Hubungan Iklim Organisasi Sekolah dengan Burnout Guru Sekolah Menengah

Artikel ini bertujuan untuk mengenal pasti tahap iklim organisasi sekolah dan tahap burnout guru serta hubungan iklim organisasi sekolah dengan burnout guru dalam kalangan guru sekolah menengah di daerah Subis, Sarawak. Kajian in adalah bersifat kuantitatif yang mendadaptasi dan menyesuaikan soal selidik Organisational Climate Index (OCI) dan Maslach Burnout Index (MBI) mengikut konteks kajian. Sampel kajian terdiri daripada 167 orang guru yang telah dipilih dengan menggunakan pensampelan rawak berstrata daripada 5 buah sekolah menengah di daerah Subis. Perisian SPSS versi 26 digunakan untuk menganalisis data dengan statistik deskriptif dan inferensi. Hasil kajian menunjukkan bahawa tahap iklim organisasi sekolah berada pada tahap yang sederhana (min= 2.58, SP=.379). Tahap burnout guru dalam kalangan guru sekolah menengah berada pada tahap sederhana rendah (min= 2.61, SP=.466). Analisis korelasi pearson yang menjelaskan hubungan iklim organisasi sekolah dengan burnout guru sekolah menengah daerah Subis pula mencatatkan korelasi yang tidak signifikan (r=.053) pada tahap sangat rendah. Analisis regresi berganda stepwise mendapati tiada dimensi iklim organisasi sekolah yang meramalkan tahap burnout [F (4, 162) = 0.689, p<0.05]. Dapatan daripada kajian ini menunjukkan bahawa iklim organisasi sekolah adalah kurang terbuka kerana pihak pentadbiran sekolah kurang memberi dan mendapat maklum balas daripada pihak ibu bapa dan pihak luar. Kajian lapangan perlu merangkumi aspek iklim sekolah yang lain seperti penglibatan murid, komitmen guru dan efikasi kendiri guru. Iklim organisasi sekolah yang rendah memberikan implikasi terhadap pengetua untuk meningkatkan akauntabiliti dan ketelusan kepada pihak ibu bapa serta bersikap terbuka untuk menerima pandangan daripada pihak lain

Curso de investigación estadística educativa en el campus y a distancia: un análisis comparativo del rendimiento académico de los posgraduados

The purpose of this study was to examine the differences in academic performance of students in on-campus and distance learning postgraduate programs at a public research university in Malaysia. The study depended on data from 121 postgraduates drawn from 21 specializations of the Master of Education. The postgraduates were enrolled in an Advanced Research Methodology course involving statistical analysis in the educational field. The study employed a survey for data collection and independent t test for data analysis. The study’s findings reported no significant differences in terms of the academic performance between on-campus students and distance students in educational statistical analysis. However, the two groups of students differed significantly in terms of their age composition as distance learning students comprised the majority of mature working students (25 years or older) relative to their counterparts in the on-campus program. Further, the study showed that on-campus and distance students were indistinguishable from each other, in terms of their grade point average scores and passing rates. Hence, the findings of the study can potentially be applied to higher education institutions that are considering offering distance learning as a studying mode in determining whether distance learning can be as effective as on-campus learning. El propósito de este estudio fue examinar las diferencias en el rendimiento académico de los estudiantes en los programas de posgrado de educación a distancia y en el campus de una universidad pública de investigación en Malasia. El estudio dependió de datos de 121 postgraduados extraídos de 21 especializaciones de la Maestría en Educación. Los postgraduados se inscribieron en un curso de Metodología de Investigación Avanzada que involucra análisis estadísticos en el campo educativo. El estudio empleó una encuesta para la recolección de datos y una prueba t independiente para el análisis de datos. Los resultados del estudio no informaron diferencias significativas en términos del rendimiento académico entre los estudiantes en el campus y los estudiantes a distancia en el análisis estadístico educativo. Sin embargo, los dos grupos de estudiantes diferían significativamente en términos de su composición por edad, ya que los estudiantes de educación a distancia constituían la mayoría de los estudiantes maduros que trabajaban (25 años o más) en relación con sus contrapartes en el programa en el campus. Además, el estudio mostró que los estudiantes en el campus y a distancia no se podían distinguir entre sí, en términos de sus puntajes promedio de calificaciones y tasas de aprobación. Por lo tanto, los resultados del estudio pueden aplicarse potencialmente a las instituciones de educación superior que están considerando ofrecer el aprendizaje a distancia como un modo de estudio para determinar si el aprendizaje a distancia puede ser tan efectivo como el aprendizaje en el campus

