Malaysian Journal of Learning and Instruction最新文献

{"title":"MOTIVATION AND LEARNING ENGAGEMENT THROUGH PLAYING MATH VIDEO GAMES","authors":"Daisyane Barreto, L. Vasconcelos, M. Orey","doi":"10.32890/MJLI2017.14.2.1","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.1","url":null,"abstract":"Purpose: With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children’s motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game Club Penguin. Method: This is a qualitative case study conducted in a North American elementary school after-school program. It involves two children ages eight and nine playing math games. Data sources in this study include interviews, observations and video recordings of game","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131943253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution","authors":"Donnie Adams, B. Sumintono, A. Mohamed, N. S. M. Noor","doi":"10.32890/MJLI2018.15.2.7789","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.2.7789","url":null,"abstract":"Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution.\u0000Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles.\u0000\u0000\u0000Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education.\u0000\u0000\u0000Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122652124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities","authors":"Siti Nazuar Sailin, Noor Aida Mahmor","doi":"10.32890/MJLI2018.15.2.7786","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.2.7786","url":null,"abstract":"Purpose – This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice.\u0000Methodology – This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers’ reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings.\u0000\u0000\u0000Findings –The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers’ knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations.\u0000\u0000\u0000Significance – Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131888031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"KESAN PELBAGAI STRATEGI KAWALAN PENGGUNA ANIMASI BERSEGMEN TERHADAP PRESTASI PELAJAR","authors":"Anuar Hassan, Ahmad Zamzuri Mohamad Ali, Mohd Najib Hamdan","doi":"10.32890/MJLI2017.14.2.11","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.11","url":null,"abstract":"Purpose The aim of this study was to evaluate the effect of segmented animation with various user control strategies on student achievement. The five user control strategies were Linear User Control (KPL), Random User Control (KPR), Program Controlled (KP), Open User Control (KB) and Without Control (TK). Methodology The research design was quasi-experimental and the research data were analyzed using a quantitative approach. 265 second semester students pursuing their Diploma in Networking System in five polytechnics were involved in the study. A post test was used to measure the learning outcome. Finding Overall, the ANCOVA statistical tests indicated significant differences in post test achievements among students who received different control strategies of segmented animation. Significance – The research findings suggest that segmented animation with appropriate user control strategy is capable of addressing Malaysian Journal of Learning and Instruction: Vol. 14, No. 2 Dec (2017) information loss limitations. Random user control (KPR) and linear user control (KPL) strategies seem to be useful in allocating appropriate time for students to extract meaningful information from an animation, to be processed in limited short-term memory before it is registered in long-term memory. Both of these strategies are found to capable of improving student achievement.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131382935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DIAGNOSING PRIMARY PUPILS’ LEARNING OF THE CONCEPT OF AFTER IN THE TOPIC TIME THROUGH KNOWLEDGE STATES BY USING COGNITIVE DIAGNOSTIC ASSESSMENT","authors":"Phei Ling Tan, Penang Malaysia Smk Methodist, C. Lim, L. Kor","doi":"10.32890/MJLI2017.14.2.6","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.6","url":null,"abstract":"Purpose – Knowledge state specifies pupils’ mastery level and informs about their strength and weaknesses in the tested domain. This study attempted to diagnose primary pupils’ learning the concept of after through their knowledge states by using Cognitive Diagnostic","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language","authors":"Y. X. Lim, Abu Bakar Razali, Arshad Abd. Samad","doi":"10.32890/mjli2018.15.2.3","DOIUrl":"https://doi.org/10.32890/mjli2018.15.2.3","url":null,"abstract":"Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies?\u0000Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test.\u0000\u0000\u0000Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05).\u0000\u0000\u0000Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116894653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MOTIVATION AND GENDER DIFFERENCES IN LEARNING SPANISH AS A FOREIGN LANGUAGE IN A MALAYSIAN TECHNICAL UNIVERSITY","authors":"Hou-Keat Khong, Nurul Husna Hassan, N. Ramli","doi":"10.32890/mjli2017.14.2.3","DOIUrl":"https://doi.org/10.32890/mjli2017.14.2.3","url":null,"abstract":"Purpose – The purpose of this study is to investigate student motivation and gender differences in learning Spanish as a foreign language in the Malaysian context. Method – Student motivation was measured by means of a self-report questionnaire based on Gardner’s social psychological model. The questionnaire contained both close-ended and open-ended questions to provide both quantitative and qualitative information. The participants consisted of 448 students from Universiti Kuala Lumpur Malaysian Spanish Institute where Spanish is a compulsory subject. Findings – The findings showed that the students were highly motivated toward learning Spanish. No significant differences were found between integrative and instrumental motivations and gender. Nonetheless, both quantitative and qualitative results suggested that the students were slightly more instrumentally inclined but simultaneously appreciated the target language and culture. This was particularly the case for the female students who showed significantly higher instrumental motivation in Spanish learning. Malaysian Journal of Learning and Instruction: Vol. 14, No. 2 Dec (2017) Significance – The study supports the claim that motivation is contextspecific and at the same time provides a better understanding of a Malaysian situated phenomenon. Its findings have underscored that different learning contexts have different impacts on student motivation. It is hoped that the understanding of Malaysian student motivation may contribute useful insights to improve the curriculum and instruction of foreign language learning.