THE EFFECT OF ASSESSMENT FOR LEARNING IN IMPROVING NON-NATIVE ADULTS PERFORMANCE IN MALAY LANGUAGE

Assessment for learning is one of the teaching and learning process that has been adopted to improve and accelerate learners’ ability in their learning especially involving modern foreign language. However, the process of learning becomes more productive when Assessment for learning is implemented in an informal approach for non-native adults. Therefore, the study focused on the implementation of an informal assessment for learning in a Malay language course that is being taught as modern foreign language among non-native adult learners in a higher learning institution. Malay as a modern foreign language is still new at piloting stage in Malaysia. As a result, it would be useful to adopt assessment for learning informally for non-native adults acquiring the proficiency in an intense period. So, qualitative approach, an action research methodology has been undertaken as it also equally features of Assessment for learning and in parallel to accelerating adult learners’ proficiency especially at beginners’ level.  Moreover, action research methodology is used to study the effectiveness of Assessment for learning applied among non-native adult learners in the Malay course. The research study involved 30 non-native adult learners in a higher learning institution from January 2014 until December 2017. The instruments used to collect data were by means of feedback, observation and continuous assessments. The data were analyzed in a quantified approach using descriptive research method to measure the frequency of non-native adult learners’ achievement by using Likert scale rating. The main findings of this research revealed how informal Assessment for learning assists non-native adult learners achievements and also benefits trainers in future to adopt and apply such model to support their teaching and elevate non-native adult learners’ achievement in Malay course

Intelligence, creativity and gender as predictors of academic achievement among undergraduate students.

The purpose of this cross – sectional study was to assess prediction of intelligence, creativity and gender on academic achievement among undergraduate students. Participants (N= 153, 105 = male & 48= female) completed intelligence and creativity tests which were compared with their cumulative grade point average (CGPA). A multiple regression analysis indicated that intelligence, creativity and gender explained 0.045 of the variance in academic achievement, which is not significant, as indicated by the F- value of 2.334. Multiple regression analyses also indicated that intelligence and creativity (gender is controlled) together explained 0.010 of the variance in academic achievement, which is also not significant, as indicated by the F- value of 1.562. Partial correlations between academic achievement and IQ, creativity scores and gender were non significant at .05. Coefficients also showed there is no significance between academic achievement and IQ and gender at .05, except for creativity (t= 2.008, p= 0.046). Finding shows predicting lower independent variables of this study (scores of intelligence, creativity and gender) on academic achievement (CGPA)

Gender Differences in Creative Perceptions of Undergraduate Students

This study investigated the difference between gender-role identity and creativity of students at Malaysian Universities. The respondents were 153 undergraduate Iranian students (48 females, 105 males; aged 19 to 27 years) in Malaysia Universities. All students were given a Khatena-Torrance Creative Perception Inventory Test (KTCPI). The instrument comprised two subscales, namely, Something About Myself (SAM) and What Kind of Person Are You (WKOPAY)? Each subscale had fifty items. The results revealed no significant difference between female and male students` overall creative perception. Further examination revealed that male students score higher in the WKOPAY subscale (t = 2.578, p = 0.011), while females scored higher than males in the initiative factor (t = 3.566, p = 0.000) and males scored higher than females in the environmental sensitivity factor (t = -2.216, p = 0.028) in the SAM subscale. Further replications on similar samples are needed

Intelligence, Creativity and Gender as Predictors of Academic Achievement among Undergraduate Students

Abstract: The purpose of this cross -sectional study was to assess prediction of intelligence, creativity and gender on academic achievement among undergraduate students. Participants (N= 153, 105 = male & 48= female) completed intelligence and creativity tests which were compared with their cumulative grade point average (CGPA). A multiple regression analysis indicated that intelligence, creativity and gender explained 0.045 of the variance in academic achievement, which is not significant, as indicated by the F-value of 2.334. Multiple regression analyses also indicated that intelligence and creativity (gender is controlled) together explained 0.010 of the variance in academic achievement, which is also not significant, as indicated by the F-value of 1.562. Partial correlations between academic achievement and IQ, creativity scores and gender were non significant at .05. Coefficients also showed there is no significance between academic achievement and IQ and gender at .05, except for creativity (t= 2.008, p= 0.046). Finding shows predicting lower independent variables of this study (scores of intelligence, creativity and gender) on academic achievement (CGPA

