Language and Education

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Konsepsi pengajaran pensyarah dan kaitannya dengan pendekatan pembelajaran pelajar
(Universiti Teknologi Malaysia, 2009-07) Sihes, Ahmad Johari
The general purpose of this descriptive research is to determine lecturers’ teaching conceptions and the factors influencing their teaching conceptions. The research also studied the relations between lecturers’ teaching conceptions and students’ approaches to learning. The teaching conceptions examined are Knowledge Transmission (KT) Orientation and Learning Facilitation (LF) Orientation. The factors being studied were lecturers’ background consisting of teaching experience, academic discipline and position while the teaching environment factor consists of class size, academic workload, support for teaching, control of teaching and students’ characteristics. Stratified random sampling was used to determine the sample and a total of 313 lecturers were involved to study the lecturers’ teaching conceptions. Data were collected from the lecturers using Lecturers’ Conceptions of Teaching and Learning (LCTL) questionnaire to determine the lecturers’ teaching conceptions meanwhile Perception of Teaching Environment (PTE) questionnaire was used to evaluate perception of their teaching environment. A total of 34 lecturers and 779 students were involved in the study to determine the relations between lecturers’ teaching conceptions and students’ approaches to learning. Data from students were collected using Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Descriptive, correlations, multiple correlations, three-way ANOVA, one-way ANOVA, one-way MANOVA and multiple regression statistics were used to analyse the data set at 0.05 significance level. Results revealed that lecturers are more inclined towards the LF Orientation (mean=4.40) compared to the KT Orientation (mean=4.21). There was no significant difference in the KT Orientation among the lecturers based on their background factor. However lecturers from different academic background have significantly different levels of LF Orientation. The lecturers’ perception of their teaching environment was at medium level (mean=3.48) and has significant relationships with both teaching conceptions orientations (KT; R=0.230, p=0.005) (LF; R=0.363, p=0.0001). Support for teaching element significantly contributed 4.2% towards the variance in the KT Orientation while position, control of teaching and support for teaching elements significantly contributed 12.8% towards the variance in the LF Orientation. Research findings also showed that there was a significant difference in change of surface learning approach among students taught by lecturers who are high in LF Orientation and low in LF Orientation. A model to enhance lecturers’ teaching conceptions that reduce students’ surface learning approach in university is proposed.
Secondary school teachers psychological status and competencies in e-teaching during Covid-19
(Mendeley Data, 2010-10-10) Wong,Kai Yan; Sulaiman, Tajularipin; Ibrahim, Amalina; Kunchi Mohd, Abdul Gaffar; Omrah Hassan @Hussin
RESEARCH OBJECTIVE 1. To determine teachers’ psychological status (stress, anxiety, depression) during the Covid-19 outbreak. 2. To determine teachers’ competencies in e-teaching (application, monitoring, evaluation). 3. To determine examine teachers’ working motivation. 4. To determine the relationship between secondary school teachers’ psychological status and competencies in e-teaching during Covid-19. Overall, the study shows that e-teaching during Covid-19 pandemic is promising though every teacher is caught by surprise and overwhelmed. Though they face stress, anxiety and depression but it is at moderate level, and they are not deterred from fulfilling their responsibility. Despite of that e-teaching is conducted effectively by teachers at moderate level on the higher end due to team spirit and cooperation among teachers. It is also driven by strong motivation among teachers to carry out their responsibilities. Last but not least, a negative correlation was determined between Malaysia secondary school teachers’ psychological status and competencies in e-teaching during Covid-19.
Employment core abilities skills among trainees with physical disabilities in special vocational institutions.
(Universiti Teknologi Malaysia, 2011) Abdul Latib, Azlan
This research was conducted to identify the level of Employment Core Abilities Skills (ECAS) and the factors that affect the ECAS of Trainees with Physical Disabilities (TPD) in special vocational training institutions and sheltered workshops in Malaysia. The quantitative survey method, along with the elements of qualitative study approaches, were used concurrently. ECAS was measured using a researcher-made questionnaire adapted from the Moraine Park Technical College’s Core Abilities (MPTC, 2005) containing 37 items in the dimensions of work, communication, learning, cooperation, responsibility, self value and thinking skill. The purposive sampling technique was used in selecting the respondents, and 155 trainees participated in this survey. The quantitative data were analyzed using descriptive statistics. T-test and one-way analysis of variance (ANOVA) were used to measure the differences among variables. The measurement model analysis using AMOS 16 was then used to identify the core skills that are important to ECAS. Interviews were conducted to identify the factors that affect the ECAS from 42 respondents comprising the trainees, trainers and management officers of the institutions. Content analysis was used to analyze the narrative texts which represented a verbatim record of the interviews. The study found that the ECAS level among trainees with physical disabilities is at high level, and there are no significant differences in ECAS based on the demographic variables. However, the “work cooperatively” component was found not to be so important to ECAS compared to other skill components. The study shows that the institutional, trainer and peer factors play important role in enhancing the trainee’s ECAS. The trainee’s past experience was found to influence the ECAS. This research proposes several models showing the ECAS and their influencing factors that can be used as a guideline for further study, employment, assessment, teaching and learning of ECAS for TPD in special vocational institutions.
Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
(Universiti Teknologi Malaysia, 2012) Ibrahim, Nor Hasniza
This qualitative research aimed to investigate the implementation of reflective practice among Chemistry student-teachers of Universiti Teknologi Malaysia. This study identified chemistry student-teachers’ reflection through three main aspects, namely issues being reflected, the processes of and collaboration in reflections which were carried out in two cycles during teaching practicum. During Cycle I (week 1 to 5 of teaching practicum) the respondents were asked to do reflections on their teaching and learning processes based on their understanding of their reflective practice. While during Cycle II (week 6 to 12 of teaching practicum), respondents were required to do reflections through the guidance of supervising lecturers and guiding teachers. A total of 15 chemistry student-teachers, seven supervising lecturers and 14 guiding teachers were purposely selected as respondents for this study. Collection of research data was done by using a few instruments namely self-reflection notes in student-teacher record books, reflection journal, interview questions, supervision report of supervising lecturers and guiding teachers, teachers’ record books, discussion transcripts and recordings of the chemistry student teachers’ teaching sessions. The data were triangulated and analyzed using content analysis and narrative techniques in order to increase validity and reliability of the research. The study showed an increase from 21 percent during Cycle I to 58 percent during Cycle II in the number of issues reflected by chemistry student-teachers’ that focusing on Pedagogical Content Knowledge of science. During Cycle II the chemistry student-teachers showed a structured process of reflection practices which consisted components such as identifying problems, construction of knowledge and implementation of continuous action, whereas during Cycle I, the process were not structured and were not continuously monitored by them. The findings also indicated an increase in the percentage of the implementation of collaborative reflective practice of chemistry student teachers with supervising lecturers and guiding teachers in response to the application of pedagogical knowledge of science, that is to 52.3 percent during Cycle II as compared to only 18.2 percent in Cycle I. Overall, it was found that the clinical supervision provided by supervising lecturers and guiding teachers based on pedagogical content knowledge of science was a major contributor to the increase in the effectiveness of the chemistry student teachers’ reflective practice. The findings obtained from studies during Cycle I and Cycle II were used to build a Reflective Teaching Model focusing on Pedagogical Content Knowledge of Science which comprises three main components; 1) identifying problems, 2) construction of knowledge and 3) implementation of continuous action which can assist teachers to improve the effectiveness of implementation of reflective practice in the process of teaching and learning science. The implementation of the Model can contribute towards the development of students scientific thinking.
Development of an enriched method for introductory physics laboratory work and its effects on students learning outcomes
(Universiti Teknologi Malaysia, 2012-05) Husin, Abu Hassan
In this study, an Enriched Method (EM) for Introductory Physics Laboratory Work (IPLW) which incorporates students’ active engagement in pre-laboratory, inlaboratory, and post-laboratory activities to improve students’ learning of physics was developed by the researcher. The EM enhances and extends the learning outcomes in physics Practical Assessment in accordance to the requirements of the Malaysia Qualification Agency (MQA) in preparing the students for university level laboratory work. Construction of concept maps in groups was a major pre-laboratory activity that attempted to bring about understanding of related concepts relevant for the ensuing experiments so that the students’ experimentation will be meaningful. The EM was guided by a constructivist paradigm directed at cognitive restructuring based on social learning principle as promoted by scientific teaching. In order to determine the effectiveness of EM, the achievement of students’ learning outcomes of the treatment (EM) group and the control (traditional) group (TM) were compared. Two instruments were used in this study: (1) the 33-item IPLW-Learning Outcomes Inventory (LOI) developed by the researcher that measured 5 categories of learning outcomes, namely, Category 1 - Measurement, Category 2 - Numerical Significance, Category 3 - Concepts and Applications, Category 4 - Graph Linearization and Category 5 - Uncertainty; (2) the 18-item IPLW-Attitude Survey (AS) adapted to determine the effects of EM and TM on the students’ attitude towards physics and physics laboratory work. The results of IPLW-LOI and IPLWAS pilot tests indicated reliability coefficients of 0.71 and 0.86 respectively. The study was conducted on 66 students in Semester 1 (July - October 2008) and 62 students in Semester 2 (January - April 2009) enrolled in an introductory physics course at a branch campus of a Malaysian public university who were randomly assigned into four respective Solomon Groups (SG). Analysis of the IPLW-LOI mean scores between pre-test and the post-test of the SGs showed no significant effect from the pre-test. The students’ IPLW-LOI mean scores and Normalised Learning Gain (NLG) for both Semester 1 and Semester 2 showed a consistent trend that there was a significant improvement in the EM scores as compared to that of the TM groups in Category 1 to 4. There is no significant difference between the EM and TM groups in Category 5 - Uncertainty. As for the IPLW-AS, there is no significant different between the mean scores of the EM and TM groups for both semesters. This study shows that EM manage to improve only certain aspects of the students’ learning outcomes, hence further research can be done to identify effective methods to enhance students’ understanding of uncertainties in physical measurement as well as their attitude towards physics laboratory work.
