ACHIEVEMENT OF CHILDREN IN AN ALTERNATIVE EDUCATION PROGRAMME FOR REFUGEE, STATELESS AND UNDOCUMENTED CHILDREN IN SABAH, MALAYSIA

Access to formal education is an arduous and difficult process for undocumented and stateless children with entry into government schools often hindered by their status and prevailing national policies and procedures.  The Alternative Education Programme (AEP) is structured as a response for the need to provide some form of schooling for children under this classification. This study investigated students’ attainment in the AEP curriculum at Murni Alternative Education Centre (MAEC). A questionnaire, which incorporated a proxy pre-test, measured the achievement of children pre and post-participation in the MAEC learning among 136 female and 113 male learners with the mean age being 10.17 years. Achievement of the intended outcomes of the MAEC curriculum was investigated using Rasch Analysis. Achievement of MAEC objectives was demonstrated in the five curriculum components. In Literacy and Numeracy, item difficulty of reading, speaking, writing and counting showed significant decreases. In Religious Practice, a slight improvement was found with learners able to read the Quran and perform Islamic obligations and acts of worship. For Civics and Citizenship, increase in awareness and appreciation of Malaysian nationhood was ascertained with almost all children identifying themselves as ‘Malaysians’. Improvement in Self-Management was also demonstrated through increased awareness of personal hygiene and well-being except in the matter of environment upkeep. For Living Skills, the majority concurred that MAEC learning equipped them with skills to generate income. These insights into the MAEC learning outcomes from the perspectives of learners themselves could serve as guidelines towards any restructuring of AEP curriculum in MAEC in particular, and Sabah in general.    Keywords: Alternative education programme, alternative learning centre, curriculum evaluation, Rasch analysis, undocumented children   Cite as: Pang, V., Ling, M. T., & Tibok, R. P. (2019). Achievement of children in an alternative education programme for refugee, stateless and undocumented children in Sabah, Malaysia. Journal of Nusantara Studies, 4(2), 335-361.  http://dx.doi.org/10.24200/jonus.vol4iss2pp335-36

Development and validation of an instrument to measure leadership competency among secondary school students: a pilot study

The purpose of this study is to pilot test the newly developed Malaysian Secondary School Students’ Leadership Scale (M3SLS) and to determine its psychometric properties. The Rasch Rating Scale analysis was implemented and the correlation coefficient of measurement-point (PTMEA correlation) value of every item was found positive. Eight items with PTMEA correlations below .20, however, needed revision. Since secondary dimension was noticeable, the three domains therefore were analyzed separately in the next study. The item separation and item reliability were 7.49 and .98 respectively which implied that the person sample was sufficient to confirm the item difficulty hierarchy. A Person separation index value of 2.86 indicated there were three levels of respondent ability identified in this pilot study. Person separation of more than two and person reliability of .89 with a relevant person sample implied the instrument was sensitive enough to distinguish between high and low performers. Except for eight items, the infit mean square values for all items were in the range of .50 to 1.50 which was within the acceptable range. As a conclusion, there were items that needed to be revised and modified based on the analysis of item polarity, item fit, and principal component analysis of residual (PCAR). The reliability and separation indices of item and person were within the acceptable range. Based on the outcomes of the pilot test, the instrument is recommended for distribution to a larger population to ensure stability of the scale

Effect of games towards children’s mathematics performance

This study aims to investigate if there a significant different in pre and post of Early Mathematics performance. A single group pre-test and post-test with intervening Early Mathematics based games was used in this research. This involved assessment on the early Mathematics abilities (Ginsburg & Baroody, 2003). This program was conducted among preschoolers (aged 5-6 years old) in one selected rural preschool in Menggatal district, Sabah. The school has 4 classes of 25 students each, with a total of 100 preschoolers. One sample t-test was conducted to compare mathematics ability of children before and after intervention. Mean score for pre-test is 15, while mean score for post-test is 22.32. There was a significant difference in the scores for mathematics ability in pre-test (M=15.78, SD=.99) and post-test (M=22.32, SD=.78), t (86) (=-28.52, p = 0.000). The results show,that the use of games developed by authors are effective in improving preschoolers early Mathematics performance

Early Mathematics learning in reading and writing numerals: Learning through "What are the numbers?" A picture book made up flora and fauna in Borneo.

Learning through picture books is a method which is widely used in preschools to teach mathematics. However, the research findings on the benefits of using picture books in learning mathematics remain inconclusive. This study aimed to i) investigate the effects of a picture book entitled “What are the numbers?” (a picture book made up flora and fauna in Borneo) on early mathematics achievement (reading and writing numerals up to 20) and ii) to get feedback on how appropriate the use of “what are the numbers” from teachers and parents. The book consists elements of critical thinking, communication, collaboration and creative thinking. The effects were measured by comparing the change in early mathematical ability of children in reading and writing numerals up to 20 by using the Rasch measurement model. The mean of the pre-test achievement was -1.99 logits and the mean of the post-test achievement was 1.75 logits which shows a difference of 3.74 logits. The effect size of the difference between the post-test and pre-test achievement was 1.4, which is considered large. Teachers and parents gave positive feedback on the use of the picture book. They commented that the picture book is able to attract children’s attention, enhance their thinking skills and nurture creativity among children. In conclusion, the picture book based on the 4C approach enhanced early mathematics achievement of children

