Language and Education

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A framework of social-based learning interaction through social networking tool
(Universiti Teknologi Malaysia, 2017) Al-Dheleai, Yahya Mohammed Hashem
The purpose of this research is to develop a framework of social-based learning interaction through the use of social networking tool; Facebook. The sample for this study was Masters’ students of Educational Technology program. The data collection was done through two phases. Phase 1 involved 49 students who responded to the questionnaire, and phase 2 involved 11 students and 2 instructors who participated in one semester’s online interaction via Facebook. This research employed a pre-experimental design, which involved a one-group pretest-posttest to measure the improvement in students’ academic performance after going through online interaction via Facebook. A questionnaire was used to collect data about students’ perceptions of instructor-student interaction (ISI), student-student interaction (SSI) and students’ social presence (SP) while Facebook discussion group was used to collect interaction data among students and instructors. Questionnaire data were analyzed through means and standard deviations and Facebook transcripts were analyzed through frequencies of each investigated category. Next, the data mining decision tree technique was used to identify which SSI categories contributed to higher students’ grades and the association rule was applied to establish a socialbased learning interaction framework. The findings of the questionnaire showed that students have high perceptions of ISI (µ= 4.06) and SSI (µ= 4.18) via Facebook. Moreover, students showed high perceptions of their SP when using Facebook for learning (µ= 4.15). Findings from Wilcoxon’s Signed Ranks Test indicated a significant improvement in students’ performance in test after going through interaction via Facebook, while the effect size test confirmed the large effect of the interaction via Facebook on students’ performance. The findings from the Facebook transcripts showed that the instructors mostly used facilitating discourse (FD) followed by direct instruction (DI). Instructional design and organization (IDO) was the least frequently used category by the instructors. On the other side, students tended more to deliver clarification (C) followed by the interpretation category. Moreover, students transmitted more support (S) than reflection (Ref) or replies (Rep) to others’ questions and asking questions (Q) compare to the Judgment (J) category; which was the least frequently used category. Noticeably, students declined to transmit conflict, assertion and consensus-building statements during their interaction via Facebook. Additionally, students tended to promote more interactive responses (IR) than cohesive responses (CR) or affective responses (AR) in their SP. However, data mining analysis using the decision tree technique showed that students need to transmit more clarification (C) and interpretation (I) categories of SSI in order to achieve grade A in their tests. The social-based learning framework suggested that the FD and DI categories of ISI are associated with the Rep, C and I categories of SSI and the IR category of SP to assist students’ learning and enhance academic performance
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
Collaborative and self-directed learning of problem-based learning for Nigerian secondary school chemistry
(Universiti Teknologi Malaysia, 2016) Abubakar, Abbas Babayi; Arshad, Mohammad Yusof
Nigeria needs quality chemistry education to produce competent employees who can apply knowledge and skills in real-life situations for national development. Chemistry teachers therefore should practice student-centered learning strategies as being practiced in most developed countries. However, chemistry teaching in Nigerian Secondary Schools generally does not produce students with flexible knowledge and problem solving skills, higher-order thinking skills such as selfdirected and collaborative learning because of expository instructions. Therefore this research investigated students and teachers’ roles in developing collaborative and self-directed learning using a newly developed module of problem-based learning (PBL) based on Barrows Model. A qualitative approach was used and the respondents were two teachers and thirty senior secondary students studying chemistry who were purposively selected from two Senior Secondary Schools in Yola, Nigeria. The students underwent 6 weeks of learning process using the PBL module. Data was collected through observations, interviews and a set of questionnaire after the problem-based learning process. The data were transcribed, triangulated and analysed using content analysis and descriptive statistics. The findings showed that the PBL module encouraged students to undergo collaborative learning, improve knowledge and problem solving skills; including higher-order thinking, communication, teamwork and life-long learning skills. Findings showed that the students could not perform some of the self-directed learning activities on their own. The students and teachers had positive perceptions of PBL as an instructional method. Based on the findings the researcher proposed suitable PBL strategies for teaching and learning chemistry in Nigerian secondary schools.
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.
