Teaching and learning mathematics and science in English in primary schools in the state of Johor, Malaysia

This article attempts to highlight the opinions of the public on the effectiveness of the use of English in teaching and learning Mathematics and Science (PPSMI) in primary schools in Johor. After nearly six years of its implementation, some people found out that the students have not demonstrated a good command of the language and the acquisition of knowledge of Mathematics and Science is seen to be declining. The teachers also do not seem to adapt well in the implementation. A group of respondents from among the headmasters and headmistress have given their views through a questionnaire and structured interview that showed the government's intention to strengthen the English language in teaching and learning Mathematics and Science did not show an impressive result. Thus, the study suggests that the government can try to give an option of using both languages in the implementation of this policy

Critical success factors in E-learning: a case study

With the development of the Internet and Information, Communication Technology (ICT), many educational institutions offer a blended education in which students learn via electronic and online media as well as traditional face-to-face teaching. However, the Covid-19 pandemic has made online education or e-learning compulsory in almost all educational institutions globally. This research has been designed to indicate the critical success factors (CSF) for e�learning. This case study focused on an in-depth probing from students’ perspectives on the factors that affect the success of the course in a semester. It involved an IT course for undergraduates involving a 14-week learning about the theory and practical aspects of basic ICT skills. The researchers collected the data using a mixed-method approach via self�constructed questionnaire and semi-structured interview evaluating the students’ perspectives on their learning preference, participation and understanding in the course and the instructor’s technological skills, pedagogical strategies and subject competency in conducting the course. In the findings, the students have shown high agreement in persisting to learn despite Internet interruption or problems. The students have also agreed that they interacted with other students after class time and were able to use their prior knowledge and applied the knowledge learnt from the course to other courses. Other findings included good pedagogical and technological skills demonstrated by the lecturer. The study has contributed to the theoretical aspect of Instructional Design for online learning which anticipates CSF

Critical success factors in e-learning – a case study

With the development of the Internet and Information, Communication Technology (ICT), many educational institutions offer a blended education in which students learn via electronic and online media as well as traditional face-to-face teaching. However, the Covid-19 pandemic has made online education or e-learning compulsory in almost all educational institutions globally. This research has been designed to indicate the critical success factors (CSF) for e-learning. This case study focused on an in-depth probing from students’ perspectives on the factors that affect the success of the course in a semester. It involved an IT course for undergraduates involving a 14-week learning about the theory and practical aspects of basic ICT skills. The researchers collected the data using a mixed-method approach via self-constructed questionnaire and semi-structured interview evaluating the students’ perspectives on their learning preference, participation and understanding in the course and the instructor’s technological skills, pedagogical strategies and subject competency in conducting the course. In the findings, the students have shown high agreement in persisting to learn despite Internet interruption or problems. The students have also agreed that they interacted with other students after class time and were able to use their prior knowledge and applied the knowledge learnt from the course to other courses. Other findings included good pedagogical and technological skills demonstrated by the lecturer. The study has contributed to the theoretical aspect of Instructional Design for online learning which anticipates CSF

Employee commitment effect on organizational effectiveness: Malaysian perspective on a mediator roles in leadership style

Leadership style and employee commitment are important human resources in determining organizational performance. It is worth noting that these factors are closely interrelated. To elaborate, implementing a leadership style that caters to the needs of the employees can certainly influence employee commitment levels in an organization. This study aimed to examine the effects of transformational and transactional leadership styles, either as partial or full mediators, on employee commitment to organizational effectiveness. The study involved 130 randomly selected public service officers. Furthermore, three research instruments were used to aid this study, namely, the Multifactor Leadership Questionnaire to measure the respondents’ perceptions of transformational and transactional leadership styles, a three-component model of employee commitment to measure employee commitment, and the Index of Perceived Organizational Effectiveness to measure organizational effectiveness. To determine the effect of a mediator on employee commitment, three regression equations based on the Baron and Kenny model were run through multiple regression analyses. The findings demonstrated that transformational and transactional leadership styles have a partial mediator effect on employee commitment to organizational effectiveness. This study provides some insights into the importance of transformational leadership, especially into the dimension of individualized consideration and the influence of employee commitment on enhancing the effectiveness of an organization