Malaysian Journal of Learning and Instruction最新文献

{"title":"Constructive Alignment of Graduate Capabilities: Insights from Implementation at a Private University in Malaysia","authors":"Lok Boon Thian, F. P. Ng, J. Ewe","doi":"10.32890/mjli2018.15.2.5","DOIUrl":"https://doi.org/10.32890/mjli2018.15.2.5","url":null,"abstract":"Purpose – The purpose of this study is to formulate a curriculum design framework, to test it and learn through pilot implementation, in order to systematically embed the graduate capabilities in the curricula, leveraging on Biggs’ constructive alignment framework. This paper aims to report the outcome of a study lasts for one year supporting a university’s curriculum transformation project.\u0000Methodology – Guided by the research objectives of this study, the research approach is action research. More specifically, benchmarking visit was used for the first phase, the design phase, to propose a suitable curriculum design framework. Pilot implementation was used during the second phase. Two programmes from two faculties were selected. Data was collected through observation, interview and document analysis. Data was analysed through on-going analysis and final reflection.\u0000\u0000\u0000Findings – This study presents a more detailed and practical curriculum design framework to support the development of graduate capabilities leveraging on Biggs’ constructive alignment framework. The key challenges faced and proposed strategies are consistent with existing studies. However, this paper argues for stronger emphasis on communicating compelling reason for change. This study reinforces that the process of constructive alignment remains challenging due to the iterative process of alignment at programme and module levels.\u0000\u0000\u0000Significance – This paper has expanded Biggs’ constructive alignment operational framework by offering more detailed and practical steps to ensure curriculum design effectively supports the development of graduate capabilities. The insights are especially useful for young universities with limited experience and yet have the ambition to transform its curriculum to develop institution-wide graduate capabilities leveraging on Biggs’ constructive alignment framework. The insights are useful for improving countries’ policy and implementation strategies too.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121146645","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":"A Student’s Scientific Mind: A Confirmatory Factor Analysis","authors":"Oranit Chokchai, Phadungchai Pupat","doi":"10.32890/mjli2018.15.2.1","DOIUrl":"https://doi.org/10.32890/mjli2018.15.2.1","url":null,"abstract":"Purpose – The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators.\u0000Methodology – Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23.\u0000\u0000\u0000Findings - The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness.\u0000\u0000\u0000Significance – The results revealed that teachers and educational administrators have the potential to use the study’s scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study’s model can also help in measurement and evaluation of secondary school students’ progress in developing a better scientific mind.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130669223","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":"COMPUTER MATHEMATICS GAMES AND CONDITIONS FOR ENHANCING YOUNG CHILDREN’S LEARNING OF NUMBER SENSE","authors":"Hengameh Kermani","doi":"10.32890/MJLI2017.14.2.2","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.2","url":null,"abstract":"Purpose The present study was designed to examine whether mathematics computer games improved young children’s learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation. Methodology This study utilized a mixed methodology, collecting both quantitative and qualitative data. A random sample of 62 children distributed across four classrooms in a public pre-kindergarten center participated in the study. The four classrooms served as teacherfacilitated, peer-facilitated, individual play, and control classrooms. Several sources of data were used, including informal observations and the “Test of Early Mathematics Ability-3 (TEMA-3)” developed by Ginsburg and Baroody in 2003. Findings The results showed that mathematics computer games improved children’s understanding of number sense, especially when supported by a teacher’s skillful facilitation and scaffolding. Malaysian Journal of Learning and Instruction: Vol. 14, No. 2 Dec (2017) Significance The results of the study are significant as they inform teachers who integrate computer mathematics games in their curriculum and highlight the importance of scaffolding in supporting children during play. The findings further emphasize that offering children computer-based games to play without proper