpose of the National Education Philosophy, consequently leading to a sustainable TVET Teacher Education programme. One aspect that contributes to the sustainability of a programme is the curriculum. The curriculum has to be able to react with the changes took place in the workplace especially for a developing country like Malaysia. Hence, this study was carried out to explore the criteria for the sustainable curriculum of TVET Teacher Education programmes in Malaysia. A qualitative research approach was used for this study, and semi-structured interviews were conducted with 10 experts. Utilising this approach allowed the researcher to focus on experts’ knowledge and experiences based on the issues explored. Data were analysed using thematic analysis with pencil and paper, while Microsoft Excel was used as a tool for data keeping. The study identified five main criteria for sustainability which includes i) specialization; ii) work-based design; iii) dynamic; iv) interactive teaching and learning, and v) international syllabus. It is expected that the outcome of this study will contribute towards the sustainability of TVET Teacher Education programmes in Malaysia thus improving the quality of TVET graduates to achieve the national goal of becoming a high-income nation