Technology supported face-to-face collaborative knowledge building
(Universiti Teknologi Malaysia, 2012-06) Salam, Abdul Rahim
This study explores the collaborative knowledge building (CKB) among ESL (English as a Second Language) teacher trainees during lesson plan discussion activity in a Microteaching course through technology supported face-to-face (TF2F) collaborative discussion. This hybrid network-based microteaching or TF2F CKB represents a learning environment where trainees are co-located and at the same time communicate face-to-face and use technology concurrently to collaborate. Loopholes have been identified in text based asynchronous or synchronous Computer Supported Collaborative Learning (CSCL) and Computer Mediated Communication (CMC) discussion in contributing to the natural settings of how interaction should take place, thus affect optimum efforts in discussion and knowledge construction. TF2F could reflect its potential contribution to be one of the most important elements in closing that gap. Collaborative cognitive involvement in discussing a lesson plan prior to the real teaching is probably crucial to ensure optimum knowledge sharing among ESL teacher trainees. This study presents and suggests framework architecture of TF2F CKB classroom activity phases integrating specific transformative conversation process representation that results in evidence of collaborative knowledge building among ESL teacher trainees. By looking at activity as the unit of analysis in a TF2F environment and minimal conversational analysis technique, this study explored how TESL trainees as a group could assist each other towards building pedagogical knowledge. Through interpretive process of qualitative method, Transana software was used to aid in transcribing, coding and categorizing audio captures of trainees’ assistance. The outcome of discussion reflected phases of knowledge building (on lesson planning) during the discussion. With digitized documentation of work evidence and trainees’ personal impression, this study indicated a promising method of learning and knowledge building. This may suggest a potential move towards a credible framework for a hybrid network based environment. Theoretically and methodologically, the study specifically provides some implication to the ESL teacher training instruction and to the field of SLA in general. This study manages to enhance the current face-to-face learning without compromising the alternative method of learning using technology to collaborate.
