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

Hubungan antara Emosi Ibu Bapa dengan Kanak-kanak dan Kepentingannya Terhadap Perkembangan Awal Kanak-kanak

Setiap perkembangan kanak-kanak yang berlaku perlu diambil perhatian dari pelbagai aspek oleh kedua ibu bapa mahupun setiap orang yang terdekat dengan kanak-kanak tersebut. Perasaan yang mengikat kita dengan orang-orang penting dalam hidup kita sering disebut dan dikenali sebagai ‘ikatan emosi’. Kegagalan dalam perkembangan kanak-kanak itu sebenarnya akan menjejaskan masa hadapan mereka. Kanak-kanak mula mengembangkan emosi mereka semasa peringkat bayi, yang berlangsung kira-kira sejak lahir hingga usia dua tahun. Kajian ini dijalankan untuk mengenal pasti hubungan di antara emosi ibu bapa dengan kanak-kanak dan kepentingannya terhadap perkembangan awal kanak-kanak. Dapatan kajian menunjukkan bahawa faktor ibu bapa mempunyai hubungan yang signifikan terhadap perkembangan emosi kanak-kanak. Faktor yang dikenal pasti menyumbang kepada perkembangan kanak-kanak adalah termasuk dengan peranan dan gaya keibubapaan. Kesimpulannya terdapat hubung kait antara emosi ibu bapa dengan perkembangan awal kanak-kanak

The role of a stand-alone ICT course in a Malaysian Public University: How effective is it for student teachers?

This research attempts to measure student teachers’ confidence toward ICT and their perceived ICT skills after completing a stand-alone ICT course at Universiti Putra Malaysia. Two separate paired samples t-tests results revealed that there was a positive shift in the student teachers’ confidence toward ICT as well as an improvement in their perceived ICT skills towards the end of the course. The pre-test result showed that participants with lower prior ICT experience were as confident as those with higher experience before enrolling in the course. They, however, had much lower perceived ICT skills. The post test results showed that those with lower prior ICT experience still had similar confidence level toward ICT compared to those with higher prior computer experience but the gap between their perceived ICT skills had reduced. The responses obtained from interviewing six student teachers showed that participants were more confident with ICT related tools and felt that their ICT skills improved towards the end of the stand-alone course. The study offered some evidence that stand-alone ICT courses can benefit student teachers

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

The effects of MATAS Hopscotch technique in the learning of fractions among Year 5 pupils

This study is to investigate the use of MATAS Hopscotch technique to solve the subtraction of three types of fractions among secondary school students. The study involved 56 pupils from two Year 5 classes. A quasi-experimental, nonrandomized control group, pre-test-post-test delayed post-test design was conducted on two intact groups, randomly assigned into control and experimental groups. Paired samples t- test was conducted to evaluate the impact of the teaching method on the pupils’ scores on the test among the control and treatment groups. The findings showed there was a statistically significant increase in the pupils’ scores from pre-test (M=0.43, SD = .690) to post-test (M= 9.89, SD=2.424), t(27) =-23.467, p < .05 among the control group. This finding indicated the control group showed improvement in the pupils’ scores after the implementation of the traditional method. The findings also showed there was a statistically significant increase in the pupils’ scores from pre-test (M=0.50, SD = .745) to post-test (M= 16.07, SD=1.676), t(27) =-53.163, p < .05 (two-tailed) among the treatment group. These findings indicated the treatment group showed improvement in the pupils’ scores after the implementation of the MATAS Hopscotch technique. However, the score gain of the treatment group was almost twice as much as that for the control group

Uso de manipuladores por parte de niños pequeños para representar el concepto de adición

One of the first fundamental arithmetic concepts that young children learn in school is addition. This article explores how young children use manipulatives while working on tasks relating to number and addition. The study employed case study research design and involved six children (aged six years) in one preschool center. Observation of children’s work during mathematical tasks revealed children’s early understanding of the addition concept. Hence, it is important that educators value and support the early development of children’s mathematical representations to facilitate their successful use in learning and understanding mathematics concepts.Uno de los primeros conceptos aritméticos fundamentales que los niños pequeños aprenden en la escuela es la suma. Este artículo explora cómo los niños pequeños usan manipulativos mientras trabajan en tareas relacionadas con el número y la suma. El estudio empleó un diseño de investigación de estudio de caso e involucró a seis niños (de seis años) en un centro preescolar. La observación del trabajo de los niños durante las tareas matemáticas reveló la comprensión temprana de los niños del concepto de suma. Por lo tanto, es importante que los educadores valoren y apoyen el desarrollo temprano de las representaciones matemáticas de los niños para facilitar su uso exitoso en el aprendizaje y la comprensión de los conceptos matemáticos

