Malaysian Journal of Learning and Instruction最新文献

{"title":"AN EXPLORATORY SEQUENTIAL SENTIMENT ANALYSIS OF ONLINE LEARNING DURING THE MOVEMENT CONTROL ORDER IN MALAYSIA","authors":"N. A. Rahman, Z. A. Zukarnain, Nor Hazila Mohd Zain, R. Yusof","doi":"10.32890/mjli2021.18.2.9","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.9","url":null,"abstract":"Purpose – Online learning is an essential platform to support varying learning conditions, anytime and anywhere. It helps connect online communities regardless of one’s geographical location and time zone. During the COVID-19 outbreak in Malaysia, the use of online learning platforms has become a crucial option for accomplishing learning objectives. During this challenging time, universities have been looking for suitable solutions to address issues regarding the online learning process. This paper discusses the challenges in online learning, as well as the importance of collaborative learning activities during the Movement Control Order (MCO). Challenges in emotion and changes of routine among students have been detected during the MCO imposed by the government of Malaysia.\u0000 \u0000Methodology – An exploratory sequential approach was carried out in this study to obtain students’ feedback in terms of their emotions and routine changes during the outbreak of COVID-19 and the subsequent implementation of the MCO. Convenience sampling was used for this research, and in order to obtain feedback on online learning during the MCO an online interview was conducted with 42 students from the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA branch in the state of Kelantan. The feedback items were recorded and transcribed in Excel format. Next, sentiment analysis was carried out using Rapidminer software.\u0000 \u0000Findings – The results showed that higher education institutions or universities had to play their part in providing a virtual learning environment as convenient as possible during the Movement Control Order period. The results also showed that educators had to ensure the success of online learning by maintaining the motivation of their students\u0000 \u0000Significance – The findings in this study can also benefit educators and higher education institutions or universities in executing suitable teaching and learning plans during the COVID-19 outbreak.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"77 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130572023","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":"ASSESSMENT RUBRIC FOR RESEARCH REPORT WRITING: A TOOL FOR SUPERVISION","authors":"N. Bukhari, Jamilah Jamal, A. Ismail, J. Shamsuddin","doi":"10.32890/mjli2021.18.2.1","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.1","url":null,"abstract":"Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric.\u0000 \u0000Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections.\u0000 \u0000Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics.\u0000 \u0000Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122463116","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":"INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY","authors":"L. Anthonysamy, A. Koo, S. Hew","doi":"10.32890/MJLI2021.18.1.2","DOIUrl":"https://doi.org/10.32890/MJLI2021.18.1.2","url":null,"abstract":"Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates.\u0000 \u0000Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper.\u0000 \u0000Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance.\u0000 \u0000Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed.\u0000 \u0000Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126293173","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":"LEARNING MUSIC THROUGH RHYTHMIC MOVEMENTS IN MALAYSIA","authors":"J. Ismail, Loo Fung Chiat, A. Anuar","doi":"10.32890/MJLI2021.18.1.10","DOIUrl":"https://doi.org/10.32890/MJLI2021.18.1.10","url":null,"abstract":"Purpose – Music class should function as a class that triggers joy and a platform for students to express their feelings. Based on observation, there are music teachers who teach singing and playing musical instruments traditionally based on teacher-centered approach. This has caused music classes to become passive and dull, with unexcited students that would cause them to be out of focus in the class. The purpose of this research is to investigate the application of rhythmic movements, using one of the components from Dalcroze’s Eurhythmics as an activity to develop active and fun music classes, hence to improve students’ music performance skills.\u0000 \u0000Methodology – The study was carried out within the framework of a ten-week action-research design involving 35 primary school students at Putrajaya, Malaysia. Data collection was through group observation on students’ musical behaviours. Researchers also conducted an in-depth interview with rhythmic movement experts.\u0000 \u0000Findings – Result shows that there is a significant changing of musical behaviours among primary students from week 8 to week 10. Experts agreed that rhythmic movement can create a meaningful music class with an active participation by students. There are three rhythmic procedures recommended by the experts to strengthen a music class pedagogy.\u0000 \u0000Significance – Learning music through movements has turned music class into active and fun. Rhythmic movement activity makes this intention to become more meaningful. The study helps students to explore music through movements while they have the chance to play, communicate to each other, learn through observation and express their creativity in their own way. This intervention helps students to grasp almost all the music concepts while doing activities. This study also provides ideas for teachers to integrate rhythmic movements in music instructional process.\u0000 \u0000Keywords: Dalcroze Eurhythmics, rhythmic movement, music education, qualitative, primary students, singing, playing percussion.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121251416","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":"Vol. 18, Number 1, 2021","authors":"","doi":"10.32890/mjli2021.18.1","DOIUrl":"https://doi.org/10.32890/mjli2021.18.1","url":null,"abstract":"","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115825920","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":"STUDENTS’ PERCEPTIONS OF TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN THE MALAYSIAN ESL CLASSROOM","authors":"M. Ganapathy, Debbita Tan Ai Lin, Jonathan Phan","doi":"10.32890/MJLI2020.17.2.4","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.2.4","url":null,"abstract":"Purpose – This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context.