Instrumen penilaian pembimbing dalam pelaksanaan pembelajaran berasaskan kerja pelajar di industri
(Universiti Teknologi Malaysia, 2012-08) Hasan, Azman
This study aims to develop and validate the instruments for the assessment of effective mentors in the Work-Based Learning (WBL) setting. The development of the instrument involved three phases: Phase 1, the formation of concept and items; Phase 2, the pilot study; and Phase 3, the actual study and validation of the Effective Mentor framework. The qualitative analysis in Phase 1, identified five constructs relating to the effective mentor framework, which are: role, knowledge, feedback, personal attribute and role models. A total of 115 items were generated based on Krathwohl taxonomy. The Fleiss Kappa agreement coefficient value obtained was 0.82, thus showing a very good level of agreement. However, 3 items were improved and 4 items were dropped from the list of initial items. In Phase 2, a pilot study was conducted on 111 items, involving 30 advanced diploma students in Electronic Engineering (Medical) and Automotive Design and Manufacturing Engineering enrolled in polytechnics under the Ministry of Higher Education Malaysia. Data were analyzed using Rasch measurement model approach. At this stage, 12 items were separated and discarded. The remaining, 99 items were administered on 81 students involved in the WBL in the industry and who did not participate in Phase 2. In Phase 3, 4 items were removed and discarded, and only 95 items were maintained. This study used a 5-point Likert scale. The findings resulted in an instruments that have high reliability and validity in assessing mentors in industry. Accordingly, the Effective Mentor framework was developed and validated through Principal Component Analysis to determine the unidimensionality of constructs. The research, in short, proves that these unidimensional constructs validated as true factors measuring the mentors’ effectiveness in the Work-based Learning setting
Pembangunan instrumen penilaian akhlak pelajar di institusi pengajian tinggi awam
(Universiti Teknologi Malaysia, 2013) Abdul Latif , Adibah
This study is designed to develop Students’ Akhlak Evaluation Instrument (IMPAK) in higher education institutions. The instrument is focused on three constructs which are behaviour, oral communication and personality. The instrument items were developed from two main references that are al-Qur’an and Intipati Ihya’ Ulumuddin by Imam al-Ghazali. The constructs and their definitions were obtained from structured interviews of five lecturers who specialize in akhlak field. The instrument was pilot tested on 60 students from one local university to find the validity and reliability of the instrument. Based on the results of the pilot test, the rating scale was changed from 5 to 4 subscales and 12 items were omitted. The reliability test used test retest technique. The first test was administered at the start of the semester and the second test was administered three months later. The survey research was conducted on 400 students from four public universities. The data was analyzed using Rasch Measurement analysis. The findings showed that IMPAK has good construct validity. Item and individual reliability was very high and the rating scale was understood by the students. The constructs were unidimensional and 64 items remain fit with the model. The IMPAK was free from gender bias. Generally, the level of students’ akhlak was at good logit achievement. There is no significant difference in akhlak level across races and educational stream. It is recommended that relevant entities such as students, parents, higher education and MOHE establish a mechanism for developing well-rounded students especially in affective domain
Assessing cultural awareness in reading texts at a university in Libya
(Universiti Teknologi Malaysia, 2013) Albakoush, Khalefa Alsadek
This study aimed at examining the position of target culture in Libyan foreign language reading classes. More specifically, the study aimed at determining the level of inclusion or exclusion of the target culture in the reading texts taught to Libyan students of foreign language in their second semester. There were only two classrooms (of fourteen students each) at this level. Two classes were assigned by the English Department to this study. In order to successfully explore such a broad issue, a mixed method research was adopted to cover the different aspects of target culture from different angles. Three instruments (document analysis, observation and group experiment) were employed to investigate this issue. Each instrument was intended to examine the extent of incorporation of cultural knowledge in the reading class. Document analysis was used to analyze the cultural content of reading texts taught to Libyan undergraduates. A checklist was used to determine the cultural content of the reading texts. Observation of normal reading classes for half a semester was another instrument. This procedure was carried out to see whether the instructors use any supplementary cultural materials in reading classroom. Another different checklist contains thirteen cultural criteria were used for this task. Eight checklists' protocols were prepared to collect both qualitative and quantitative data to cover the eight weeks of observation. Group experiment has also been used as a third instrument. Two classes (controlled group and experimental group) were taught for half a semester differently. The experimental group received certain cultural treatment unlike the controlled group which did not receive any treatment. Both groups were pretested and post tested to see whether the treatment conducted had any effects on students' level of cultural knowledge. The results obtained from the two instruments (observation and document analysis) showed a lack of inclusion of cultural content in both reading texts and instructors' way of instruction. The group experimentation on the other hand has shown positive results in terms of the cultural treatment conducted. The controlled group on the other hand has not shown any cultural progress. A conclusion was drawn that reading texts should contain cultural data because it has contributed to facilitating the reading comprehension and positively impacted Libyan students? cultural background. Therefore, it is recommended that the cultural knowledge should be provided to students of foreign language together with linguistic knowledge especially through reading texts
