The influence of mobile phone use on students’ academic behavior in higher education

Smartphones have become an inextricable element of life in the twenty-first century. Since there is little research on the relationship between mobile phone use and academic behavior among students in local universities, hence, the current study sought to study the relationship between these two variables in the context of Malaysian higher education. The data from 435 students who answered an online Google Form of survey sent through a WhatsApp link was collected and analyzed using a descriptive correlational research approach. The results indicated that male students displayed a higher level of mobile phone use than female students in higher education. The study also found that negative phone use had a negative relationship with academic behavior, and positive phone use contributed to positive academic behavior. Regression analysis confirmed that excessive mobile phone use and mobile addiction had a higher impact on academic behavior, however, proper mobile use has a positive impact on academic behavior among the students in higher education. The study implies that all the universities need to have better guidelines to regulate the use of mobile phone in the classroom. Overall, the findings are useful in facilitating the monitoring of the proper use of mobile phone for enhancement of learning in tertiary institutions

Mobile Phone Addiction: Determinant Factors among Students in a Malaysian Public University

The present study was conducted to examine mobile addiction determinant factors among university students in higher education in Malaysia. A total of 162 students responded to the online survey questionnaire. The study employed a quantitative-based research method to obtain data, and the research instruments consist of a set of combined questionnaires adopted from two Ph.D. studies. The correlation result between mobile addiction and attitude showed a stronger association than with the purpose of use. However, linear regression only indicated a significant contribution of students’ attitude towards mobile addiction variance. Keywords: Attitude; Mobile addiction; Purpose of Use: University students  eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.290

English languages self-efficacy in a blending learning environment / Suthagar Narasuman and Zalina Mohd Zamri.

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%)

English language self-efficacy in a blending learning environment / Suthagar Narasuman and Zalina Mohd Zamri

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma level respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%)

Profiling MOOC Learners in a Higher Learning Institute in Malaysia

The focus of this study is to explore the profile of students who subscribed to MOOCs as a flexible learning option. The study was based on an analysis of the respondent’s profile and demographic data. The findings show that students had signed up for MOOCs in their last semester because they considered it to be a flexible learning option. The study found that there were no significant differences among the users’ demographic data, particularly gender and age. The only difference was in the chosen program of course via the MOOC platform. Keywords: Massive Open Online Course, MOOC user usage, gender, age, the program of study eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.255

Code switching in the ESL classroom: the multilingual students’ perspectives

Code switching has become a common phenomenon ESL classroom where multilingualism is the norm. It is an evitable especially in Sabah Malaysia where multilingual learners are predominantly occupying the classrooms. Although, the method and techniques of English language teaching are consistently transformed, but the potential role of code switching is worth to be considered. This study is driven by the three objectives. First, to investigate the reasons to code switch. Second, it investigates the frequency of code switching and third to investigate the multilingual students’ perception on the use of code switching in the ESL classroom. The qualitative research approach was used to collect data from ten students of a community college in Sabah via the interview method. The findings of this study indicated that these students had a positive perception regarding code switching and they were using it to translate meaning from English to Malay or Sabah Malay dialect (SMD). In terms of frequency to code switch, the students asserted that they ‘always’ code switched in the ESL classroom. Malay or Sabah Malay dialect (SMD) was the domain language used in code switching. The students, perceived code switching as an alternative interaction tool and benefited from the intermittent use of other languages during the ESL classes. It is considerable to allow code switching in the multilingual classroom to develop the students ‘speaking confidence. Further research is recommended to explore the practice of code switching among the multilingual speakers in different domains such as home, work, and enterprising in Sabah

Net Generation Student Teachers: How Tech-Savvy Are They?

