Role of English Language as a Literacy Tool in Shaping the Perception of Women’s Empowerment

Over the centuries, the notion of women’s empowerment has created an immense effect on both women and men. This research aims to study the influence of the English language in shaping the concept of women’s empowerment amongst undergraduate students in a private university in Malaysia. The objectives of this study are to identify male and female undergraduates’ perception towards women’s empowerment and to investigate the correlation between the role of the English language and the undergraduates’ perceptions towards women’s empowerment. This study is based on a correlational research design that includes 570 undergraduates from 6 distinct faculties. T-test and regression analysis were done to test the correlation between the variables and their significance. The findings of this study established that there is a significant difference between male and female students’ perceptions that indicates that female and male participants have varying perceptions towards women’s empowerment. With the English language playing a significant role in shaping the perception of women’s empowerment, the female participants were self-aware of how engagement in the English language can enhance the extent of their empowerment. Projection of the findings also addressed the growing importance of literacy as a mediator in the relationship between the English language and women’s empowerment

Effectiveness of the Interactive E-Learning Community (Ielc) On the Practice of Self-Regulated Learning for Secondary Schools in Kuala Lumpur.

In an examination-dominated culture in the Malaysian schools, the current education system has been criticized for lacking in fostering self-regulated learning strategies. Effective practice of self-regulated learning has been perceived as key for learner to succeed academically and after the schooling years. Poor practice of self-regulated learning can result students in being able only to memorize information and reproduce it during examination. Thus, the development of the iELC discussion platform was proposed to complement the traditional teacher-centered instruction and to inculcate the practice of self-regulated learning. The iELC discussion platform is an online discussion platform, developed using the open source Moodle software to encourage students’ participation in an online learning community on the sharing of knowledge and the learning of the Form Four KBSM Physics subject. The objectives of the study were; (i) to develop an online discussion platform termed as the iELC discussion platform; and (ii) to investigate the effectiveness of the iELC discussion platform in advancing the practice of self-regulated learning strategies in the learning process. The pretest-posttest and posttest only non-equivalent research design was employed in this study. The schools were selected in a two-stage cluster sampling technique. In the first stage, two zones in Kuala Lumpur were randomly selected to represent the selection of the experimental and control group. In the second stage, two schools were randomly selected from each of these zones to represent the experimental and control schools, giving a total of four schools. Samples (n = 102) consisted of Form Four Physics students from four regular national secondary schools in Kuala Lumpur. For a duration of eight weeks, fifty students from two regular national secondary schools used the iELC discussion platform and also face-to-face discussion to study the topic of “Kinematics and Motion” in the Form Four KBSM Physics. The other two classes with fifty-two students acted as the control groups and only followed the face-to-face discussion. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure the samples’ use of self-regulated learning strategies. The instrument consists of several subscales which are intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning and help seeking. Two-way analysis of variance was used to analyze the impact of the two independent factors (iELC discussion platform treatment and administration of pretest) on the dependent variable (self-regulated learning posttest mean scores). The main findings of the study indicated that participation in the iELC discussion platform was significantly effective in encouraging practice of self-regulated learning strategies in the learning process. Participation in the iELC discussion platform was particularly effective in encouraging practice of self-efficacy for learning and performance, rehearsal, elaboration, organization, time and study environment, effort regulation and help seeking. In conclusion, these findings suggest that students’ participation in the iELC discussion platform improved their use of self-regulated learning strategies

Qualitative findings of students' perception on practice of sSelf-regulated strategies in online community discussion

With rapid emergence to the birth of the knowledge era, an active and interactive learning environment is fundamental to any teaching and learning process. Over time, negative implications of traditional learning environment are mounting, and measures must be taken to challenge it. With extensive research on available learning tools, it has become more feasible to provide our students with better learning opportunities. Such was the anticipation in the Malaysian educational context. Hence, this paper aims to address qualitative findings of a study on self-regulated learning strategies conveyed through the proposed interactive e-learning community (iELC). In duration of eight weeks, students (n = 50) from regular national secondary schools were subjected to online learning tasks aimed to advance strategies on self-regulated learning. To date, strategies of self-regulated learning have been perceived as key to learner to succeed academically and after the schooling years. By means of semi-structured interview, data were collected from small group and one-to-one perception. Results were directed at the overall development of self-regulated learning strategies and its diffusion in the iELC discussion platform. Conclusively, these findings add significantly to the understanding of self-regulated learning strategies in an online learning environment

The shift in the role of teachers in the learning process.