Kerangka modul bahasa C menggunakan pendekatan model integrasi pembelajaran berasaskan masalah dan pendidikan berteraskan kompetensi
(Universiti Teknologi Malaysia, 2013) Ali, Azita
The aim o f this study is to produce a Module Framework o f C Language Model Integration Approach using Problem Based Learning (PBL) and Competency Based Education (CBE). The result o f the preliminary study showed that Function is the most difficult topic to be mastered because of students’ weakness in problem solving skills. It is due to the conventional learning method and learning module that are currently practiced. This QUAL-quan study approach involves different groups of samples which consist of students, teachers, PBL experts and CBE experts. The research instruments include questionnaires, achievement tests, interviews and observation checklist. Qualitative data were analyzed using NVivo 8.0, while the quantitative data were analyzed using SPSS package version 16.0. This study identifies the elements o f PBL and CBE in developing a Module Framework o f C Language; and the new elements that have been identified include user guide, module, lesson plans, learning objectives, theory, training and activities, a glossary and reference materials. The analysis from assessing the usage of the C Language Module which is based on the developed Module Framework showed that the treatment group achieved significant increases in the mean scores as compared to the control group. The results of interviews showed positive responses from the students. The findings on students’ perception toward the developed modules in helping them to achieve also showed a high mean score (4.00). In conclusion, the usage of C Language Module which is based on the developed Module Framework showed a positive feedback from students. Therefore, teachers are highly encouraged to use the Module Framework to design PBL and CBE embedded module to improve problem solving skills among students
Implementation of technical and vocational education in Negeria
(Universiti Teknologi Malaysia, 2013-01) Idris, Ali
This research was conducted to identify the factors that affect the implementation of technical and vocational education in Nigeria. Quantitative and qualitative approaches were used using concurrent design. The instrument for teachers and students was adapted from Employability skills for Australian small and medium sized enterprises. The teachers’ questionnaire contains 50 items while students’ questionnaire contains 41 items to examine the training of students at technical and vocational schools, students’ competencies as well as challenges of technical and vocational education in Nigeria. Two hundred and twenty (220) teachers and two hundred and thirty three (233) students participated in the quantitative aspect. In selecting the respondents for this research, simple random sampling and purposive sampling techniques were used. The quantitative data was analyzed using descriptive and inferential statistics. T-test and Regression analyses using SPSS version 17 were used to measure the differences among the dependent and independent variables. Analysis of Moment Structure (AMOS) version 16 was also used to identify the factors that influence the Implementation of Technical and Vocational Education in Nigeria. Interviews were conducted with five principals and five heads of department in order to identify the challenges of implementation of technical and vocational education in Nigeria. Observation on infrastructural and instructional facilities was conducted in all the technical schools under the study. In the analysis for the qualitative data, content analysis was used to analyze the text recorded during the interview as well as field note. The study found employability skills, learning skills, technical skills, and teaching methods play a significant role in the training of students towards skills acquisition. No significant difference was found between the teachers in terms of importance of teaching methods. The students’ level of competency was found to be low in all the aspect of skill areas. However, several factors were identified to be the factors that hinder effective implementation of technical and vocational education in Nigeria. A conceptual model on the implementation of TVE was developed based on the findings of the study.
Analysis of stroke distribution between professional, intermediate and novice squash players
(Universiti Teknologi Malaysia, 2013-08) Abdul Ghani, Diyana Zulaika
The purpose of this study was to analyse the distribution of strokes of three different levels of players in squash game which were the professional elite, intermediate and novice players. Quantitative method and experimental repeated measures design were employed for data collection. A total of 5 players with an average age of 21.27 ± 5.22 years old were involved as sample for each level of players. Every type of shots for both forehand and backhand strokes performed by players were recorded. There were 15 types of shots executed by the players during games. The most common types of shots performed were identified and distribution of strokes was verified by coaches and experts. Recorded videos were then analysed using hand notational analysis while inferential statistics were conducted using SPSS version 16. Results showed that there were significant differences in backhand strokes between groups while there was no significant difference recorded in forehand strokes. Notational analyses data indicated that the most shots performed were backhand drive (BHDV) followed by forehand drive (FHDV) and both forehand and backhand cross-court drive (FHXCDV and BHXCDV). There were only five types of shots frequently performed and were found significant for all three levels: forehand drive (FHDV), forehand cross-court drive (FHXCDV), backhand drive (BHDV), backhand cross-court drive (BHXCDV) and backhand drop (BHDP). The results of this study showed that the backhand shots and shot selection during games might pose as the contributing factors to differentiate between three different levels of players. This study also generated playing pattern profiles of three levels of squash players which could provide essential knowledge for the coaches to recognize the ability of their players and thus improve the efficiency of training method and enhance the skills and playing strategies of their athletes.
