Technology Acceptance Model Of Intention To Use ICT By Academics In Nigerian Higher Education

The technology acceptance model is widely accepted and has proved applicable in identifying the intentions of users to use information communication technology (ICT) and exact usage. The theory postulates that individual attitudes are actually influenced by perceived ease of use and perceived usefulness, while behavioral intention is influenced by attitude. The purpose of this study was to determine factors that influence an individual‟s intention to use ICT based on the technology acceptance model. Nigerian Academics in the department of Science are the sampling framework of this study. A principal component analysis used to validate the constructs and variance structural equation modeling in AMOS applied to analyze the data. As anticipated, results supported the theory‟s proposition as that science lecturer‟s intention to use ICT influenced by perceived usefulness, attitude and perceived ease of use, attitude also supported. Based on the findings, hypothetical and realistic contributions were presented

The roles of government and leadership towards the sustainability of TVET teacher education program

The low payment, the uncertainty in the systems’ implementation and low status given by the community are among the down factors lingers in TVET teachers. Due to this, the Malaysia government has been actively involved in tackling these issues. In order to improve the role of the government, this paper has aim to identify the domains and elements that can contribute in empowering the government’s roles for sustainability of TVET teacher education program. A qualitative research method has been selected with 10 experts involved. A semistructured interview was carried out individually and recorded for thematic analysis. There are four main domains identified namely systematic funding; constructive partnership; stand-alone politic; and visionary leadership. Each domain consists of several elements that characterized it respectively. Overall, one main theme has been identified which is well organized government. It is in a hope that the outcome of this research will help the government in planning for better future of TVET teacher education program

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

The Evaluation of Thinking Skills based on Taxonomy of Anderson and Krathwohl

Learning activities should involve explicit thinking skills. It is more convenient to categorize thinking skills based on the existing frameworks. The framework that is still considered very useful and popular among educators is Taxonomy Bloom (1956). Bloom's Taxonomy of cognitive domain is categorized into six type of thinking skills (Meyer, 1988; Som and Mohd Dahalan, 1998; Widad and Kandar, 2006). According to Tee et al. (2009), lower order thinking skills are the level of knowledge, understanding and application, while the level of higher order thinking skills are analysis, synthesis and evaluation. However, a revised on Taxonomy Bloom had been done by Bloom’s students, Anderson and Krathwohl in the year of 2001. There are some significant changes based on the revised taxonomy. This article will discuss about the Piaget’s cognitive theory and the differences between cognitive and meta-cognitive. In addition, Bloom's Taxonomy (1956) and Taxonomy of Anderson and Krathwohl (2001) will also be discussed. Besides that, this article will also address the action verbs widely used in each level of thinking skills and thinking skills evaluation tools such as objective tests, essay tests, and rubric. (Abstract by authors

Measuring the Level of Agreement on the Development of Sustainable Framework for TVET Teacher Education Program in Malaysia

TVET Teacher Education program in Malaysia has been established with the purpose to produce TVET teachers who capable of meeting the criteria of the 21st Century. This study is the first to investigate the agreement level of lecturers in TVET teacher education program on the development of the related sustainable framework. We developed a questionnaire to assess the level of agreement on the domain and elements needed for the sustainable framework for TVET Teacher Education program in Malaysia. We then conducted a survey involving 117 TVET Teacher Education programs lecturers in all Malaysia public universities. The data were analysed using Descriptive Analysis involving the mean score and standard deviation. The result indicates the lecturers perceived the Role of Government [M=6.11; SD = .697] as the highest domain important to the development of the sustainable framework and the Criteria of Sustainable Management System [M=5.72; SD= .843] as the lowest agreed on the importance of the domain. Moreover, the entire sustainable framework perceived a high level of agreement from the respondent. It is believed that with this sustainable framework of TVET Teacher Education program, the criteria of Malaysian TVET teacher produced can be tailored to the need of future education. We recommended that the replication of this study from different field of teacher education program in Malaysia ensure all teachers in Malaysia are qualified and versatile with future education