Numerous studies have established that active participation in the learning process is more effective in a learning environment that emulates a real-world learning environment. In a traditional teaching and learning environment, only little learning is taking place in the classroom even though there appears to be an active shift of information. Studies have also clearly established that the role of the teacher alone is able to crush or nurture a student’s participation in the learning process. Hence, it is necessary to bring about a two-way transfer of knowledge between students and teachers as it requires optimum students’ participation. This paper brings into discussion the shift in the role of teachers in the learning process, from the traditional teaching and learning environment to a learning environment that encourages active students’ participation in the learning process. Respectively, this paper puts emphasis on the important role a teacher shoulders in shifting students from a passive role to an active role in a teaching and learning process. These characteristics of an effective teacher are grounded in the constructivism theory of learning, prior to which a brief description of the behaviorism and cognitivism theories is provided

Prevalence and factors associated with anxiety during the COVID-19 pandemic among Malaysians: a cross-sectional study

The COVID-19 pandemic is a significant public health threat with wide-reaching psychological implications. The drastic changes in lifestyle due to the implementation of the movement control order (MCO) were associated with adverse effects on mental health. This study aimed to examine the prevalence of anxiety among Malaysians during the COVID-19 pandemic and its associated factors. The following questionnaires were self-administered online through google form which included: (i) Generalised Anxiety Disorder-7; (ii) Short Boredom Proneness Scale; (iii) Short Scale for Measuring Loneliness in Large Surveys; and (iv) The World Health Organisation (WHO) well-being index. Higher scores denoted higher levels of anxiety, boredom, loneliness, and well-being. Out of the 543 participants, more than half (55.2%) reported mild (25.6%), moderate (13.8%) to severe (19.8%) anxiety. Multiple logistic regression showed higher odds of moderate to severe anxiety were reported among those divorced/separated/widowed (aOR 6.778, 95% CI [1.200, 38.296]), adults aged 25 to 34 years (aOR 2.038, 95% CI [1.049, 3.958]), 35 to 44 years (aOR 2.279, 95% CI [1.064, 4.882]), and with higher boredom levels (aOR 1.063, 95% CI [1.035, 1.092]). One in five Malaysians surveyed experienced severe anxiety. Adults within the working age range (between 25 and 44 years old) were at higher odds of having anxiety. Boredom increased the odds of anxiety compared to loneliness, well-being and coping. Thus, addressing the risk factors through public health messages is deemed important

Influence of mental health on the well-being status among Malaysian adults before and during COVID-19 pandemic

The coronavirus disease (COVID-19) pandemic has affected the well-being of individuals worldwide. Due to the scarcity of information in the Malaysian context, this study aimed at investigating the changes in well-being before and during the Movement Control Order (MCO) in Malaysia and its association with mental health status. This cross-sectional study was part of a Malaysian non-probabilistic online survey on psychosocial well-being in Malaysia, under the Personal and Family Coping with COVID-19 Global South Research Consortium. A total of 543 respondents (≥18 years old) were recruited using snowball sampling. A validated self-administered questionnaire for assessing sociodemographic characteristics, well-being, anxiety, boredom, and loneliness was circulated on social media platforms (such as Facebook, Twitter, and WhatsApp) and emails. Paired samples t-test, chi-square test, and multinomial logistic regression analyses were applied during data analysis. Results revealed significant changes in the mean scores of well-being, anxiety, boredom, and loneliness before and during MCO (p < 0.05). When comparing with no change in the well-being group, changes in boredom were less likely to be observed in the decreased well-being group (Adj OR = 0.874; p = 0.003) but were more likely to be observed in the group with increased well-being (Adj OR = 1.110; p = 0.002). The findings indicated that the pandemic did not necessarily create adverse effects. Instead, a different perspective is offered, which can be used as a public health strategy to help individuals cope with their mental health needs more positively

Measurement of engagement of student-centered learning practices in Malaysian higher learning institutions