Pelaksanaan polisi wajib belajar di sekolah menengah pertama Kota Makasar
(Universiti Teknologi Malaysia, 2014) Latif, Ahmad
This research aims at analyzing the content of Government Regulation No. 47/2008 on Compulsory Education in Indonesia and its implementation related to operational funding policy on Compulsory Education in Makassar. It also studies the execution of funds in Junior High School. The study applied a mixed-methods approach in an embedded design. Data were collected through three stages, namely national, local, and school levels. The research instrument used for the national level was analysis on the policy documents of Compulsory Education, while the instruments for the local level were interviews and document analysis. At the school level, interviews, document analysis, observations, and open-ended questiontnaires were used. The validity and reliability of the instruments have been approved by experts. Respondents involved consist of two separate groups, namely local stakeholders (10 educational office staff and 4 members of local parliament); and school stakeholders (32 principals, 175 teachers, 195 parents, and 49 school committee members). From the school stakeholders, 17 people were taken as interviewees (5 school principals, 5 school committee members, and 7 teachers). The data obtained were analyzed by the method of data verification. The results of analysis on the document of Government Regulation No. 47/2008 showed that the concept of Compulsory Education, the authorization of the program management to the local government, and the operational financing that has to be shared by the central and local governments were not clear. However, compulsory operational funding policy was successful in reducing student dropout rate and regarded as a form of long term human resource investment. Nevertheless, the distribution of funds stll went through a long bureaucratic procedure, the accountability of its distribution to schools was still not clear and often overlapped. The accountability reports were submitted late and did not reach the targets of Compulsory Education program. The use of school operational funds was found to be successful to remove tuition fees, reduce textbook costs and prevent students from being dropouts despite the fact that operational funds could only cover about 60% of school operational needs. As a recommendation, it is necessary that the Government Regulation No. 47/2008 be revised to be an Act of Compulsory Education. The management, use, and supervision of school operational funds have to involve the participation of stakeholders and be transparent both at local and school levels
Conceptual model for technical and employability skills of Nigerian mechanical engineering trades programme.
(Universiti Teknologi Malaysia, 2014) Rufai, Audu
Vocational and Technical education is designed to produce competent craftsmen, semi-skilled workers and sub-professionals for various sectors of the economy. Upon graduation, graduates are expected to be secure a job either in the labor market or self-employed. However industries and employers are constantly complaining about the quality of these graduates in terms of employability and technical skills. In addition, these graduates are lack of technical competencies to be self-employed. Therefore, this study evaluated the technical and employability skills of a Mechanical Engineering Trades (METs) program at technical colleges in the North Central States, Nigeria. Specifically, this study identified the teaching method which influence the acquisition of technical and employability skills METs students and determined the suitability of infrastructural facilities. A mixed method research design which utilized structured questionnaire, interview protocol, observation and document analysis was used. 444 respondents comprising of 267 METs students, 99 METs teachers, 46 administrators and 32 workshop instructors were participated in the study. Data were analyzes using SPSS software version 20 and Analysis of Moment of Structure (AMOS) version 18 to analyze quantitative data whereas qualitative data were analyzed using transcription, coding and categorization procedures. The findings of this study revealed that the teaching methods employed by METs teachers were mostly lectures and demonstration. The METS students‘ competency levels with regards to technical and employability skills are at moderate level. The findings of the study also listed some of the challenges faced by the teacher including lack of adequate provision of instructional materials, no standard workshops for teaching and learning of METs in most technical colleges, teachers are not encouraged to attend seminars and workshops to update their knowledge. The findings also indicated that the teaching methods which greatly influence the acquisition of technical and employability skills are work based learning, field trip, discussion based on tutorial learning project and seminar, demonstration and discussion. This study also found that that most of the facilities in the colleges are in a state of disrepair. Based on these findings, it is recommended that the government, industries and other non-governmental organizations should provide financial assistance for the technical college programs especially METs. Besides that, these colleges should have collaborations with industries. A significant contribution of this study is the development of a conceptual model for an effective implementation of METs program for technical colleges in Nigeria
Pengajaran holistik guru sekolah menengah negeri bandar Makassar, Sulawesi Selatan, Indonesia
(Universiti Teknologi Malaysia, 2015) Ernawati , Andi
Holistic teaching is expected to develop teachers' ability and potential that are balanced in intellectual, emotional and spiritual aspects in their teaching and learning skill. However, the competency of teaching in Indonesia, particularly in secondary schools, is facing various problems and challenges. Therefore, it is important to identify aspects of holistic teaching needed by teachers that could help them address these issues. The purpose of this study is to identify aspects of holistic teaching at State Secondary School (SMAN) in Makassar City, South Sulawesi, Indonesia. The research design employed is the exploratory sequential mixed method which combined qualitative and quantitative techniques. A total of 12 respondents from among educational supervisors, school principals, and expert teachers were interviewed to identify aspects of holistic teaching. The interview data were analysed thematically, and the results identified four aspects of holistic teaching needed by teachers which are teaching knowledge, teaching skill, teacher’s emotional, and teacher’s spiritual. A set of questionnaire was developed based on the four aspects which consists of 63 items. A total of 370 respondents from among five subject teacher groups, namely Religion and Moral (AAM), Citizenship (Kn), Knowledge and Technology (IPT), Esthetics (EST), and Physical, Sport and Health (JOK) selected using cluster random sampling technique answered the questionnaire. The questionnaire data were analysed using Statistical Package for the Social Science (SPSS) software. Results showed that the four aspects of holistic teaching are needed by teachers. Moreover, this study also showed that there are no significant differences between teachers in teaching knowledge, teacher’s emotional and teacher’s spiritual aspects. Meanwhile in the aspect of teaching skill, there is a significant difference in subject teacher groups between IPT and AAM, and also between IPT and Kn. Regression analysis results showed that all the aspects being studied are significantly contributed to holistic teaching. A framework for teacher’s holistic teaching in SMAN Makassar City has been developed
The effectiveness of ecletric therapy for middle childhood anxiety disorders in rural primary schools.