\u0000 \u0000Methodology – A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analysed using descriptive statistics.\u0000 \u0000Findings – Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organisation, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system.\u0000 \u0000Significance – The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114451874","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":"ESL TEACHERS’ STRATEGIES TO FOSTER HIGHER-ORDER THINKING SKILLS TO TEACH WRITING","authors":"C. Singh, Revathi Gopal, E. Ong, T. Singh, Nor Azmi Mostafa, Rhashvinder Kaur Ambar Singh","doi":"10.32890/MJLI2020.17.2.7","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.2.7","url":null,"abstract":"Purpose - This research focuses on ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners in two selected secondary schools in Malaysia. ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners were captured and encapsulated to enable the ESL learners to understand and master higher order thinking to improve their writing.\u0000 \u0000Methodology – A qualitative descriptive case study design was employed in the study. The sample was based on a snowball sampling and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as a main source in data collection.\u0000 \u0000Findings – Findings showed that ESL teachers selected strategies to foster higher-order thinking skills to teach writing including the general procedures in implementing higher-order thinking skills for teaching writing and major considerations at each stage of the implementation. ESL teachers exposed learners to the general procedures of the higher-order thinking skills which were explaining and helping students to understand what higher-order thinking is, leading students to connect to concepts in writing, helping students to infer through real-life situations, using more graphic organizers and teaching problem-solving skills.\u0000 \u0000Significance – The findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers regarding the thinking skills strategies to be mastered in teaching writing.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115805249","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":"STRATEGIES TO ENHANCE GRADUATE EMPLOYABILITY: INSIGHTS FROM MALAYSIAN PUBLIC UNIVERSITY POLICY-MAKERS","authors":"Marfunizah Ma’dan, M. Ismail, Sity Daud","doi":"10.32890/MJLI2020.17.2.5","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.2.5","url":null,"abstract":"Purpose: This study aims to identify the focus and strategies of Malaysian public universities to enhance graduates’ competency levels, as well as their key challenges.\u0000 \u0000Methodology: The study used an exploratory approach, applying a qualitative method. Data were collected at eight selected public universities in Malaysia through face-to-face interviews with expert informants that included a deputy vice chancellor of academic affairs and directors in charge of graduate employability. Content analysis was used to analyse the data.\u0000 \u0000Findings: The results revealed the practical roles of Malaysian public universities in enhancing graduates’ competency levels and subsequently securing their employability by meeting market demands. Nonetheless, stronger changes and reforms at the institutional level are needed to support the degree of competency among graduates, such as improving teaching methods and programmes offered. Furthermore, university–industry collaboration should also be strengthened to develop a competitive and capable talent pool in the country.\u0000 \u0000Significance: The paper extends the core focus and strategies that have been implemented by public universities by providing more detailed and practical solutions to ensure that curriculum design more effectively supports the development of graduate competency. The study findings are useful for improving universities’ strategies and implementation processes to pursue a balanced quality of education in developing future talent.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"31 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129310510","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":"CHALLENGES OF SERVICE LEARNING PRACTICES: STUDENT AND FACULTY PERSPECTIVES FROM MALAYSIA","authors":"N. Yusof, T. Ariffin, Rosnani Hashim, Hasniza Nordin, A. Kaur","doi":"10.32890/MJLI2020.17.2.10","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.2.10","url":null,"abstract":"Purpose – The primary aim of service learning is to produce holistically developed students. Despite the mandate from the Ministry of Higher Education, Malaysia to infuse service learning in the programs of studies since 2015, service learning in the country remains in its infancy. Critical insights concerning contextual compatibility are still missing in the Malaysian context. In this regard, the current paper aims to investigate the perspectives of lecturers and students on the challenges they have encountered while participating in service learning.\u0000 \u0000Methodology – The study employed a qualitative approach and the principles of Scholarship of Teaching and Learning (SoTL) guided the collection of data. Students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students was collected using focus group interviews, while in-depth face to face interviews were used to collect data from the lecturers. These two sources of data were then analysed using a thematic analysis method. \u0000 \u0000Findings – From the perspectives of the students, the challenges encountered were as follows: 1) there is a gap between theory and practice and 2) the lack of cognitive autonomy, while from the perspectives of the lecturers, the challenge was lack of structural support. There was also a theme seen in the common challenges experienced by the participants which was about the relationship and rapport with the community.\u0000 \u0000Significance –The findings provide insights into the challenges faced by lecturers and students in a public university where service learning is practised. These insights may have implications for academic developers providing training workshops on service learning and for lecturers involved in the design and implementation of service-learning projects.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115299658","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":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.2 July 2020","authors":"","doi":"10.32890/mjli2020.17.2","DOIUrl":"https://doi.org/10.32890/mjli2020.17.2","url":null,"abstract":"","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131755444","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}