Criticisms escalated among relevant stakeholders in the Malaysian job market and Malaysian educational system as allegations were made towards Malaysian Higher Leaming Institutions for not encouraging rehearsal of soft skills among graduates. This stirred deep concems for the lack of student-centered leaming practices in promoting development and rehearsal of soft skills. Through the implementation of the National Higher Education Strategic Plan (pelan Strategik Pengajian Tinggi Negara, PSPTN), the fonner Ministry of Higher Education alIDounced that focus will be channeled towards student-centered leaming practices to cultivate development and rehearsal of student-centered leaming practices. On these convictions, a growing number of Malaysian Higher Leaming Institutions have begun to channel interest in adopting student-centered leaming practice, though it has surfaced to attention that many instructors and students have a general misconception on proper student-centered learning practices. With the theoretical understanding of the student-centered learning being at odds with its pedagogical practice, it is alarming to discover that most instruments currently available only measures distinct elements of student-centered leaming practices. As it becomes increasingly uncertain to what extent instructors and students are engaged in studentcentered learning practices, this study attempts to develop a statistically valid and reliable instrument to measure student-centered leaming practices in Malaysian Higher Leaming Institutions. This study adopted a mixed methods research design, commencing with the qualitative phase and completing on a quantitative phase. The study commenced with the qualitative phase which involved in-depth interviews with four professors prominent in their field for advocating student-centered learning practice. The quantitative phase involved development of the items, content validity testing via Delphi technique, face validity and reliability testing through the Validation of Items stage, and construct validity testing via exploratory factor analysis. The sample size for the factor analysis was 1091 students, randomly selected from the four research universities; namely, Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), Universiti Putra Malaysia (UPM), and Universiti Sains Malaysia (USM). Analysis of the in-depth interview findings led to the emergence of five constructs that describe student-centered learning practices in Malaysian Higher Learning Institutions. These five constructs were meaningful learning, effective assessment,development of soft skills, contextual resources and instructors as facilitators . For each construct, approximately 15-23 items were developed leading to a total of 101 items for the entire instrument. The development of these items was substantiated with excerpt evidences from the in-depth interviews, as well as literature governing student-centered leam.i.ng practice. Based on the Delphi analysis, there were 52 items that were recognized to essentially reflect characteristics of student-centered learning practices in Malaysian Higher Learning Institutions. For the exploratory factor analysis, principal component analysis (PCA) with varimax rotation was used to determine the number of components to retain and categorization of items in their respective components. Based on these findings, six components and 46 items were retained with a total cumulative variance of 59.921 %; Rehearsal of Soft Skills, Rehearsal of Meaningful Leaming, Rehearsal of Instructor Facilitation, Rehearsal of Effective Assessment,Rehearsal of Self-Regulation, and Rehearsal oflnfonnation Searching Skills

Influence of Student Isolation on Students’ University Learning Experiences: Perspectives of Academic, Social and Psychological Development

With the latitude of globalisation spreading across countries in the world, student transfer and studying abroad have been made easier and more economical for students who intend to further their studies abroad. This growing population of international students shows the need to start addressing critical underlying issues regarding accommodation of new environment of international freshmen, plausible barriers faced by international students at their host countries and measures to minimise negative impression of intercultural communication. The growing amalgamation of local and international cultures also evinces symptoms of isolation among the local students. In light of this aim, this descriptive-analytical study investigates the correlation between student isolation and their university learning experiences, with the latter variable indexed in terms of academic, social and psychological isolation. A total of 581 students across various disciplines participated in this study. Findings provide rich, descriptive understanding of the phenomenon of student isolation, and facilitate the awareness to all stakeholders to give more leverage in the engagement and management of such issue in the educational context. Conclusively, findings have shown the importance of prioritising students’ needs from a holistic view as every aspect intertwines to enhance students’ success rate during their learning journey in university, as well as employability rate after their graduation

The shift in the role of teachers in the learning process.

Abstract Numerous studies have established that active participation in the learning process is more effective in a learning environment that emulates a real-world learning environment. In a traditional teaching and learning environment, only little learning is taking place in the classroom even though there appears to be an active shift of information. Studies have also clearly established that the role of the teacher alone is able to crush or nurture a student&apos;s participation in the learning process. Hence, it is necessary to bring about a two-way transfer of knowledge between students and teachers as it requires optimum students&apos; participation. This paper brings into discussion the shift in the role of teachers in the learning process, from the traditional teaching and learning environment to a learning environment that encourages active students&apos; participation in the learning process. Respectively, this paper puts emphasis on the important role a teacher shoulders in shifting students from a passive role to an active role in a teaching and learning process. These characteristics of an effective teacher are grounded in the constructivism theory of learning, prior to which a brief description of the behaviorism and cognitivism theories is provided