(Universiti Teknologi Malaysia, 2015) Ahmadi, Atefeh
Anxiety Disorders are the most common debilitating psychopathological problems in middle childhood and tend to chronicity. This study identified sociodemographic predictors of Anxiety Disorders and examined the effectiveness of Eclectic Therapy with and without parental group guidance on Anxiety Disorders and mental health difficulties (conduct, peer relationship, emotional and inattention/hyperactivity problems) in Pontian, a rural district in Malaysia. Using total population purposive sampling technique, a total of 600 students of four primary schools and 411 of their parents completed the Spence Children Anxiety Scale and socio demographic information questions, respectively. To be involved in the experiment, children were selected using a cut-off score. Using quasi-experimental design, one control (N=24), one Eclectic Therapy group (N=13) and one Eclectic Therapy with two parental group guidance sessions (N=24) selected for the experiment. Descriptive analysis of screening phase showed that the mean anxiety scores was 32.84 and the prevalence rate of high anxiety among the children was 15.6% and in the range of other studies used Spence Children Anxiety Scale. Multiple linear regression revealed that age, gender, socioeconomic status, familial factors and major lifetime past events were predictors of Anxiety Disorders. One-way Analyses of Variance for intervention phase showed statistically significant reduction in the level of Anxiety Disorders and mental health difficulties for both experimental groups. This reduction was obviously higher in Eclectic Therapy group except for the peer domain which was higher for the group involved in Eclectic Therapy with parental group guidance. Analysis of Co-variance showed that age, gender, mother’s work hours per day, educational level of mother, parental divorce, parental death and family monthly income significantly predicted therapy outcomes. In sum, the finding on the level and prevalence of Anxiety Disorders among participants support the results of other studies. Moreover, this study emphasizes the existence of sociodemographic predictors specific to anxiety types that can be applied for preventive approaches. Eclectic therapy has been proven to be effective in rural educational settings for children suffering from Anxiety Disorders to promote their mental health status
Keberkesanan modul nilai keusahawanan holistik dalam kalangan pelajar Sekolah Menengah Vokasional di Batam, Indonesia
(Universiti Teknologi Malaysia, 2015) Mallanti, Andi
Based on previous research, most graduates are not able to open self business because of weak desire to be entrepreneurs, conceit, feel enough with theory of knowledge gained at vocational high school as well as working towards success with bad desire. The module of entrepreneurship education available at vocational high school does not integrate muslim entrepreneurship values and self-development based on Islamic sprituality. Thus, the need arises to develop a module which integrate holistic entrepreneurship values. The main purpose of this research is to determine and integrate 11 Islamic entrepreneurship values with self development according to Islamic philosophy. Specifically, the research determines the effects of integration education of holistic entrepreneurship values (PIHNU) module on self-narrowness, self-enlightening, entrepreneurship values, and holistic entrepreneurship values of vocational high school students. This research uses explanatory mixed-method research design. Quasi experimental research design was used for quantitative data collection while the qualitative part used interview for data collection. The population of this research consisted of 12 entrepreneurship teachers and 436 form three students from five vocational high school with Islamic background. Meanwhile, in quantitative research method, the responden has been divieded to two groups which is the experimental and control groups and every group had 26 students. Furthermore, eight entreprenuership teachers and nine students constituted the interview for qualitative data collection. A multiple choice test was administered to determine vocational high school students? scores in pre-test and post-test before and after the treatment using PIHNU module. Results showed that the achievement of students in the experimental group higher as compared to students in control group (mean 74.8 to mean 86). Finally, this research has produced a PIHNU-module development concept and a module of holistic entrepreneurship values. Thus, PIHNU module is applicable to similar vocational high school with Islamic background in Indonesia
Psychological stresses among divorced professional women
(Universiti Teknologi Malaysia, 2015) Chan, Samuel Hsin Chlen