Comparison of learning style for engineering and non-engineering students

Educators Ishould Ibe Iconsidered Ithe Ilearning Istyle Iof Istudents Iso Ithat Ithe Ibest Ipractice Iapproach Ican Ibe Iapplied Iin Ilearning Iactivities. IAs Istudents Iunderstand Itheir Ilearning Istyle, Ithey Iwill Ibe Iable Ito Iintegrate Iit Iinto Itheir Ilearning Iprocess. IKolb ILearning IStyle Iwas Ithe Ilearning Istyle Ithat Iwas Iwidely Iused Ibased Ion Ithe Itheory Iof Ilearning Iexperiences. ITherefore, Ithis Istudy Iaimed Ito Idescribe Iengineering Iand Inon-engineering Istudents’ Ilearning Istyle. IThe Isurvey Iresearch Idesign Iwith Ia Iquantitative Iapproach Iwas Iapplied Iin Ithis Istudy. IA Itotal Iof I300 Irespondents Iwere Iselected Irandomly Ifrom Iall Ifaculties Iin IUniversiti ITun IHussein IOnn IMalaysia. IThe Isurvey Iquestionnaire Iconsisted Iof Itwo Imain Isections Irepresenting ILearning IGoals, ILearning IStyle, Iand ILearning IActivities. IThe Iresult Iexplains Ithat Iboth Iengineering Iand Inon-engineering Istudents Iare Imore Idominant Ito Iadopt Ithe IAccommodator Ilearning Istyle, followed Iby Ithe IConverger Ilearning Istyle, and Ithen IAssimilator Ilearning Istyle and IDiverger Ilearning Istyle. I IIt Iis Iconcluded Ithat Ithe Iengineering Iand Inon-engineering Istudents Iare Imore Iincline Ito Ibe Ia Ikinesthetic Ilearner. IThese Ilearning Ipreferences Iand Ilearning Istyles Iwill Icontribute Ito Itheir Iengagement Iin Ithe Iconcept Iof Ilearning and for educators to plan teaching strategies

The patterns of Marzano higher order thinking skills based on dimension of extend and refine knowledge among technical educational students

Higher Order Thinking Skills (HOTS) play an important role in higher education learning. Students will not become good thinkers if they are not trained with activities towards produce good thinking.Hence, the purpose of this research was to identify the pattern of Marzano HOTS based on the Dimension of Extend and Refine Knowledge among students in Technical Education Faculty,Universiti Tun Hussein Onn Malaysia. There are 8 skills in this dimension, namely comparing,classifying, abstracting, inductive reasoning, deductive reasoning, constructing support, analyzing errors, and analyzing perspectives. Descriptive analysis with quantitative approach was used to collect data by distributing a set of questionnaire comprising 25 items based on the 8 skills with 4 points scale response. Data obtained was analyzed by using mean, Eta and ANOVA methods. The findings of this research indicated that comparing, deducing, constructing support and inducing are at medium level. However, error analyzing, abstracting, analyzing perspectives and classifying are at low level. The Eta analysis indicates that there was a very low positive significant relationship between the level of comparing, classifying, deducing, analyzing perspective and year of study,students’ intake and socio-economic status. Besides that, the findings also showed that there was a significant difference in gender, and academic achievement on level of Marzano HOTS

The development and evaluation of the qualities of buzan mind mapping module

Using self-instructional module can be an alternative approach and make significant contributions to overcome note taking problem among students. Thus, the purpose of this research is to develop and evaluate the qualities of Buzan Mind Mapping module. The development of the Buzan Mind Mapping module was based on Meyer Model. Analysis on the qualities’ evaluation revealed that eight raters showed an agreement on satisfactory level and above for all 34 items. Meanwhile, 36 students gave positive feedbacks on the format and content of the module except the size of the module. (Abstract by authors

The needs analysis of learning higher order thinking skills for generating ideas

Generating of idea is thinking skills activity which require high level of creative thinking and actions. Hence, the purpose of this research was to analyse the needs of learning higher order thinking skills for generating ideas among technical students based on the opinions of academic staffs. The findings indicated that deadlock of ideas is the most important factor in the difficulty in generating ideas among these students. The difficulty of generating ideas is a key factor in affecting the achievements of the students’ assignments. Thus, students need to learn higher order thinking skills to address the difficulty in generating ideas

The evaluation of the qualities of mind mapping module

Using Self-Instructional Modules within the technical education can be an alternative approach and make significant contributions. Modules are not just “job sheets’ or “old style work units” or “chapters of books” with questions added (Meyer, 1988). Module is a planned series of learning activities designed carefully to assist the learners to accomplish certain specific objectives (Abdul Razak, 2005; Muhamad Sam, 2005; Shaharom, 1994; Klingstedt, 1971). An attempt to develop and implement a modular approach on mind mapping techniques was made in the secondary school. This paper will discuss various components of this modular approach by referring to Meyer Model. Fleiss’s Kappa was used to determine the degree to which consensus agreement ratings vary from the rate expected by chance, with values greater than .60 indicating substantial non-chance agreement. Fleiss’s Kappa for the inter-rater reliability score was κ = .7167, S.E. = .0990, 95% C.I. = .5226 to .9107, which can be taken to represent constant agreement among raters. Eight raters (content and design experts) used the instrument to rate the qualities of the module. Analysis of the raters showed an agreement on satisfactory level and above on all 34 items