Improving english language learners’ public speaking performance using online peer feedback
(Universiti Teknologi Malaysia, 2016) Satanihpy @ Saidalvi, Aminabibi
The ubiquitous use of peer feedback in a public speaking course is lending a new level of credence as an educational tool. However, little is known about its efficacy in an online environment. To address this gap, the present study investigated the usage of online peer feedback within an Online Public Speaking Course (OPSC) website which was developed to allow students to interact within the context of giving and receiving feedback and practicing their own public speaking. Using a qualitative phenomenological research design, the study investigated i) types of online peer feedback, ii) students’ experience of using these feedbacks, and iii) changes in the students’ public speaking performance. Students were required to present public speaking, upload on the OPSC website for peers’ feedback and revised their speech. Evaluation of the students’ speech performance, online peer feedback record, students’ journal entries and semistructured focus group interview were the source of data collection. Results of the study showed firstly, students use three types of online peer feedback; Corrective, Motivational and Graphical feedback. Secondly, online peer feedback provided students the experience of i) better confidence level, ii) independent learning, iii) discussion among peers, and iv) infinite revision opportunities. Thirdly, online peer feedback improved students’ engagement with the audience with better i) delivery and voice control skills, ii) language and proficiency skills, and iii) organized presentation skills. It is recommended that all public speaking instructors, teachers and trainers experience online peer feedback in public speaking course as the study has provided innovative ways in the methodology of public speaking skills
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
Patterns of lecturing style and interactiveness in science and engineering lectures
(Universiti Teknologi Malaysia, 2018) Askarizadeh, Amin
Interactional features and lecturing style are two important factors which affect lecture comprehension, but there is hardly any study on these two aspects in the context of Malaysian university lectures which use English as a medium of instruction. Therefore, it is important that lectures should be delivered interactively so to improve lecture comprehension. Due to these aspects, this research investigated the level of interactiveness, interactive features, and lecturing style as well as the relationship between the level of interactiveness and interactive features, and the relationship between the level of interactiveness and the lecturing style of undergraduate science and engineering lectures at a Malaysian university. 13 lectures from science and engineering disciplines were video recorded, transcribed and analysed. The level of interactiveness of each lecture was calculated based on Biber, Conrad, Reppen, Byrd and Helt’s framework. Different types of interactive features including referential questions, indirect questions, rhetorical questions, display questions, clarification requests, confirmation checks, comprehension checks, repetitions and directives were tagged. The linguistic elements of each identified feature were elicited and consequently their frequency was calculated and compared with the level of interactiveness. Saroyan and Snell’s framework which was designed to identify the lecturing style for medical science discipline was then integrated and consequently the lecturing styles of all lectures were calculated and compared with the level of interactiveness. The results show that the level of interactiveness of lectures in the science discipline ranges from low to high, but the level of interactiveness in the engineering discipline is at least at a medium level. Among various types of interactive features used, engineering lecturers employed indirect questions more frequently than other types, while science lecturers used rhetorical questions the most. Lectures with low to medium level of interactiveness mostly featured self-repetitions, rhetorical questions, and indirect questions, while those with high level of interactiveness showed indirect questions, confirmation checks and comprehension checks. The results also show that content-driven lecturing style is more common in the science discipline, whereas content, context or pedagogy-driven style is more common in the engineering lectures. In terms of the relationship between level of interactiveness and lecturing style, pedagogy and context-driven lectures have either medium or high level of interactiveness, whereas content-driven lectures can either have low, medium or high level of interactiveness. These findings could be useful for instructional training programs that help prepare lecturers to deliver more comprehensible lectures in English at tertiary level
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
Pembelajaran berasaskan masalah matematik dalam suasana koperatif bagi mempertingkatkan kecerdasan pelbagai pelajar Indonesia
(Universiti Teknologi Malaysia, 2016) Abdul Muttalib, Ahmad Talib
Learning of mathematics aims to produce excellent students with cognitive and affective skills. Studies that combine problem based learning and cooperative learning to enhance cognitive and affective skills are scarce. The study focused on the effects of problem based learning practice in cooperative situation framework (PBLCS) to enhance the skills in terms logical-mathematical, interpersonal, and intrapersonal intelligence of students. This study used a quasi-experimental design based on mixed methods methodology of integrating quantitative and qualitative data. Independent variable of the study is the application of PBLCS learning framework, which is controlled by traditional learning strategies (TL). The population of the study was students of class XI IPA at state senior high schools (SMAN) in Makassar City, Indonesia, attending the second semester of 2012/2013. An experimental group of 103 students attended PBLCS, and 103 students as the control group attended TL classes. These students were selected from one top school, SMAN 1 and two regular schools, namely SMAN 4 and SMAN 18. Inferential analysis using multivariate statistical analysis with one-way Manova was used to