Multimedia constructivism instrument: Validity and reliability analysis

This study aimed to investigate the use of the translated version of constructivism multimedia instrument through validity and reliability tests. The instrument contained five constructs of which each construct contained five items which made 25 items in total. The translation process has been implemented through the back-translation by researchers and expert translators. The validation process was performed by nine panel experts who are lecturers in the field of Language and curriculum. The results of validity analysis through intraclass correlation coefficient (ICC) found that the reliability value between evaluators was .957 based on 95% confidence interval between .904 to .989 (F (8,192)=23.469, p<.05). Meanwhile, the process of obtaining the reliability value was conducted on 70 students and obtained a high overall reliability value of the instrument which was .853. In addition, the reliability values for each construct of the multimedia constructivism learning instrument were .753 (negotiation), .780 (inquiry learning), .691 (reflective thinking), .683 (authenticity) and .803 (complexity). Overall, the high values of validity and reliability of the instrument proved that this translation study has been successfully implemented

Analisis Statistik Kesahan dan Kebolehpercayaan Ujian Pencapaian Reka Bentuk Elektrik

Kajian ini bertujuan membina instrumen ujian pencapaian topik reka bentuk elektrik mata pelajaran Reka Bentuk dan Teknologi tingkatan dua, membuat penilaian dan mengesahkannya serta menjadikannya sah dan boleh dipercayai. Instrumen ini mengandungi 20 item iaitu 10 item aneka pilihan (Bahagian A) dan 10 item subjektif (Bahagian B). Proses kajian melibatkan empat fasa iaitu i) pembinaan instrumen; ii) analisis kesahan pakar; iii) analisis kualitatif berdasarkan cadangan pakar; dan iv) analisis kebolehpercayaan. Proses pembinaan instrumen bersumberkan kepada Dokumen Standard Kurikulum dan Pentaksiran (DSKP), Reka Bentuk dan Teknologi (RBT) tingkatan 2 dan domain kognitif Taksonomi Bloom. Analisis kesahan pakar instrumen melibatkan 10 pakar yang terdiri daripada guru cemerlang RBT, pegawai SISC+ Teknik dan Vokasional, Pegawai Teknik dan Vokasional dan pensyarah bidang kurikulum Teknik dan Vokasional UTHM. Manakala bagi analisis kebolehpercayaan pula, kajian telah dilaksanakan kepada 70 pelajar tingkatan dua yang telah mempunyai pengetahuan kognitif topik reka bentuk elektrik. Hasil kajian mendapati bahawa min keseluruhan instrumen ialah 7.85 dengan nilai minimum 7.10 dan maksimum 8.40. Dapatan analisis kesahan instrumen kebolehpercayaan antara penilai melalui pekali korelasi intrakelas (ICC) pula mendapati, nilai indeks kebolehpercayaan ialah .810 berdasarkan 95% sela keyakinan antara .584 ke .944 (F (9,171)=5.261, p< .000). Selain itu, data kualitatif melalui ulasan pakar juga menunjukkan bahawa instrumen ujian adalah baik dan mematuhi standard pembinaan ujian pencapaian. Hasil analisis kebolehpercayaan instrumen terhadap 70 pelajar tingkatan dua juga memperoleh nilai kebolehpercayaan cronbach alpha yang memuaskan iaitu .700 untuk bahagian A dan .760 bagi Bahagian B. Justeru, kajian ini membuktikan bahawa, pembinaan instrumen telah dilaksanakan secara sistematik dan mengikut standard yang ditetapkan, memperoleh nilai kesahan dan kebolehpercayaan yang memuaskan serta sah untuk digunakan dalam mana-mana kajian yang melibatkan ujian terhadap pencapaian topik reka bentuk elektrik tingkatan dua

Embracing TVET education: The effectiveness of project based learning on secondary school students’ achievement