The present generation of young people is often touted as tech-savvy. They have been variously termed as the "Y Generation" and the "Net Generation" to reflect their technologically inclined nature and living environment. The thrust of this study is to assess student teachers' attitudes, knowledge of ICT (Information Communication Technology) and their context of ICT usage. These factors are important in assessing the tech worth or ICT profciency of this generation of student teachers in higher education. Information-seeking is a behaviour that is tempered by culture and education within the paradigms of a complex social context and not an intuitive behaviour as posited by the Net Generation Theorists. The fndings of this study point to a generation that is undoubtedly active in engaging with technology but not for the reasons cited by Net Generation Theorists. This study utilised a survey method, and data were collected through a self-reported survey questionnaire. Group interviews were conducted to further validate the data obtained. The respondents for this study are student teachers undertaking a bachelor's degree in education at a tertiary institution in Malaysia

Blended learning as a conduit for inquiry-based instruction, active learning, formative assessment and its impact on students’ learning outcomes in higher education

There is a definite impact of inquiry-based instruction, active learning and formative assessment on students’ learning outcomes because all of these factors have the tendency to drive student’s motivation, interest and performance in learning, especially when it is grounded in the use of the Blended Learning (BL) method. In view of this, the study attempted to identify the effect of these factor(s) on students’ learning outcomes such as self interest, self efficacy and cognitive development.This study employed a quantitative method and a 5 point Likert scale survey instrument was used to gauge the response from students at the Faculty of Education in a public university. A total of 500 questionnaires were distributed and about 80% were returned from 444 student respondents. BL based formative assessment was found to be a strong contributor to the variance in learning outcomes, in higher education. The study indicated that a student’s interest, cognitive development and self efficacy were influenced by many factors however, providing them with BL based active learning opportunities were extremely fruitful.In addition, inquiry based instruction and formative performance assessment are known as outstanding methods in recent years that have produced a shift in the focus of students’ attention particularly towards learning in tertiary institutions

The relationship between collaboration in learning, quantity and timing of feedback, and self-efficacy of students in higher education / Chan Yuen Fook … [et al.]

The purpose of this study was to identify the effect of collaboration in learning, and the quantity and timing of feedback towards the enhancement of self-efficacy among students in a public university in Malaysia. Data was collected using a survey questionnaire. The questionnaire was distributed to a total of 500 randomly selected tertiary students. A total of 475 questionnaires were returned and used for analysis. Data was analysed with both descriptive and inferential st atistics. The findings revealed that most of the students collaborate with peers in their learning. Feedback that was identified has a positive and significant relationship with student selfefficacy. A moderate, positive and significant correlation has been identified between collaboration in learning, quantity and timing of feedback and selfefficacy among the students in a public university. However, collaboration in learning and quantity and timing of feedback only induced a low effect size on self-efficacy

Predictors of information communication technology integration in ESL teaching among English language lecturers in Malaysian teacher training institutions

The study is primarily an empirical effort to identify the predictors that determine ICT Integration in teaching English as a second language among faculty members in Malaysian Teacher Training Institutions. The study also examines the English Language lecturers’ current level of ICT integration in TESL teacher training and the varying predictive effect of demographic factors such as age, teaching experience, gender and level of education on ICT integration. The study further examines the significance of the English Language lecturers’ technology proficiency, attitude towards ICT,participation in professional development programmes and ICT infrastructure access and support services in predicting ICT Integration. Finally the study also sought to determine the extent to which the observed variability in ICT integration could be predicted by these factors. The theoretical framework for the study is drawn from a review of the literature on factors that enhance and impede ICT integration. The sample comprises 267 respondents working at the English Language Unit of various teacher training institutions. Survey questionnaires and interviews were used to collect data which was analysed using descriptive statistics, Spearman’s rank order correlation, multiple regression, and reliability analysis. The finding of the study indicate that there is a correlation of 0.241 (R Square) between the dependent variable (faculty ICT integration) and the select group of independent variables. The collective level of significant variance between the dependent variable and the independent variables in the regression model is valued (R2) at 24.1 percent. The findings of the stepwise regression analysis indicate that the independent variables, faculty ICT proficiency, faculty ICT attitude, faculty ICT professional development and faculty ICT access are significant (P < 0.01) predictors that contribute (24.1 percent) towards faculty ICT integration.,However, demographic factors such as age, gender and experience were insignificant predictors. Apart from these, the analysis of the quantitative data and interview transcipts revealed the lack of time, equipment, software applications and context specific professional development programmes as barriers to ICT integration. Lecturers also seemed to lack the necessary skills to integrate content knowledge, pedagogical knowledge and technological knowledge into a seamless instructional technique. The findings imply that these lecturers have the basic skills and right attitude but need to be provided with proper and up-to-date facilities and context specific professional development programmes to further enhance their capacity to integrate ICT in their teaching