support and scaffolding does not necessarily lead to better and improved learning of","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"34 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":"128158198","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":"PERSEPSI PEREKA BENTUK (GURU) TERHADAP KUALITI GARIS PANDUAN PEMBANGUNAN MEDIA PENGAJARAN BERKONSEPKAN PENCERITAAN DIGITAL UNTUK TABLET SKRIN SENTUH","authors":"Hashiroh Hussain, Sungai Petani Kedah Malaysia Ipg Kampus Sultan Abdul Halim, Norshuhada Shiratuddin","doi":"10.32890/mjli2017.14.2.10","DOIUrl":"https://doi.org/10.32890/mjli2017.14.2.10","url":null,"abstract":"","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"59 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":"133451974","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":"How Do We Know What is Happening in Whatsapp: A Case Study Investigating Pre-Service Teachers’ Online Activity","authors":"Nagaletchimee Annamalai","doi":"10.32890/MJLI2018.15.2.7788","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.2.7788","url":null,"abstract":"Purpose - This study addresses the issue of investigating on how lecturers used WhatsApp in educational context and what are the pre-service teachers’ views when WhatsApp is used in teaching and learning activities.\u0000Methodology - A qualitative case study was conducted in this study. Two lecturers were interviewed individually to investigate the teaching approach integrated with the use of WhatsApp. Also, 12 pre-service teachers in two focus groups were interviewed to examine their views of using WhatsApp in completing their tasks.\u0000\u0000\u0000Findings - The lecturers employed blended learning approach and were not keen to entirely conduct their lessons in the online learning environment. The focus group interviews were conducted to bring the data together to generate emerging themes related to positive and negative views of pre-service teachers when they were engaged on WhatsApp for learning activities. The positive themes were related to bite size learning, seamless learning, 21st century learning, WhatsApp as a platform to support learning and as an extended interaction space.\u0000\u0000\u0000Practical Implications - The study may influence the use of Information Communication and Technology (ICT) tools in education. It also contributes to new ideas and knowledge on how teachers and learners can conceptualize and use ICT. There is a strong case to argue for instructors to be actively involved in interactions to guide students to develop knowledge and ideas.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"44 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":"126131976","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":"Mobile X-Space Design, Teaching Strategies and Undergraduate Students’ Collaborative Learning Behaviour: A Case Study in Taylor’s University, Malaysia","authors":"Lim Chee Leong, Nurhanim Hassan, F. Isa, Habibah Ab. Jalil","doi":"10.32890/MJLI2018.15.2.7787","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.2.7787","url":null,"abstract":"Purpose - The availability of new innovative learning spaces together with the introduction of new teaching and learning strategies have shifted the nature of the classroom from a place of instruction towards a place that produces authentic learning. Students in the 21st century are inclined to learn with peers, through the use technology to produce the information as the result of their collaboration. This research examines the effect of learning space design and teaching strategies on undergraduate students’ collaborative learning behaviour in the Mobile X-Space classroom.\u0000Methodology - This study used a quantitative survey research design to measure students’ learning experience in the Mobile X-Space classroom. A set of online self-reported questionnaire was posted through the official Learning Management System of the university to collect data from 467 undergraduate students in a Malaysian top private university. Through exploratory factor analysis, three factors were identified: (a) teaching strategies, (b) collaborative learning behaviour and (c) space design. Pearson’s correlation and multiple regression were run to assess the relationship between learning space design and teaching strategies conducted by the lecturers on the collaborative learning behaviour of the students. Two-way factorial ANOVA with Post Hoc tests were performed to determine the effects of gender and study semester of the students on their collaborative learning behaviour.