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"270 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131458139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determining Gender Differential Item Functioning for Mathematics in Coeducational School Culture","authors":"S. Shanmugam","doi":"10.32890/MJLI2018.15.2.7784","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.2.7784","url":null,"abstract":"Purpose - In an attempt to explore item characteristics that behave differently between boys and girls, this comparative study examines gender Differential Item Functioning in a school culture that is noted to be ‘thriving’ mathematically.\u0000Methodology - Some 24 grade eight mathematics items from TIMSS 2003 and TIMSS 2007 released items, with equal number of computation and word problem items were administered on 460 boys and 445 girls studying in Grade Eight from three secondary Chinese-medium coeducational schools. Word problem items were defined as items set in a real-world context. Content validity was established by constructing a table of specifications. By employing the software WINSTEPS version 3.67.0 that is based on the Rasch Model for dichotomous responses, Differential Item Functioning analysis was conducted by using Mantel-Haenszel Chi-square method. DIF items were flagged when the Mantel-Haenszel probability value was less than 0.05 and classified as negligible, moderate or large DIF based on the DIF size suggested by Educational Testing Service DIF category. The focal and reference groups were girls and boys respectively. The main delimitation was substantive analysis by using expert judgment was not conducted to identify biased items.\u0000\u0000\u0000Findings - Using Mantel-Haenszel chi-square, two moderate DIF items that assess subtraction favoured girls. They assessed Knowing from topics Whole Number and Fraction. Sources of DIF are linguistics density and item presentation style. The findings suggest that with only two moderate DIF mathematics items, there is insufficient evidence to suggest that the mathematics items functioned differently between boys and girls in school culture noted for successful mathematics learning, even though linguistics complexities of the test language cannot be ignored.\u0000\u0000\u0000Significance - While constructing Mathematics multiple choice items, careful considerations need to be given in selecting suitable numbers in composing the content of the item so that, only the correct algorithm would produce the correct answer ‘if and only if’ those numbers are used. The modest results of detecting two moderate DIF items nevertheless inform national testing agencies and teacher educators on the principles of building fair items as a part of their test improvement practice in the 21st Century. The novelty of this study is that gender Differential Item Functioning was studied in the context of school culture, which is notable for successful mathematics learning.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130411326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROPOSING AN AFFECTIVE LITERACY FRAMEWORK FOR YOUNG LEARNERS OF ENGLISH IN MALAYSIAN RURAL AREAS: ITS KEY DIMENSIONS AND CHALLENGES","authors":"F. A. Rahim, Seung Chun Lee","doi":"10.32890/MJLI2017.14.2.5","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.5","url":null,"abstract":"Purpose – This study investigated rural English teachers’ perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology – The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audio-taped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL). Malaysian Journal of Learning and Instruction: Vol. 14, No. 2 Dec (2017) Findings – The analysis of interviews indicated that the teachers acknowledged the critical need for creating effective and interesting activities that can engage young learners cognitively and affectively, while arguing that their training background and learning experiences primarily influenced their pedagogical approaches. Classroom observations noted that the optionist teachers were confident in their pedagogical delivery whereas the non-optionist teachers were more challenged in engaging their pupils through learning activities, and hence in need of more support. Based on the analysis of the affective teaching foci illustrated by the teachers in the classroom, six components of an affective literacy framework were identified as a tool to support affective literacy development among rural young learners: learner diversity, engaging pedagogy, meta-cognitive assessment, emotional management, pedagogical resources and positive interaction. Significance – Providing pedagogical examples of how teachers frame the task of teaching English in rural areas, this study illustrates the realities of their struggle, which teachers in similar situations may face in helping pupils learn English effectively. Positive affective literacy environments would provide opportunities for young learners not only to make meaning but also to reach new language materials and express themselves in new ways. The dimensions that constitute the affective literacy framework makes available an initial reference for teachers to stimulate pupils’ learning in challenging contexts where English is used minimally.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130985982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation","authors":"L. Tahir, S. Yusof, Mohd Fadzli Ali, Z. Hassan, Mohd Zolkifli Abd Hamid","doi":"10.32890/MJLI2018.15.1.9","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.1.9","url":null,"abstract":"Purpose - The main purpose of this study was to explore primary headteachers' perceptions of their professional and organisational socialisation within their novice years as school leaders. There is a lack of studies exploring primary headteachers' socialisation within the Malaysian primary education context. Methodology - A total of nine primary headteachers from three states were purposely selected and interviewed to obtain their perceptions on the professional socialisation they received before and after their appointment and the strategies that they employed within their organisational socialisation process. Findings - The study revealed that the primary headteachers employed their own organisational socialisation strategies in order to be accepted as a new member of the school. These were relatively diverse but accorded with their school's values and culture. However, in terms of their professional socialisation, there were various findings: some mentioned the lack of support programs while others acknowledged receiving quite helpful programmes within their initial years of headship. The findings and the implications for the improvement of primary headteachers' socialisation are discussed. Significance - This study provides supplementary literature that explores primary headteachers' organisational and professional socialisation within the Malaysian schooling context. This study notes some practical and theoretical implications for improving the prospective headteachers' training and their leadership development which aim to enhance the leadership qualities of future primary school leaders.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"12 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131732693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}