The impact of online reciprocal peer tutoring on students' academic performance

Students learn and teach each other is believed able to optimize their learning outcome. Today, with the rapidly emergent online technology has provided the students' opportunity to gain knowledge without relying solely on teachers. By implementing a peer learning like reciprocal peer tutoring strategy, incorporating with the popular and trendy online platform such as Facebook can be used to improve educational outcomes. In this study, the reciprocal peer tutoring strategies have been implemented using Facebook as a platform for students to learn and discuss the subject matter. This study investigates the effectiveness of online reciprocal peer tutoring in improving their academic performance. A pre-experimental (Pre-and post-test) was conducted across 4 weeks, involving 29 undergraduate students. The result suggests the online reciprocal peer tutoring environment was found to significantly influence the students’ performance test. Thus, the online reciprocal peer tutoring can be promising in higher education

Teachers’ acceptance of technology as predictors of the use of Google Classroom analytical learning

The upsurge in Malaysia’s Industrial Revolution 4.0 (4IR) is in line with the changes in the global education environment. One of the latest approaches in the education field is learning analytics (LA). The use of LA in Google Classroom (GC) as the learning platform that measures, collects, analyses data and reports information about students to help teachers improve teaching and learning (T&L). This study aimed to determine the factors of teachers’ technology acceptance as the predictor for use LA in GC among the teachers in secondary schools. It is done by observing 304 teachers in daily secondary schools in the Federal Territory of Kuala Lumpur. The research instrument used was online questionnaire using Google Form, which data were collected and analyses by using IBM SPSS Statistics Version 26.0. The findings from this study show that the use of GC, teachers’ perceived usefulness and behavioral intention were the predictors that influenced the performance of LA in GC. This study hoped to provide a description and contribute a required alternative for the Ministry of Education (MOE) Malaysia and the schools in designing an effective strategy that can help teachers monitor the suitability of using LA in GC during teaching and learning

Pembangunan Aplikasi Android Dalam Membantu Kanak-Kanak Prasekolah Belajar Membaca Sebagai Asas Dalam Bidang TVET: Development of Android Applications to Assist Preschool Children in Learning to Read as A Foundation in the Field of TVET

Abstrak: Kajian ini dijalankan untuk merekabentuk dan membangunkan aplikasi android dalam membantu kanak-kanak prasekolah belajar membaca sebagai asas dalam bidang TVET dari aspek reka bentuk kandungan, interaksi dan antara muka. Kajian ini menggunakan kaedah kajian reka bentuk dan pembangunan produk (DDR) di mana pengkaji memberi tumpuan kepada pembangunan aplikasi android untuk proses pengajaran dan pembelajaran menggunakan pendekatan kuantitatif serta reka bentuk pengajaran Model ADDIE. Pengkaji menggunakan kaedah persampelan rawak bertujuan dengan memilih 3 orang staf akademik yang mempunyai latar belakang pendidikan TVET yang sesuai untuk tujuan kajian. Staf akademik ini terdiri daripada 2 orang ahli akademik yang berkemahiran dan berpengalaman luas dalam bidang android kreatif dan seorang ahli akademik dalam bidang pendidikan prasekolah dari institusi pendidikan berkaitan. Data dikumpul dan dianalisis dengan menggunakan nilai kekerapan dan peratusan berdasarkan borang senarai semak yang telah diedarkan. Setiap item dikelaskan kepada kumpulan dan data kekerapan direkodkan sebagai peratusan. Kajian mendapati bahawa proses dalam menentukan kebolehfungsian aplikasi android ini dalam membantu kanak-kanak prasekolah belajar membaca dari aspek reka bentuk kandungan, interaksi dan antara muka mendapat maklumbalas yang positif dari pakar di mana mereka beranggapan bahawa aplikasi android ini berkesan sebagai salah satu medium bagi pembelajaran secara kendiri. Dapatan kajian ini boleh digunakan oleh setiap individu sebagi panduan khususnya dalam membantu perkembangan TVET kanak-kanak di peringkat prasekolah lagi.   Abstract: From the perspectives of content design, interaction, and interface, this study was undertaken to design and develop an android application to help preschool children learn to read as a foundation in the field of TVET. This study uses the research design and product development (DDR) method where the researcher focuses on the development of android applications for the teaching and learning process using a quantitative approach and the ADDIE Model teaching design. The researcher employed a random sample technique to identify three academic staff members with an appropriate TVET educational background for the investigation. This academic staff is comprised of two highly skilled and experienced academics in the field of creative android and one academic in the subject of early childhood education from an affiliated educational institution. On the basis of a distributed checklist form, frequency and percentage values were used to collect and analyse data. The classification of each item into a group and the recording of frequency data as a percentage. The study found that the process of determining the functionality of this android application in assisting preschool children to learn to read in terms of content design, interaction, and interface received positive feedback from experts, who believe that this android application is effective as one of the mediums for learning self-directed reading. Each individual can utilise the findings of this study as a reference, especially for fostering the growth of TVET among preschool-aged children