Knowledge and Attitude of Lecturers Toward Usage of Multimedia in Teaching

Lecturers’ level of knowledge in multimedia and their attitude are expected influence to the usage of multimedia in teaching activities. This study aims to examine the relationship between knowledge and attitude of lecturers towards usage of multimedia in teaching and determined the contribution of each variable toward usage of multimedia in teaching. It was conducted on 250 lecturers covers Higher Learning Institution in West Sumatera, Indonesia. Data was collected by using Likert 5 points type survey questionnaires and analyzed by using Statistical Package for the Social Sciences 19.0 (SPSS version 19) through Multiple Regression Analysis and Pearson Product Moment Correlation Statistical

A Review on the Use and Perceived Effects of Mobile Blogs on Learning in Higher Educational Settings

Mobile technology is affecting the way we learn and teach in higher education. An interesting mobile tool for supporting learning and instruction is by using mobile blogs or “moblogs”. This review focuses on existing studies implementing moblogs for learning purposes in higher educational settings. A total of 16 studies were selected for the review. The constant-comparative method was used to analyze the studies. Results from the data analysis indicate that the findings fall into two overarching groups, which are: (i) usage of moblogs; and (ii) perceived effects of moblogs. Seven categories for moblog usage were identified, namely: (i) moblogs were used for context-sensitive learning; (ii) for collaboration in groups; (iii) as a tool for interaction and communication for learning; (iv) as personal learning diaries; (v) to facilitate learning at students ’ own time and pace; (vi) as a tool for feedback on instruction; and (vii) for reflections in learning. Meanwhile, three categories were discovered for perceived effects of moblogs, which are: (i) perceived affective effects in terms of satisfaction and attitude; (ii) perceived social effects on students; and (iii) negative perception of moblog in terms of personal and technical factors. These categories are discussed as factors that could promote the use of moblogs for learning in higher education. Directions for future research are also discussed according to these categories as a basis fo

Cross-culture learning via massive open online courses for higher education

Cross-cultural learning in higher education involves providing an equitable interaction of diverse cultures and moving towards generation of shared cultural expression through dialogue and mutual respect at local, national, regional, and international levels. This can be achieved via the use of massive open online courses (MOOCs), which has received much interest over recent years. Yet, in designing successful cross-cultural learning via MOOCs, there are three important aspects that are worth to be considered. They are instructional design, learning content and tasks design as well as technological acceptance of MOOCs. This paper focuses its’ discussion on these three aspects via a study conductedby online surveys conducted with 135 undergraduates at a local university. Findings indicated that with regards to learning content design, types of video lectures that can enhance MOOC learning are animations and live action videos that are integrated with casual style of communication and humor aspects. Findings also revealed that in terms of learning task design, fully and loose structured learning tasks are both of equal importance and both high and low autonomy are important. The paper concludes with issues and challenges in MOOC development and implementation

The validation and development of electronic language test.