Project based learning (PBL) has long been used especially in developing countries. Various results of PBL-related studies have also been found to be effective and have a positive impact on students. However, although it has been introduced in Malaysia, it is still considered foreign to students and teachers. Therefore, this study was conducted to look at the effectiveness of applying the PBL method in the topic of project design on form two students' learning process. An experimental study with mixed method approach was conducted through pre and post-tests on one control and one treatment group. A total of 60 form two students were involved, of which 30 were treatment students and another 30 were control students. Five students from the treatment group were randomly selected to go through a semi structured interview process. This interview was conducted to confirm the results of the quantitative study. The results of analysis of covariance (ANCOVA) showed that students in the PBL group performed significantly better in project design learning process than those in the contrast group. Therefore, this study demonstrated that the PBL method had a positive impact on students' learning process. Based on the interviews, all respondents agreed that PBL was an excellent approach because the learning activities were interesting and different from the normal learning environment. In addition, the interview results also showed that the respondents suggested that the PBL method should be continued and implemented in other topics and subjects

Pembinaan dan pernilaian Rancangan Pengajaran Harian (RPH) berasaskan lapan prinsip Pembelajaran Berasaskan Projek (PBL) bagi mata pelajaran kemahiran hidup bersepadu: Kajian di Malaysia

Kajian ini bertujuan menghasilkan rancangan pengajaran harian (RPH) bagi mata pelajaran Kemahiran Hidup Bersepadu tingkatan dua bagi topik reka bentuk projek yang mengandungi prinsip pembelajaran berasaskan projek berdasarkan penilaian pakar.Isi kandungan dan aktiviti pembelajaran RPH yang diubahsuai berdasarkan tiga sumber iaitu huraian sukatan pelajaran KHB tingkatan dua (Kementerian Pendidikan Malaysia, 2002), rubrik pembinaan RPH yang diadaptasi daripada Stevens dan Levi (2013) dan lapan prinsip pembelajaran berasaskan projek (PBL) yang diasaskan oleh pengkaji Larmer dan Mergendoller (2010).Sebanyak lima sesi rancangan pengajaran harian telah dibina dengan menerapkan lapan prinsip PBL.Proses penilaian pakar oleh pensyarah dari bidang teknik dan vokasional dan kurikulum pendidikan dari tiga universiti berbeza telah dilaksanakan.Penilaian pakar adalah berdasarkan kepada rubrik pembinaan RPH yang mengandungi tujuh konstruk untuk dinilai berdasarkan empat tahap (1=lemah, 2=perlu penambahbaikan, 3=memuaskan dan 4=cemerlang).Analisis skor dari empat pakar penilai isi menghasilkan nilai keesahan 3.21 (RPH 1), 3.25 (RPH 2), 3.29 (RPH 3), 3.29 (RPH 4), dan 3.54 (RPH 5).Pengubahsuaian dan pemurniaan RPH telah dilakukan berdasarkan komen dan cadangan dari pakar penilai bagi menghasilkan RPH terbaik dan sesuai untuk digunakan oleh guru-guru Kemahiran Hidup Bersepadu bagi topik reka bentuk projek

Conceptualizing Case-based Simulation Framework: Evidence from Electrical Technology in TVET Case Study

This study was conducted to generate the Electrical Case-based Simulation (CBS) framework that contributes to the transformation of TVET learning pedagogical practices. CBS is believed to be able to enhance the ability of TVET students in soft skills required by the industry, such as thinking skills and problem solving skills. This study used case study design through a mixed-method approach. A total of four electrical technology curriculum implementers from a vocational college had participated in this study. Evaluation of the case-based simulations were made by experts using questionnaires whereby the absolute agreement among them was then determined using Intraclass Correlation Coefficient (ICC). A high value of agreement was obtained for both the CBS process and structure categories. The qualitative data was thematically analyzed. Three themes (achieve electrical course learning outcomes, opportunity to learn and related to electrical technology of content) had emerged for the process category and five themes (enhance electrical technology students’ thinking skills, workplace situation, students’ engagement, enhance electrical students’ problem solving skills and trigger learning activities) for the structure category. From the ICC results and the curriculum implementers views, it can be construed the case-based simulations reflected the workplace situations. In conclusion, this study contributes to the creation of electrical CBS framework that can be used as a guide for curriculum implementers and industry to support the transformation of TVET education in Malaysia

Teachers Practices in the Acquisition of English by Asian Immigrant English Language Learners

Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children's English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centers. Data on the teachers were collected through observations and semi-structured interviews. For each center, observations were carried out over a six-week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers' beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers' beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers' beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children's cultural backgrounds