The purpose of this study was to examine the relationship of factors, impacts and coping mechanisms in divorce in relation to psychological stress among professional women. This research utilized the mixed method approach with sequential exploratory strategy. The quantitative data from Revised PSS-10 were used to support the qualitative section. This data gave an initial picture on psychological stress among divorced professional women. In this study, there were 18 respondents participating using purposive sampling. The selection criteria were that a divorced professional woman had to be working in the related field of study that she took in the university or college. This study discovered that occupational prestige and stubbornness were the two main reasons that have affected the marriage. This study has produced a framework to raise awareness of forgiveness and skill of adjustment that enabled a divorced professional woman to seek emotional stability. It was proposed that this framework was used for a more thorough research on culture and social norms on a domestic level. It was also recommended that a more in-depth quantitative method focusing on stress level in divorced among professional women were utilized for future studies
Kemampuan kaunselor sekolah menengah atas negeri di Kota Makassar menghadapi perubahan organasasi
(Universiti Teknologi Malaysia, 2015-02) Dasmawati
Indonesia lacks professional counsellors because students have perceived that the ability of counsellors is below their expectation such as expectation of individual skills of counsellors which leads to limitation to cope with organisational change. This study aims at analysing the ability of senior high school counsellors in coping with organizational change by investigating aspects of optimism, self-esteem and perceived control as well as their relationships with the counsellors’ ethnic. The design of this study employs a mixed method which includes quantitative and qualitative approaches. A questionnaire was used to collect quantitative data from 68 counsellors of state senior high schools in Makassar City. On the other hand, interviews were conducted with five school counsellors in order to collect qualitative data. Correlation analysis, analysis of variance and regression analysis were utilised to analyse quantitative data using Statistical Package for the Social Science (SPSS). The findings of the quantitative analysis show that all factors have significant and positive relationships with the ability of counsellors in coping with organizational change where optimism (r = 0.676 & p = 0.000), self-esteem (r = 0606 and p = 0.000), and perceived control (r = 0.485 and p = 0.000). Meanwhile, the qualitative study finds that the counsellor ability needs a skill, a specialisation and fund support to cope with the organizational change. It is recommended for future research to expand the scope of the research by including other factors such as culture, level of education and environmental or family background that influence the ability of counsellors in coping with organizational change, instead of personality factors. Furthermore, in order to provide more findings, future research is also recommended to make use of observation techniques
Metallurgy simulation model for enhancing metacognitive skills among mechanical engineering students in Iraq
(Universiti Teknologi Malaysia, 2016) Hatif Shubber , Ahmed Hadi
The aims of this study are to determine the metacognitive skills among undergraduate students and to develop simulation model of metallurgy lab machines for Mechanical Department at Babylon Technical Institute of Al-Furat Al-Awsat Technical University of Iraq (BTIAI). In addition, the study aims to identify the effect of the simulated model on the students’ metacognitive skills as well as their academic achievement. Data were collected through interviews, questionnaires and tests. The interviews were conducted with experts in the field to evaluate the suitability and applicability of the proposed simulated model in teaching the metallurgy subject. Pre and post questionnaires were distributed to 97 students; 46 in the experimental group and 51 in the control group in order to determine the effect of the proposed simulated model on metacognitive skills that categorized into three domains (self-planning, self-monitoring, and self-evaluation). Pre and post tests were conducted based on experimental and control groups to identify the effect of the proposed model on the students’ academic achievement. Empirical results indicate that metacognitive skills among the students are generally weak before conducting the experiment. Teaching by using the proposed model resulted in significant differences in favor of the experimental group over the control one in term of enhancing the metacognitive skills and academic achievement. The proposed model is suitable and applicable on teaching metallurgy subjects anytime and anywhere. In conclusion, teaching the metallurgy subjects using the proposed simulated model is more effective than the traditional way because they are promoting students self-learning, reducing students fear and stress when conducting the experiments, and give the students options to repeat the experiments in short period so that the students will become active participants in the learning process

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