Participation of Students With Disabilities in Higher Education: Policy and Practices Melissa Ng Lee Yen Abdullah, School of Educational Studies,

Equity, in general refers to fairness or justice. The promotion of equity through policies and practices requires the individuals’ or groups’ needs and circumstances to be taken into account (Matear, 2006). Access to higher education should not be taken out of the context of equity (Asian Development Bank, 2012). Policy on equitable access, therefore, seeks to provide students with disabilities with greater opportunities to access tertiary education, which is driven by a sense of justice and fairness. Students with disabilities are still underrepresented in higher education at most countries, particularly in developing countries. Based on the policy and practices in developed countries, this paper aims to reflect on the provision of equitable higher education for students with disabilities at a selected developing country

Kesan Faktor Jantina, Etnik Dan Gaya Kognitif Ke Atas Pencapaian Pengajian Am (The Effect Of Gender Ethnicity And Cognitive Styles On Achievement In General Paper)

Penyelidikan ini bertujuan untuk mengkaji kesan jantina, etnik dan gaya kognitif ke atas pencapaian Pengajian Am dalam kalangan pelajar tingkatan enam. Sampel kajian terdiri daripada 152 orang pelajar tingkatan enam atas (60 lelaki dan 92 perempuan) yang diambil dari sebuah sekolah terpilih di daerah Larut Matang dan Selama, Perak. Sampel ini merangkumi pelajar yang berbangsa Melayu, Cina dan India. Ujian GEFT (Group Embedded Figures Test) telah digunakan untuk mengukur gaya kognitif pelajar manakala pencapaian mereka dalam mata pelajaran Pengajian Am pula diukur dengan peperiksaan Sijil Tinggi Pelajaran Malaysia (STPM) tahun 2006. Dapatan analisis ujian-t menunjukkan bahawa pelajar perempuan mempunyai pencapaian Pengajian Am yang lebih baik secara signifikan berbanding dengan pelajar lelaki (t = 3.53, p < 0.05). Dari segi etnik pula, Analysis of Variance (ANOVA) menunjukkan bahawa terdapat perbezaan yang signifikan dari segi pencapaian mengikut etnik. Namun, analisis post-hoc membuktikan bahawa perbezaan yang signifikan hanya wujud antara pelajar Melayu dan Cina sahaja. Hubungan antara gaya kognitif dengan pencapaian Pengajian Am telah diuji melalui analisis korelasi Pearson. Kedua-dua variabel ini didapati mempunyai hubungan yang positif dan signifikan (r = 0.15, p < 0.05). Keputusan ANOVA dua hala seterusnya menunjukkan bahawa gaya kognitif tidak mempunyai kesan interaksi yang signifikan dengan faktor jantina [F(1, 148) = 3.63, p > 0.05, eta squared 0.02] mahupun faktor etnik [F(2, 146) = 0.86, p > 0.05, eta squared = 0.01]. Kajian ini mendapati bahawa pelajar perempuan mempunyai pencapaian yang lebih baik berbanding dengan lelaki. Perbezaan pencapaian ini mungkin berpunca daripada faktor-faktor lain kerana ia bukan disebabkan oleh perbezaan gaya kognitif mereka. Secara ringkasnya, kajian ini menyumbang dari segi penyelidikan kerana ia membekalkan data empirikal tentang psikologi dan pencapaian pelajar dalam mata pelajaran Pengajian Am yang jarang dikaji oleh pengkaji tempatan. Selain daripada itu, maklumat kajian ini juga berguna untuk para pendidik dan kaunselor sekolah dalam mengatur strategi untuk meningkatkan pencapaian pelajar dalam Pengajian Am, sebuah mata pelajaran yang wajib di peringkat tingkatan enam

Motivational Belief And Self-Regulated Learning A Study On Malaysian Students.

This study explored the relationships between self-regulated learning and selected motivational beliefs, namely self-efficacy, control beliefs, and anxiety of Malaysian students

Pengaruh Faktor Psikologi Terhadap Pembelajaran Regulasi Kendiri Murid Sekolah Rendah (The Influence Of Psychological Factors On Primary School Pupils’ Self-Regulated Learning)