Intelligence and academic achievement: an investigation of gender differences

The objective of this research is to examine if a relationship exists between intelligence and academic achievement and if the relationship differs between males and females. Two research questions are examined in this paper: (1) what is the relationship between different aspects of intelligence and academic achievement? (2) Is there any significant gender differences regarding the relationship between different aspects of creativity and academic achievement? Participants (N=153; male=105 and female=48) completed creativity test. Cumulative grade point average (CGPA) was used to select the participants. Intelligence was measured using the Catell Culture fair Intelligence Test (CFIT-3a & b). Pearson Correlation analysis indicated that aspects of intelligence were not related to academic achievement for both males and females. However, implications of the findings for this study in intelligence and academic achievement are discussed

Intelligence and gender as predictors of academic achievement among undergraduate students.

There has been significant discussion concerning the causal preference of intelligence, gender and academic achievement. A number of researchers' have examined intelligence, gender and academic achievement as equal constructs. Others consider that intelligence and gender as predictors of academic achievement are reciprocal. At a standstill, others emphasize that intelligence and gender predict to achievement. This study examined intelligence and gender as predictors of academic achievement among undergraduate students. Participants (N= 153, 105 = male & 48= female) completed intelligence test and the cumulative grade point average (CGPA). The finding showed a lower correlation independent variables (score of intelligence and gender)and CGPA in this study. A multiple regression analysis revealed an interesting pattern of relationship. Further, multiple regression analyses indicated that intelligence and gender explained 0.019 of the variance in academic achievement

Relationship between creativity and academic achievement: a study of gender differences

The objective of this research is to examine if a relationship exists between creativity and academic achievement and if the relationship differs between males and females. Two research questions are examined in this paper: (1) what is the relationship between different aspects of creativity and academic achievement? (2) Is there any significant gender differences regarding the relationship between different aspects of creativity and academic achievement? Participants (N= 153; male = 105 and female = 48) completed creativity test. Cumulative grade point average (CGPA) was used to select the participants. Creativity was measured using the Khatena-Torrance Creative Perception Inventory (KTCPI). Pearson Correlation analysis indicated that aspects of creativity are related to academic achievement for both males and females. However, implications of the findings for this study in creativity and academic achievement are discussed

The influence of self-drive on the development of Malay language programme: Non-native adults’ perspective

Purpose: The purpose of the study is to analyse non-native adults’ self-drive and ways that has influenced towards the development of Malay language programme in which the programme caters to their needs, expectations and self-drive in University of Malaya for Continuing Education. Methodology: This study aims to analyse non-native adults’ self-drive in an informal adult education at a higher learning institution in Malaysia using an action research method comprising 58 non-native adult learners which was implemented from January 2014 to December 2017. The evidence gathered through feedback, observation and continuous assessment. Findings: The outcome of this study reveals that strong self-drive among non-native adult learners encouraged and increased the effort towards the introduction of a Malay language programme that suits their needs and expectations. Research Limitations/Implications: It was reported that the development of new Malay programme would have been more successful and benefits more language instructors and academicians. Their involvement would provide more support and critical views in the research in order to validate the formulation of the Malay programme. Social Implications: The improvement in teaching and learning process undertaken has also accelerated adult learners’ attainment and competency in Malay language. As a result of non-native adult leaners’ excellent attainment has reinforced the Malay language educator to attract and increase the enrolment for continuing education at higher learning institutions that offer Malay programme as lifelong learning programme. Originality/Value: The study on self-drive among non-native adults and how it has influenced towards the development of a Malay programme that caters to their needs, interests and expectations is still new, and it is a first-hand study of its kind. The results will be useful for those who are involved in adult teaching and in steering Malay as Modern Foreign Language programme at higher education