The enormous velocity of development and advancement in Information Communication Technology (ICT) to date has remarkably transformed the educational system which incorporates aspects of teaching, knowledge delivery and training. Language testing or measurement at the present time is employing conventional method to measure the academic performance of the students. With the advent of ICT, it has initiated the new innovative approach of assessing student’s performance. The objective of this study is to investigate the effectiveness of online and conventional mode of Malaysian English Competency Test (MECT) among undergraduates of Universiti Kebangsaan Malaysia (UKM), focusing on reading test. The test is intended to test four components of English language; listening, reading, writing and speaking skills. This quantitative research involved a total of 43 students and was randomly divided into two groups. These groups were tested on paper test of Malaysian English Competency Test (MECT) and Electronic Malaysian English Competency Test (E-MECT). Apart from the tests, the respondents were also given a set of questionnaire to obtain the data on their computer literacy level, online reading test, and also knowledge and experience of using E-MECT online test. The results showed that there were no marked differences in terms of student’s performance even though their marks were higher in the online version. Other features such as user friendliness, interface design, interactivity and time management play important role in the success of online test. Recommendations to administer and adapt the online test are put forth at the end of the report. It could be concluded that the study has significant implications for not only the students, but also the teachers and programmer as well. Additionally, this study helps both the students and teachers in taking online language testing in a conducive and convenient way. In fact, this could also sharpen the students’ computer literacy in using the computer

Hybrid E-Training Measurement Tool: Reliability and Validity

Hybrid E-Training had become prevalent in the field of computer and educational technology for both who were in the field and not exactly in the field. This paper discussed the e-Training being conducted in a hybrid environment. The objective of this paper was to examine the validity and reliability of the items on assessing perception towards the Hybrid E-Training system. The instrument used for the research was a set of questionnaire to measure the meaningfulness of the Hybrid e-Training. The number of samples is 213. The result showed that the overall reliability coefficient for the items on assessing perception towards the Hybrid E-Training system was 0.986. Reliability at the scale levels for these items was also acceptable, ranging from 0.886 to 0.971. Overall analyses suggested that these items were reliable to measure a hybrid e-Training system. It would be interesting to further investigate as to whether or not learning style is a mediating or a moderating factor towards achieving meaningful learning via the use of hybrid e-training programs as modelled in the final results

A Quantitative Analysis of Malaysian Secondary School Technology Leadership

Effective school administrators are keys to large-scale, sustainable education reform. Rapid changes in technology have led to new possible ways for managing and leading schools. Leadership within the context of these changes becomes a crucial agenda among school leaders all over the world. Technology Leadership is seen as the relationship between leadership and technology, whereupon the administrators must play a more proactive role in implementing technology, and more specifically strive to interface the human and information technology components. Many point to the problem of overemphasis on the technological aspect at the exclusion of the human resources function. The use of a Model of Technology Leadership, which is based on the standard set by National Educational Technology Standard for Administrators (NETS-A, 2002), is proposed. NETS-A, 2002, was initiated by International Society for Technology in Education. This paper discusses both the model and standards mentioned. It also explores the concept of Technology Leadership against the backdrop of current structure and processes in the education institution. It also reports on the findings of a survey on Administrators as Technology Leaders among 63 administrators of Secondary Schools in Negeri Sembilan. The findings explored show the existence of Technology Leadership elements in school; but school administrators scored average on the Leadership and Vision and Teaching and Learning variables and below average on the Productivity and Professional Practice variable. The t-test scores revealed that neither school location nor administrators’ gender significantly influence the level of technology leadership.Keywords: Technology Leadership; Model of Technology Leadership; Administrators as Technology Leader

ESl Lecturers’ Voices on Tell Me More

In the past, the cost of computers and courseware greatly restricted the use of computers in education. However, computers and courseware are now becoming important tools for learning in the institutions. In order to maximize the utilization of the courseware, it is important to get to know how the teachers perceive the use of the courseware in their classroom.  Therefore, this paper aims to investigate how ESL lecturers in a polytechnic in Malaysia perceive the ease of use, usefulness and suitability of a courseware named TELL ME MORE.  Data was collected via semi-structured interviews with four ESL lecturers at the polytechnic.  Findings show that ESL lecturers indicated positive perceptions on the ease of use, usefulness and suitability of the courseware.  However, it was found that the courseware is not quite suitable for the teaching and learning of writing.  Key words:  Innovative teaching; CALL; ESL; courseware; language learnin