\u0000\u0000\u0000Findings - The results from the multiple regression analysis revealed that both (i) teaching strategies, and (ii) space design were positively correlated with collaborative learning behaviour of the students. The results from Person’s correlation showed a significant, strong and positive relationship between teaching strategies conducted by the lecturers on the collaborative learning behaviour among the students. Also, there was a statistically significant, strong and positive relationship between learning space design on the teaching strategies of the lecturers. In addition, the results from two-way factorial ANOVA showed that collaborative learning behaviour was different for groups in different study semesters. However, there was no statistically significant difference for collaborative learning behaviour between different genders in all semesters.\u0000\u0000\u0000Significance - The outcomes of this research will be beneficial in enhancing the support and design of future learning spaces and add value to the present educational model. It is also beneficial in guiding academics in determining the practical teaching and learning approaches in the flexible learning spaces, which could be more suitable for the millennium youth who are more tech-savvy and favour Internet of things in their daily lives. This type of learning space will help to improve the students’ soft skills and collaborative skills, that are very useful in their future employability in the actual work settings.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"38 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":"124471708","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":"THE USE OF METALANGUAGE AMONG SECOND LANGUAGE LEARNERS TO MEDIATE L2 GRAMMAR LEARNING","authors":"Haliza Harun, Norhana Abdullah, N. A. Wahab, Nurkhamimi Zainuddin","doi":"10.32890/mjli2017.14.2.4","DOIUrl":"https://doi.org/10.32890/mjli2017.14.2.4","url":null,"abstract":"Purpose – This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2). Methodology – The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English. The protocols of learners’ verbalisation during a Concept-Based Instruction (CBI) language task were analysed to explore how learners used metalanguage to mediate, facilitate and regulate their L2 learning. A microgenetic analysis was conducted to examine how metalanguage was used as a mediating tool by the learners in the actual L2 learning process. It involved an investigation of the language learning instances that occurred in their natural context. Analysis of the protocols was performed using ‘Languaging Units’ that were based on the ‘Languaging Types Framework’ proposed by Swain et al. (2009). Additionally, descriptive statistics were employed to measure the frequency of the languaging units produced by learners in facilitating their L2 development. Findings – Results revealed that through the Languaging Units identified, learners used the linguistic tool as a problem-solving tool to explore form-meaning relationships of the target concepts learnt. Findings corroborated the significant role of language, viewed from Vygotskian thought, in relation to mediating learners’ cognitive processes. The function of language in this context was twofold, 86 Malaysian Journal of Learning and Instruction: Vol. 14 No. 2 (2017): 85-114 first as a communicative tool, and second as a psychological tool to support learners’ cognitive and linguistic development in their L2 learning. Significance – This study is significant to L2 researchers and practitioners as it provides insights into how learners make use of their L2 knowledge to optimally support their cognitive processes in gaining understanding of the target language. This, in fact, has long been a neglected issue in the field of L2 learning, as discussion on metalanguage or a learner’s metalinguistic knowledge is more often associated with presenting a learner with the explicit input of grammar rules in promoting his/her L2 proficiency.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"41 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":"133824595","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":"Pencapaian Akademik Murid Lelaki dan Perempuan: Peranan Sokongan Pembelajaran dan Keterlibatan Murid","authors":"Hanita Mohd Yusoff, N. Azman","doi":"10.32890/MJLI2018.15.2.7790","DOIUrl":"https://doi.org/10.32890/MJLI2018.15.2.7790","url":null,"abstract":"Tujuan - Kajian ini bertujuan untuk meneliti hubungan keterlibatan murid, sokongan pembelajaran dan pencapaian akademik mengikut gender. Ia juga meneliti sama ada terdapat peranan keterlibatan sebagai perantara bagi hubungan antara faktor sokongan pembelajaran dan pencapaian murid.