Blended learning as an optimal strategy for teacher's professional development: systematic literature review

The impact of blended learning (BL) is growing in teacher education, and more and more teacher professional development activities are using BL strategies. A systematic review of research on blended teacher-professional development (BTPD) can enable us to develop better teacher-professional development (TPD) programs. This systematic literature review takes 90 papers from 2015 to 2021 retrieved from four databases in April 2022 as the analysis objects. to analyze the status and trends of BL strategy used in TPD programs. The review covers the dimensions of the research background, research methods, and research findings. Findings show that the number of studies on BTPD increases year by year. The research mostly focused on BL for the professional development of K-12 and pre-service teachers, particularly their learning in information, communication, and technology (ICT). The research topics of the reviewed papers pay more attention to instructional design and learning effect analysis. Most studies believe that BL is an effective strategy for TPD. The review also found that BL strategies have some potential to promote education for sustainable development and educational equity. However, the limitation of BTPD strategies is that they require the cooperation of multiple organizational structures to work optimally

Mobile augmented reality in learning chemistry subject: an evaluation of science exploration

Various technologies have been used in making teaching and learning sessions more effective, fun, and enjoyable. One of the ways to make teaching and learning interactive is by emphasizing the use of mobile augmented reality (MAR). Thus, this study has proposed using MAR for a chemistry subject, namely science exploration (SCIENEX). This study adopted design and development research (DDR) by employing the analysis, design, development, implementation, and evaluation (ADDIE) model. The phases involved in DDR are ADDIE. SCIENEX was evaluated based on its validity, usability, and effectiveness. Five experts validated SCIENEX after it had been completely developed. The samples for usability testing and effectiveness of SCIENEX were 30 secondary school students who were studying chemistry. The results of the evaluation of the experts’ validation revealed that SCIENEX is a valid and appropriate MAR application for the learning of topics in chemistry. The result also revealed that the majority of students strongly agreed that SCIENEX is appropriate for the usage of MAR in learning chemistry, as it is fun, easy to use, and helps students to understand their learning. Interestingly, SCIENEX could increase students’ performance in their learning (t=21.754; p=0.000). Thus, it can be concluded that SCIENEX is valid, can be used for learning chemistry, and can help students in their learning. The limitations of this study and future suggestions for research are also discussed

Kesan pembelajaran menggunakan realiti berperantara menerusi pendekatan pembelajaran berasaskan permainan terhadap pencapaian pelajar

Perkembangan pendidikan berubah seiring dengan perkembangan teknologi masa kini dan perkembangan ini telah membawa banyak inovasi dalam kaedah pengajaran dan pembelajaran. Maka terdapat banyak permainan yang berasaskan teknologi diperkenalkan dipasaran, tetapi bukan semua permainan sesuai dengan pembelajaran pelajar. Ini kerana kebanyakkan ciri permainan yang sedia ada kurang berkesan untuk pendidikan, maka pentingnya memilih permainan berdasarkan kriteria yang sesuai untuk pendidikan seperti matlamat permainan yang jelas, interaksi sosial dan maklum balas untuk memastikan pemain mempunyai fokus untuk mencapai objektif pembelajaran. Oleh yang demikian, kajian ini dijalankan bertujuan mereka bentuk pembelajaran berasaskan permainan yang mengintegrasikan teknologi realiti berperantara yang dinamakan sebagai Kit Pengembara dan mengkaji kesannya terhadap pencapaian akademik pelajar. Impak kajian ini diukur dengan menggunakan instrumen ujian pencapaian Geografi bagi mengukur pencapaian pelajar. Kajian secara kuasi-eksperimenal dilakasanakan terhadap pelajar tingkatan satu di sebuah sekolah menengah kebangsaan di daerah Johor Bahru. Seramai 21 pelajar terlibat sebagai kumpulan rawatan dan 21 pelajar terlibat sebagai kumpulan kawalan. Analisis ujian pencapaian menunjukkan pembelajaran berasaskan permainan yang diintegrasikan dengan Kit Pengembara dapat meningkatkan pencapaian pelajar. Kesimpulannya, kajian ini dapat memberikan idea dan membantu guru dalam mereka bentuk pembelajaran berasaskan permainan yang mengintegrasikan teknologi realiti berperantara dalam aktiviti pengajaran dan pembelajaran dengan lebih efektif

An Observation on Implementation of Classroom Assessment in Technical and Vocational Education and Training (TVET) Subject Area