analyse quantitative data, whereas interview data were thematically analysed. Descriptive analysis showed that the mean scores of the multiple intelligences from treatment classes were higher than the scores from the control classes. The mean scores for logical-mathematical intelligence enhancement, interpersonal intelligence, and intrapersonal intelligence in PBLCS class were higher than the ones in the TL class. The findings are supported by the results of the inferential analysis, which found that the application of PBLCS learning was better than the use of TL strategies in enhancing the students’ logical-mathematical, interpersonal and intrapersonal intelligence, with significant value 0.000 (a = 0.05). The findings are consistent with the thematic analysis, which showed students generally contend that PBLCS learning can enhance multiple intelligences. The study proposed a framework of PBLCS learning practice and module of function derivative topics to improve the logicalmathematical, interpersonal and intrapersonal intelligence of students
Teachers’ conception of assessment knowledge and their preferred assessment system
(Universiti Teknologi Malaysia, 2018) Ma’ruf , Amar
The shift in education system in Indonesia from centralized to decentralized system has affected the assessment system and indirectly changed the test from standardized to school-based type. Teachers’ conceptions of assessment knowledge may have an influence on the changes. Theoretically, the assumption is that objectivist point of view prefers standardized test format, whilst the subjectivist view of knowledge prefers school-based test format. Thus, the study investigated the relationship between teachers’ conceptions of assessment knowledge and their preferred test format. This study applied mixed method of explanatory sequential design carried out in Indonesia using multistage cluster random sampling method involving 240 teachers. The instruments used in this study were two types of questionnaires, namely “teachers’ conceptions of assessment knowledge” and “teachers’ preferred test format”. The construct validity of the instruments was determined using the Rasch measurement model. The research findings showed that teachers’ conceptions of assessment knowledge was more towards being objectivist rather than subjectivist. However, in terms of preferred test format, it was the opposite, which was inclined towards school-based rather than standardized test. This result is in conflict with the earlier assumption, that those who have conceptions of objectivist prefer the standardized test format and those with conceptions of subjectivist prefer school-based test format. Thus, in this study, teachers’ conceptions of assessment knowledge did not correlate with their preferred test format. The findings show teachers’ conceptions of assessment knowledge as objectivist, but they preferred school-based test. Hence, some policies need to be implemented by the government to change teachers’ conceptions of assessment knowledge into conceptions of subjectivist view to be in line with the government’s needs
The influence of online learning environment, lecturers’ assessment practice, and students’ writing skills on students’ plagiarism practices.
(Universiti Teknologi Malaysia, 2018) Anto Patak, Andi
Higher education in Indonesia encourages university students to publish their work as part of lecturers’ assessments to inculcate an academic writing culture. Lack of students’ knowledge about plagiarism indicates a need for more studies on the effect of plagiarism on Online Learning Environment (OLE), Lecturers’ Assessment Practice (LAP), and Students’ Writing Skills (SWS). Lack of plagiarism awareness and prevention measures as well as lecturers’ feedback on student writing seems to exacerbate plagiarism practice. Therefore, this study assessed the influence of OLE, LAP, and SWS on Student Plagiarism Practices (SPP). In this study, OLE refers to twelve subcontracts, including relevance, reflection, interaction, collaboration, tutor support, peer support, making sense, instructor support, authentic learning, active learning, student autonomy, computer competence, and material environment. LAP refers to language assessment and written work assessment. Meanwhile, SWS refers to sub constructs such as organization, content, grammar, punctuation, spelling, mechanics, vocabulary, referencing, citing, paraphrasing, summarizing, quotation, synthesizing, and novelty. Finally, SPP refers to attitudes toward plagiarism and norms toward plagiarism. A multi-stage clustered sampling technique was used to select 155 lecturers teaching English as a Foreign Language (EFL) on Sulawesi Island as respondents. This study used a concurrent mixed method research design. A set of questionnaires was used to measure lecturers’ perceptions on OLE, LAP, SWS, and SPP. An interview protocol was used to reveal EFL lecturers’ perceptions on student learning experiences for OLE, LAP, SWS, and SPP. The mean difference in lecturers’ perception on OLE, LAP, SWS, and SPP based on gender and academic qualification was also examined. The relationship between OLE and SPP; LAP and SPP; and SWS and SPP were investigated using simple linear regression. The influence of OLE, LAP, and SWS on SPP was measured using multiple regression. This study showed that EFL lecturers’ perceptions on OLE were mostly at the expected level, whereas LAP and SPP were at the expected level while SWS mostly showed the difficult level. The results of the t-test showed that there was no significant mean difference in lecturers’ perception on OLE, LAP, and SWS based on gender and academic qualification. Simple linear regression showed that there was a significant relationship between OLE and SPP; and between LAP and SPP. Multiple regression results indicated that LAP had the most influence on SPP. Students’ learning experiences as reported by EFL lecturers in the interview results showed that reflection was dominant in OLE, and language assessment was dominant for LAP influence on SPP, especially for norms towards plagiarism. This study revealed that LAP has important implications for increasing students’ awareness on the importance of avoiding plagiarism, besides supporting the Ministry of Research and Higher Education of the Republic of Indonesia’s policy to prevent plagiarism

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