\u0000Metodologi - Tinjauan keratan rentas digunakan untuk mengumpul data yang melibatkan keterlibatan murid di sekolah, sokongan pembelajaran dan pencapaian akademik. Sampel kajian adalah seramai 800 orang murid yang berumur 16 tahun (lelaki n=400 dan perempuan n=400) dari sekolah menengah kawasan bandar dan luar bandar dalam daerah Kuala Selangor. Instrumen tinjauan keterlibatan murid di sekolah (The Student Engagement Scale, Lam et al.,2009) merupakan instrumen yang digunakan untuk pengumpulan data. Analisis inferensi korelasi Pearson dan regresi berganda dijalankan untuk menentukan hubungan dan sumbangan antara pemboleh ubah. Analisis model persamaan berstruktur (SEM) dilaksanakan untuk mengenal pasti peranan keterlibatan sebagai perantara bagi faktor sokongan pembelajaran dan pencapaian akademik murid, mengikut gender.\u0000\u0000\u0000Dapatan - Dapatan kajian menunjukkan hubungan yang signifikan antara keterlibatan murid, sokongan pembelajaran dan pencapaian akademik. Keterlibatan murid merupakan perantara bagi faktor sumbangan sokongan pembelajaran dan pencapaian akademik murid lelaki dan perempuan.\u0000\u0000\u0000Kepentingan - Hasil kajian ini dapat mengukuhkan teori peranan sokongan pembelajaran terhadap pencapaian murid, perbezaan gender dalam keterlibatan agar program intervensi dapat ditambahbaik bagi meningkatkan keberhasilan keterlibatan murid.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"190 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":"123012256","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":"ANTECEDENTS OF INTRINSIC MOTIVATION, METACOGNITION AND THEIR EFFECTS ON STUDENTS’ ACADEMIC PERFORMANCE IN FUNDAMENTAL KNOWLEDGE FOR MATRICULATION COURSES","authors":"M. Ibrahim, Hazleena Baharun, Haliza Harun, N. Othman","doi":"10.32890/MJLI2017.14.2.8","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.8","url":null,"abstract":"Purpose This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy on one hand, and students’ academic performance on the other. Methodology – A total of 471 second-year students (233 males and 238 females) were randomly selected to participate in a survey, following a stratified random sampling. Hypothesized relationships of academic intrinsic motivation, metacognitive strategy and their predictors were then tested by using Structural Equation Modeling. Findings Using bootstrapping (data-based resampling), the findings confirmed the proposed model which suggests that goal orientation and Malaysian Journal of Learning and Instruction: Vol. 14, No. 2 Dec (2017) perceived values contributed to students’ academic performance directly and indirectly via intrinsic motivation and metacognition. Additionally, the findings also indicate that goal orientation was the main determinant of intrinsic motivation and metacognition, followed by perceived value. It was also found that religious motives within a perceived value construct contributed significantly to students’ academic performance in a direct and indirect manner via intrinsic motivation and metacognitive strategy. Significance – The study suggests the importance of goal orientation especially mastery and performance as well as perceived value and most significantly, religious motive in students’ intrinsic motivation and their use of metacognitive strategies. The study also highlights the significance of intrinsic motivation and metacognitive strategies in students’ academic performance. Hence, it is recommended that learners should be helped to adopt appropriate academic goals, and be encouraged to use metacognitive strategies to enhance their learning","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"246 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":"121877217","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":"PERSPECTIVES OF EFL DOCTORAL STUDENTS ON CHALLENGES OF CITATIONS IN ACADEMIC WRITING","authors":"Nayef Jomaa, S. Bidin","doi":"10.32890/MJLI2017.14.2.7","DOIUrl":"https://doi.org/10.32890/MJLI2017.14.2.7","url":null,"abstract":"PurposeCitation is vital in academic writing but particularly challenging for novice writers who use English as a second or foreign language. While much is known about citations types and functions, scarce knowledge is available about what makes citing a complicated procedure. Hence, this study explores the difficulties in citing and integrating information from academic sources into the literature review chapter of PhD proposals. MethodologyThe study, which falls under New Rhetoric studies, involved conducting individual discourse-based interviews with six male Arab doctoral students who were selected purposefully from the Information Technology department of a Malaysian public university. The participants’ literature review chapters were employed in a stimulated recall to retrieve their inner perceptions when writing their PhD proposals. Hand analysis, mind mapping, and visual mapping were used in the analysis of the data. Multiple codes were initially obtained and further reduced to form four major themes and several","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"348 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":"123293149","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}