Classroom assessment is continuously assessment throughout the teaching and learning process and used in totally in every subjects. Assessment is designed to provide the understanding and help school administrators and teachers in performing assessment process in order to obtain the feedback on students learning development and pedagogical effectiveness. However, there been an issue of assessment that faced by teachers which is the lack of training and skills in techniques that effect the level of confidence in implementation of school based assessment. Therefore, this study aims to identify the problems faced by teachers in implementing classroom assessment for one of the Technical and Vocational Education and Training (TVET) subject area which is Design and Technology. Respondents comprised of 26 teachers were randomly selected from 15 secondary schools in Johor. Descriptive studies of qualitative research were selected to get an idea on experiences and the data would be segmented according to the coding scheme using thematic analysis methods. The results showed that the major problem in management of classroom assessment processes faced by teachers were on insufficient resources. Besides, the analysis results also shows that other main difficulties in conducting the classroom evaluation process is on student performance and in the process of classroom assessment were on time management. Whereas, the resources used by teachers to help students in the classroom assessment process emphasizing on the use of digital resources. Thus, it can be concluded that the classroom assessment process implemented by the teacher has not yet achieved the goals set by the Ministry of Education (MOE) and teachers need more resources to implement classroom assessment process in order to achieve the outcome of the learning

Designing game-based learning kit with integration of augmented reality for learning geography

The development of education is changing in line with the developmentof current technology, and these developments have influenced manyinnovations in teaching and learning methods. Many technology-based gameshave been introduced in the market; however, not all games are suitable forstudent learning. This is because the features of a game must have an impacton education; it is essential to choose a game based on appropriate criteria foreducation. Therefore, this paper describes the integration process of game-basedlearning features outlined by Alaswad and Nadolny (2015), which are goal,interaction and feedback. The three features are designed in a learning kit calledthe “Kit Pengembara” for learning the topic of “Wind Direction” and “BearingAngels”, the subject of Geography Form 1. In addition, this Kit Pengembaraalso integrates the UniteAR application for user to complete a given task usingaugmented reality. Therefore, this paper can provide an overview to educators inthe form of their educational innovations that integrate technology to increasestudent engagement

The influence of problem-based learning and direct teaching on students’ learning outcomes

One of the student-centered learning methods which is able to improve the students’ learning outcomes is Problem-Based Learning (PBL). This study examined (1) the difference in the learning results of students using PBL and Direct Teaching (DT) with high and low learning motivation and creativity, (2) the influence of learning methods with motivation and creativity toward learning outcomes, and (3) the difference in the learning results of students using PBL and DT in terms of learning motivation and creativity. The subject consisted of students of Vocational High Schools or Sekolah Menengah Kejuruan N 1 Ngawen. The data analysis used an ANOVA test and a T-test. The results revealed (1) insignificantly different learning outcomes between the use of PBL and DT, (2) insignificantly different learning outcomes with the significance of 0.652 between students with high and low motivation, (3) significantly different learning outcomes with the significance of 0.039 between students with high and low creativity, (4) influence of the interaction between learning methods with learning motivation to the learning outcomes, (5) influence of the interaction between learning methods with creativity to the learning outcomes, (6) insignificantly different learning outcomes between students using PBL and DT in terms of learning motivation, and (7) insignificantly different learning outcomes between students using PBL and DT in terms of creativit

Predictive Model for Factors Influencing Students’ Continuance Usage Intention on a Gamified Formative Assessment Application

Formative assessments help students identify their strengths and weaknesses as well as the target areas that need work. Meanwhile, the success of gamification implementation in mobile learning (m-learning) applications has been proven by many research associated with technology acceptance. However, studies on the technology post-acceptance phase are scarce. Deploying gamification concepts in competency-based education and assessment method, aim to diversify the game dynamics usage in new and practical areas such as technical and vocational education. Therefore, this study focused on the development of a predictive model for a gamified m-learning application that extends the Expectation Confirmation Model (ECM) with perceived enjoyment. This study applied a correlational research design on the students of Technical and Vocational Education and Training (TVET) based diploma programmes in one of Malaysian public university. An online survey was conducted, and garnered 269 responses, which were used in the final analysis based on the Partial Least Square-Structural Equation Modelling (PLS-SEM). The findings showed that all the factors in the model, which are the confirmation of expectation, satisfaction, perceived usefulness and perceived enjoyment, appeared to be significantly influencing the students’ continuance usage intention towards the gamified m-learning application as well as jointly explained 64.6% (R2) of the changes. The addition of variable perceived enjoyment provided an increment of 2.7% compared to the R2 value of the original ECM model. Most importantly, the proposed extended ECM proved to be a reliable prediction model when the Q2 values for continuance use intention and perceived usefulness displayed strong predictive accuracy, having 0.368 (Q2) for both variables, while satisfaction showed moderate strength with the value of 0.305 (Q2). Therefore, the predictive model is reliable to be used to investigate future usage and effective designs of gamified m-learning products among the technical and vocational education students in other Higher Education Institution (HEI)