Pembelajaran regulasi kendiri merujuk kepada kemahiran murid menyusun atur pembelajarannya secara efektif bagi mencapai matlamat pembelajarannya. Kajian ini bertujuan untuk mengkaji pengaruh faktor psikologi terhadap pembelajaran regulasi kendiri murid sekolah rendah. Faktor psikologi diri yang dikaji adalah efikasi kendiri, orientasi matlamat pembelajaran (intrinsik dan ekstrinsik) dan kepercayaan tentang kepintaran (entiti dan usaha). Kaedah penyelidikan kuantitatif telah digunakan untuk mencapai objektif penyelidikan. Sampel kajian terdiri daripada 639 orang murid Tahun 4 dan 5 dari 10 buah sekolah kebangsaan di Pulau Pinang. Teknik persampelan kelompok telah digunakan untuk memilih responden kajian. Instrumen Motivated Strategies for Learning Questionnaire (MSLQ) digunakan untuk mengukur kemahiran pembelajaran regulasi kendiri murid manakala faktor psikologi mereka pula diukur dengan Skala Efikasi Kendiri Kanak-kanak Skala Orientasi Matlamat dan Skala Beliefs of Intelligence. Instrumen-instrumen ini telah diubahsuai untuk digunakan dalam konteks Malaysia. Korelasi Pearson r dan analisis Regresi Berganda Stepwise digunakan untuk menganalisis data kajian. Keputusan pekali korelasi Pearson r menunjukkan bahawa kesemua faktor psikologi yang dikaji mempunyai hubungan positif yang signifikan dengan pembelajaran regulasi kendiri, kecuali kepercayaan entiti (r = .01, p > .05). Orientasi matlamat intrinsik (r = .52, p < .01) didapati mempunyai hubungan yang kuat dengan pembelajaran regulasi kendiri manakala efikasi kendiri mencatatkan korelasi yang sederhana (r = .39, p < .01). Faktor psikologi yang mempunyai hubungan lemah namun signifikan dengan pembelajaran regulasi kendiri ialah orientasi matlamat ekstrinsik (r = .08, p < .05) dan kepercayaan usaha (r = .27, p < .01). Hasil analisis Regresi Berganda Stepwise menunjukkan bahawa Model Regresi P3 (orientasi matlamat intrinsik, efikasi kendiri dan kepercayaan entiti) menyumbang sebanyak 31.3% (R2 = .313) perubahan varians terhadap pembelajaran regulasi kendiri [F(3,583) = 88.559, p < .05]. Pengaruh orientasi matlamat intrinsik (β = .473, p < .05) adalah paling tinggi, diikuti dengan efikasi kendiri (β = .128, p < .05) dan kepercayaan entiti (β = .081, p < .05). Model psikologi diri ini memberi sumbangan dalam meramal pembelajaran regulasi kendiri murid sekolah rendah. Kajian ini menunjukkan bahawa faktor psikologi diri harus diambil kira dalam usaha melahirkan murid yang lebih berdikari dan berkemahiran menyusun atur pembelajaran secara kendiri

The influence of innovative characteristics, work readiness, and vocational self-concept on employability of vocational college students

Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country\u27s development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country\u27s demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender. Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out. Findings: Innovative characteristics (β = 0.252, t = 5.041, p < 0.001), vocational self-concept (β = 0.386, t = 7.131, p < 0.001) and work readiness (β = 0.219, t = 3.787, p < 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships. Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and female students since gender is not a significant moderator. Overall, this study sheds light on the employability of vocational graduates and contributes towards improving career guidance and counseling practices for vocational students. (DIPF/Orig.

Urban Malaysian Adolescents' Online Activities.

Many Malaysian adolescents are immersed in the global contemporary,technological and digital culture. Their everyday literacy practices involve participation in a range of activities on the Internet

The Influence of Innovative Characteristics, Work Readiness, and Vocational Self-Concept on Employability of Vocational College Students

Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country's development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country's demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender. Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out. Findings: Innovative characteristics (β = 0.252, t = 5.041, p &lt; 0.001), vocational self-concept (β = 0.386, t = 7.131, p &lt; 0.001) and work readiness (β = 0.219, t = 3.787, p &lt; 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships. Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and female students since gender is not a significant moderator. Overall, this study sheds light on the employability of vocational graduates and contributes towards improving career guidance and counseling practices for vocational students. 

Perbezaan konsep diri akademik dalam kalangan pelajar aliran kebolehan tinggi, sederhana dan rendah

The role of attention and consistency with schema expectation in memory for objects in place were examined in one experiment. Forty participants were asked to study a picture of either the graduate student office or the preschool classroom, and either under full attention condition or under divided attention condition. Sixteen stimulus items, half consistent and half inconsistent with schema expectation about the room settings were placed throughout the room. Participants were later given a free recall test, followed by a same-changed recognition memory test immediately after that. The results show that participants remembered better under full attention condition than under divided attention condition. Items inconsistent with schema expectation were better recalled and recognized than items consistent with schema expectation both under full attention and divided attention conditions. These results support the findings on the consistency effect in some previous studies. More importantly, the present study reveals the influence of manipulation of attention on the consistency effect. The results show that consistency effect occurs in both conditions, with a greater effect reported under divided attention condition than under full attention condition. Reducing the participants’ attention increases the consistency effect

The Influence of Innovative Characteristics, Work Readiness, and Vocational Self-Concept on Employability of Vocational College Students

Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country's development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country's demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender.  Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out.  Findings: Innovative characteristics (β = 0.252, t = 5.041, p < 0.001), vocational self-concept (β = 0.386, t = 7.131, p < 0.001) and work readiness (β = 0.219, t = 3.787, p < 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships.  Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and female students since gender is not a significant moderator. Overall, this study sheds light on the employability of vocational graduates and contributes towards improving career guidance and counseling practices for vocational students. 

The Impact of Emotional Intelligence on History Subject Achievement of Secondary School Students: Quasi Experimental

The study investigated the impact of emotional intelligence on academic achievement of secondary school students in Kota Setar, Malaysia. The purpose of the study was to examine the relationship between emotional intelligence and academic achievement among secondary school students. A sample of 173 participants randomly selected from four secondary schools was used. The schools were randomly assigned to the two treatment conditions (with and without emotional intelligence activities module) and control group. Questionnaire and achievement test were employed to generate data for the study. Two research hypotheses were formulated to guide the study. The hypotheses were tested using descriptive statistical method, split plot ANOVA (SPANOVA). The study revealed that there is a positive relationship between emotional intelligence skills and academic achievement such that developing emotional intelligence skills of a student will lead to the enhancement of his/her academic achievement. The findings of this study may assist stakeholders in the education sector in developing a better understanding of the effects of emotional intelligence on the academic achievement of secondary school students