Mentor-Mentee Programme for STEM education at Preschool

The objectives of this research were to; (i) determine mentors’ perspectives  on their communication skills, teamwork skills, problem solving skills and social responsibility after joining the Mentor-Mentee Programme for STEM Education; (ii) identify the differences between the assessment of STEM mentors’ perspective on their personal qualities before and after joining the program; and (iii) identify the problems or challenges that the mentors experienced in mentoring activities compared to classroom teaching, opinions before and after participating in the program, and the challenges faced in the program. Based on the objectives, a survey research was conducted to collect data from 53 students (mentors) in the targeted population through questionnaire. Paired sample t-test was conducted to compare various skills of mentors before and after joining the program. For Communication Skills, the mean score for pre-test is 5.50, while mean score for post-test is 5.00. There was a significant difference in the scores for communication skills in pretest (M=5.00, SD=.86) and posttest (M=5.50, SD=.68); t (58) (=-3.785, p = 0.000). Teamwork skills also show significant difference in the scores in pretest (M=5.59, SD=.89) and posttest (M=6.06, SD=.67); t (58) (=-3.325, p = 0.002). Besides, Problem Solving Skills shows significant difference in the scores in pretest (M=5.00, SD=.99) and posttest (M=5.74, SD=.68); t (58) (=-4.897, p = 0.000). However, in the social responsibility skills, there is no significant difference between pretest (M=5.48, SD=1.11) and posttest (M=5.67, SD=0.85), t (58) (=1.086, p = 0.282). These results suggest that the program increases the communication skills, teamwork skills and problem-solving skills of mentors. However, the social responsibility skills do not show a significant difference although the mean score of posttest is higher than the pretest. This can be caused by the high social responsibility skills of mentors prior to the programs they have already been dealing with small kids. The sense of responsibility is higher than handling adults or students in primary or secondary school. In addition to this, some mentors mentioned they are not confident and worried about the STEM program. Nonetheless, positive findings were elicited from the interview. Mentors felt that they gained positive improvement and the program helped them increase their creativity. The mentors also suggested that the quality of module to be improved, competency of mentors to be upgraded, and duration of the intervention be extended. Quality in service instruction over STEM pedagogy best practices is a recommendation for practice

Phyllanthus urinaria Induces Apoptosis in Human Osteosarcoma 143B Cells via Activation of Fas/FasL- and Mitochondria-Mediated Pathways

Phyllanthus urinaria (P. urinaria), in this study, was used for the treatment of human osteosarcoma cells, which is one of the tough malignancies with few therapeutic modalities. Herein, we demonstrated that P. urinaria inhibited human osteosarcoma 143B cells growth through an apoptotic extrinsic pathway to activate Fas receptor/ligand expression. Both intracellular and mitochondrial reactive oxygen species were increased to lead to alterations of mitochondrial membrane permeability and Bcl-2 family including upregulation of Bid, tBid, and Bax and downregulation of Bcl-2. P. urinaria triggered an intrinsic pathway and amplified the caspase cascade to induce apoptosis of 143B cells. However, upregulation of both intracellular and mitochondrial reactive oxygen species and the sequential membrane potential change were less pronounced in the mitochondrial respiratory-defective 143Bρ0 cells compared with the 143B cells. This study offers the evidence that mitochondria are essential for the anticancer mechanism induced by P. urinaria through both extrinsic and intrinsic pathways

Lysine methyltransferase G9a methylates the transcription factor MyoD and regulates skeletal muscle differentiation

10.1073/pnas.1111628109Proceedings of the National Academy of Sciences1093841-84

NPRL-Z-1, as a New Topoisomerase II Poison, Induces Cell Apoptosis and ROS Generation in Human Renal Carcinoma Cells

NPRL-Z-1 is a 4β-[(4″-benzamido)-amino]-4′-O-demethyl-epipodophyllotoxin derivative. Previous reports have shown that NPRL-Z-1 possesses anticancer activity. Here NPRL-Z-1 displayed cytotoxic effects against four human cancer cell lines (HCT 116, A549, ACHN, and A498) and exhibited potent activity in A498 human renal carcinoma cells, with an IC50 value of 2.38 µM via the MTT assay. We also found that NPRL-Z-1 induced cell cycle arrest in G1-phase and detected DNA double-strand breaks in A498 cells. NPRL-Z-1 induced ataxia telangiectasia-mutated (ATM) protein kinase phosphorylation at serine 1981, leading to the activation of DNA damage signaling pathways, including Chk2, histone H2AX, and p53/p21. By ICE assay, the data suggested that NPRL-Z-1 acted on and stabilized the topoisomerase II (TOP2)–DNA complex, leading to TOP2cc formation. NPRL-Z-1-induced DNA damage signaling and apoptotic death was also reversed by TOP2α or TOP2β knockdown. In addition, NPRL-Z-1 inhibited the Akt signaling pathway and induced reactive oxygen species (ROS) generation. These results demonstrated that NPRL-Z-1 appeared to be a novel TOP2 poison and ROS generator. Thus, NPRL-Z-1 may present a significant potential anticancer candidate against renal carcinoma