Effects of GeoGebra towards students' mathematics performance

The purpose of this study was to investigate the effects of using Dynamic Mathematics Software (GeoGebra) on students' performance compared to the regular instruction without using technology for a Geometry topic. A quasi-experimental post-test-only control group design was utilized in the study. The study involved 55 secondary school students (27 in the GeoGebra group, 28 in the control group) in a Malaysian school. Independent sample t-test analysis showed that students who were exposed to GeoGebra achieved significantly better test scores as compared to the group which followed the class without using any technology. However, the delayed post-test showed a different finding. The results from this study suggest that the integration of mathematical software in the teaching and learning of geometry is beneficial and the use of it should be continued

Prácticas universitarias estratégicas en el desarrollo de la alfabetización informacional del alumno

This study aimed to examine the role of university practice in student information literacy development. The study employed qualitative research design and involved 31 lecturers, librarians and students in a public research university. Data was collected using semi-structured interviews and analyzed using qualitative data analysis approach. The study found that student information literacy development is a discursive practice of information searching, organizing, analyzing, and synthesizing embedded in learning orientation that focuses on building, validating and disseminating knowledge and its mediating artefacts. The practice is influenced by multiple practices of communities within the institutions, namely the lecturers, librarians, students, and management. The study implicated student information literacy development could be supported by strategic partnerships between lecturers and librarians at the department level with lecturers holding an extra responsibility to stage the practice in the context of knowledge discipline so that students would develop, validate and disseminate knowledge and its mediating artefacts.Este estudio tuvo como objetivo examinar el papel de la práctica universitaria en el desarrollo de la alfabetización informacional de los estudiantes. El estudio empleó un diseño de investigación cualitativa e involucró a 31 profesores, bibliotecarios y estudiantes en una universidad pública de investigación. Los datos se recopilaron mediante entrevistas semiestructuradas y se analizaron mediante el enfoque de análisis de datos cualitativos. El estudio encontró que el desarrollo de la alfabetización informacional de los estudiantes es una práctica discursiva de búsqueda, organización, análisis y síntesis de información incrustada en la orientación del aprendizaje que se enfoca en construir, validar y diseminar conocimiento y sus artefactos mediadores. La práctica está influenciada por múltiples prácticas de comunidades dentro de las instituciones, a saber, los profesores, bibliotecarios, estudiantes y directivos. El estudio implicaba que el desarrollo de la alfabetización informacional de los estudiantes podría estar respaldado por alianzas estratégicas entre profesores y bibliotecarios a nivel de departamento con los profesores que tienen la responsabilidad adicional de organizar la práctica en el contexto de la disciplina del conocimiento para que los estudiantes desarrollen, validen y difundan el conocimiento y sus artefactos mediadores

Technology-Based Science Classroom: What Factors Facilitate Learning?

Mempelajari sains rendah termasuklah memperoleh kemahiran proses sains. Kajian ini meneroka penggunaan bahan pengajaran berasaskan web yang dibangunkan untuk mengajar kemahiran proses sains, khasnya kemahiran mengawal pemboleh ubah. Kajian kes kualitatif ini cuba mencari faktor-faktor yang mempengaruhi pembelajaran dalam persekitaran berasaskan web. Analisis data lisan dan bukan lisan mendedahkan bahawa terdapat beberapa faktor yang mempengaruhi perolehan kemahiran proses sains. Empat faktor timbul daripada kajian ini: (1) bahan pengajaran berasaskan web, (2) susunan fizikal, (3) peranan guru, dan (4) kesediaan pelajar. Artikel ini membincangkan dapatan-dapatan ini dan implikasinya kepada pengajaran dan pembelajaran sains rendah dalam persekitaran pembelajaran berasaskan web