Student evaluation on educator’s teaching: a retrospective study at Kolej Kemahiran Tinggi Mara Sri Gading (KKTMSG), Batu Pahat, Johor

Student Evaluation on the Educator’s Teaching is a well-known method in higher learning institutions for student to evaluate their educator. This method is commonly known as a Student Evaluation of Teaching (SET). However, there have been different conclusion on how personality and ability characteristics were used to describe effective teaching. There is insufficient studies regarding the criteria that influence Student Overall Rating (SOR). Furthermore, results from the previous study is unable to accommodate with Kolej Kemahiran Tinggi MARA Sri Gading (KKTMSG) teaching environment where the data obtained was inefficiently analysed, interpreted, visualized, and acted upon. This study aims to explore the relationship between SET and an educator’s performance, along with the motivation that encourage knowledge delivery. The research design is a retrospective study where existing data is used. The population of this study is the student’s data collection consisting of the SET data from 36,762 students who studied at KKTMSG from 2015 to 2019. The descriptive statistics analysis includes mean, standard deviation, frequency, and percentage, while inferential statistics analysis includes correlation analysis and Friedman Test. As an outcome, there is correlation for all criteria with Type of Rating, and students give a higher rating for instructors who are excellent in the teaching compared to the personality. This in turn, could motivate the instructor to improve their teaching style

Student evaluation towards educator performance for Technical College in Malaysia

Student feedback is one of the important components in the learning and teaching process evaluation at various stages of higher level education in Malaysia. Kolej Kemahiran Tinggi MARA Sri Gading (KKTMSG) with eight departments is a location of study that have intakes twice a year, January-June (JJ) and July-December (JD). A continuous assessment by student has been executed over years and compulsory to fill in during the final examination week around May and November. Four objectives of this study are to determine if there is any correlation exist between Educator Mark with Total Marks of Personality and Teaching and Learning, to investigate if there is any correlation exist between Personality and its criteria, to explore if there is any correlation exist between Teaching and Learning and its each criteria and finally to determine if any association exist between Gender and Educator Mark with hypothesis null that both variables are independent. Main instrument used is a questionnaire with quantitative research design sur-vey technique consists of basic Demography, Personality and Teaching and Learning sections. The survey question is in a Likert scale start from 1 to 5 that represent Never, Almost Never, Sometimes, Almost Every Time and Every Time respectively. The dependent variable is an Educator Mark meanwhile the independent variables consists of 24 variables known as Semester, Year, Educator, Gender, Department, Student, 20 variables of criteria selection from Personality with 8 questions and from Teaching and Learning with 12 questions in a Likert scale. Descriptive analysis, correlation analysis and chi-square test have been adopted to this study. Result shows that 55.4% and 44.6% of the sample data are male and female respectively, which sounds reasonable represent the population of educator in KKTMSG and the highest respondent for both genders represent from PA Department. First objective presents a strong relationship with correlation value at 0.976 for Teaching and Learning compared to Personality and second objective shows all criteria have strong relationship with criteria Fairness, E presents highest correlation value at 0.976 compared to others. In the meantime, third objective 3 display similar result that criteria Committed During Teaching and Learning Process, T represents highest correlation value at 0.984 compared to others. All these results were based on significant p-value of less than 0.05. Finally, a Chi-Square Test conclude that Gender and Educator Mark are independent, and this shows that students are freely to evaluate educator in KKTMSG without consider or concern either the educator is male or female

Generalised additive model of DIR based on region, monsoon and state in Peninsular Malaysia

A generalised additive model (GAM) framework for dengue incidence rate (DIR) as a response in Peninsular Malaysia for three areas which as region, monsoon and state has been adopted in this study. A spatio-temporal series of 1296 observations with the following explanatory variables; state, latitude and longitude of state capital, land area of state, year, month, total dengue cases, estimated state population pertaining to the year, population density of state, maximum, minimum and average monthly rainfall, maximum, minimum and average monthly temperature, monthly number of rainy days and Nino 4. Result presents three basis model with statistically significant explanatory variables consist of mean rainfall (current month and lag 3-month), mean temperature (current month and lag 1-month), number of rainy day (current month and lag 3-month), Nino 4 (lag 6-month), DIR (lag 3-month) and interaction between temperature lag 1-month and Nino 4 (lag 6-month), population, population density, year, month, monsoon area, state and region. Model 1, Model 2 and Model 3 with the lowest deviance, AIC and BIC are the best models of DIR that successfully developed for three areas mentioned

Student feedback towards educator performance in technical college: a case study in KKTMSG Johor Malaysia

Student feedback is one of the important component in the learning and teaching process evaluation at various stages of higher level education in Malaysia. Kolej Kemahiran Tinggi MARA Sri Gading (KKTMSG) with eight departments is a location of study that have intakes twice a year, January-June (JJ) and July-December (JD). A continuous assessment by student has been executed over years and compulsory to fill in during the final examination week around May and November. Four objectives of this study are to determine if there is any correlation exist be-tween Educator Mark with Total Marks of Personality and Teaching and Learning, to investigate if there is any correlation exist between Person-ality and its criteria, to explore if there is any correlation exist between Teaching and Learning and its each criteria and finally to determine if any association exist between Gender and Educator Mark with hypothesis null that both variables are independent. Main instrument used is a ques-tionnaire with quantitative research design survey technique consists of basic Demography, Personality and Teaching and Learning sections. The survey question is in a Likert scale start from 1 to 5 that represent Never, Almost Never, Sometimes, Almost Every Time and Every Time respectively. The dependent variable is an Educator Mark meanwhile the independent variables consists of 24 variables known as Semester, Year, Educator, Gender, Department, Student, 20 variables of criteria selection from Personality with 8 questions and from Teaching and Learn-ing with 12 questions in a Likert scale. Descriptive analysis, correlation analysis and chi-square test have been adopted to this study. Result shows that 55.4% and 44.6% of the sample data are male and female respectively, which sounds reasonable represent the population of educa-tor in KKTMSG and the highest respondent for both genders represent from PA Department. First objective presents a strong relationship with correlation value at 0.976 for Teaching and Learning compared to Personality and second objective shows all criteria have strong relationship with criteria Fairness, E presents highest correlation value at 0.976 compared to others. In the meantime, third objective 3 display similar result that criteria Committed During Teaching and Learning Process, T represents highest correlation value at 0.984 compared to others. All these results were based on significant p-value of less than 0.05. Finally, a Chi-Square Test conclude that Gender and Educator Mark are independent, and this shows that students are freely to evaluate educator in KKTMSG without consider or concern either the educator is male or female

Binary logistic regression on cafeteria satisfaction services

This study investigates student’s satisfaction level towards cafeteria services in Universiti Tun Hussein Onn Malaysia (UTHM) locat-ed in southeast Malaysia. A structured self-administered questionnaire survey has been conducted with 360 respondents by using stratified ran-dom sampling. This study adopted the Chi-Square test, Likelihood Ratio test and Binary Logistic Regression. The comparison result shows that students more satisfied to the Campus Cafeteria compared to the College Cafeteria. A significance test for the logistic coefficient by using the Likelihood Ratio test with predictors Food Quality, Staff Skills, Waiting Time and Gender show strong significant predictors that influenced stu-dent’s satisfaction towards cafeteria services. Hosmer-Lemeshow test revealed the greater p-value of Model 1 (0.418) compared to Model 2 (0.261). Therefore, Model 1 has been chosen as the best model with Food Quality, Staff Skills, Waiting Time and Gender were significant factors in influencing the student’s satisfaction towards the cafeteria