| Published by Universiti Sains Malaysia Press |
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| Print ISSN: 2180-3463 Online ISSN: Frequency: Annually Current Issue: Volume 26, 2011 Abstracting/Indexing: EBSCO, Google Scholar, MyAIS, Directory of Open Access Journal (DOAJ) |
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The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education) aims to promote the professional growth of educators and to improve the quality of education. Objectives:
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| :: Current Issue |
| Volume 26, 2011 |
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| Title: | Pola Penyelidikan ICT dalam Pendidikan Guru di Malaysia: Analisis Prosiding Teknologi Pendidikan Malaysia Trends of ICT Research in Teacher Education: An Analysis of the Malaysian Instructional Technology Proceedings |
| Author: | Irfan Naufal Umar and Nurullizam Jamiat |
| Source: | Asia Pacific Journal of Educators and Education 26: 1-14, 2011 |
- Abstract
 The advancement of ICT has impacted every aspect of human life, including education. ICT has also influenced our teacher education system, especially concerning its application in teaching and learning. As there are several studies on ICT application in teacher education, this article will examine the ICT research trends in such program in Malaysia. A content analysis was conducted to review relevant articles pertaining to ICT research in teacher education published in two instructional technology convention proceedings: The 2007 and 2008 International Malaysian Educational Technology Convention Proceedings. A total of 27 articles related to ICT research in teacher education were analysed. Patterns were observed by clustering the concepts that emerged in the articles. 18 clusters of concepts were used in this analysis. It was found that the ICT research trends in teacher education are focusing on delivery system, learning environment, and learning outcomes. It is hoped that this analysis will provide a guideline to relevant parties concerning the use and the future of ICT in teacher education program. Keywords: ICT research trends, teacher education, content analysis |
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| Title: | Hubungan Sikap, Kebimbangan dan Tabiat Pembelajaran dengan Pencapaian Matematik Tambahan The Relationship Between Attitude, Anxiety and Habit of Learning with Additional Mathematics Achievement |
| Author: | Arsaythamby Veloo and Shamsuddin Muhammad |
| Source: | Asia Pacific Journal of Educators and Education 26: 15-32, 2011 |
- Abstract
The purpose of this study was to identify the relationship and contribution of attitude, anxiety and the habit of mathematics learning to the achievement of additional mathematics. From the affective aspect, out of five mathematics orientation learning variables, three of the variables, attitude, anxiety and habit were used as a hypothesis in the achievement of additional mathematics. The respondents for this research comprised 251 form four technical stream students which were chosen randomly from an upgraded Technical School in Kelantan. This study used Mathematics Orientation Learning questionnaires which consisted of 51 items focused on attitude, anxiety and the habit in learning mathematics. Data was analysed using the SPSS version 16 where Pearson correlation and regression tests were used. Findings showed that the attitude and the habit of learning mathematics had a significant relationship towards the achievement of additional mathematics whereas the anxiety on mathematics learning showed a significant negative relationship towards the achievement of additional mathematics. The finding revealed that there was an average relationship in the anxiety of learning mathematics whereas the attitude and the habit of learning mathematics had a weak relationship with the achievement of additional mathematics. The finding also showed that the relationship in the anxiety of learning mathematics was largest significant contributor with the achievement of additional mathematics compared to the attitude and mathematics learning habit. Nevertheless, the attitude and the mathematics learning habit were still the contributors to the achievement of additional mathematics although in a small percentage. In conclusion, the students' affective readiness aspect should be emphasised seriously among the students who are weak in additional mathematics before the learning and teaching process is carried out. Keywords: attitude, anxiety, habit, mathematics learning, additional mathematics achievement |
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| Title: | The Development and Construct Validation of the Mathematics Proficiency Test for 14-year-old Students |
| Author: | Ahmad Zamri Khairani and M. Sahari Nordin |
| Source: | Asia Pacific Journal of Educators and Education 26: 33-50, 2011 |
- Abstract
Mathematics education of yesterday, where the emphasis of procedural rote learning took centre stage, is no longer viable. Today, students must understand the Mathematics that they are learning; that is, Mathematics involves various components or strands that are interdependent and interwoven. The purpose of this study was to assess three of the strands, namely, conceptual understanding, procedural fluency, and strategic competence among 14-year-old students. This study also sought empirical evidence for how the Mathematics proficiency construct contributed to each strand. Results from Rasch Model calibration showed that students were most proficient in conceptual understanding followed by strategic competence and procedural fluency. Confirmatory factor analysis confirmed that Mathematics proficiency was a significant determinant for each strand. Lastly, this study reported several implications calling for future research. Keywords: conceptual understanding, procedural fluency, strategic competence, Rasch model, confirmatory factor analysis |
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| Title: | Kesan Penggunaan Perisian Kursus (Courseware) dengan Peta Konsep Terhadap Pencapaian Pelajar (The Effect of Using Courseware with Concept Map on Student's Achievement) |
| Author: | Awaatif Ahmad and Norizan Esa |
| Source: | Asia Pacific Journal of Educators and Education 26: 51-70, 2011 |
- Abstract
This study investigates the effectiveness of using concept maps delivered via a courseware. It is used to teach the topic called "Lambaian Kaabah" for Islamic Religious Knowledge. The sample consists of 82 form four students in a secondary school in Penang. There were 39 students in the experimental group and 43 students in the control group. The experimental group was taught using the courseware with concept map. The control group was taught using the courseware without concept map. The treatment given was for five teaching periods. ANCOVA test was used to find the significant effect of the post-test. The mean score of the experimental group was higher than the mean score of the control group. Paired samples t-test was used to analyse data for the second research question. The mean score for the post-test concept maps was higher compared to the pre-test concept maps. The study suggested that courseware with concept maps can be effective in the teaching of this topic.
Keywords: teaching courseware, concept map |
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| Title: | Net Generation Student Teachers: How Tech-Savvy Are They? |
| Author: | Suthagar Narasuman, Md. Rizal Md. Yunus and Azlan Ahmad Kamal |
| Source: | Asia Pacific Journal of Educators and Education 26: 71-89, 2011 |
- Abstract
The present generation of young people is often touted as tech-savvy. They have been variously termed as the "Y Generation" and the "Net Generation" to reflect their technologically inclined nature and living environment. The thrust of this study is to assess student teachers' attitudes, knowledge of ICT (Information Communication Technology) and their context of ICT usage. These factors are important in assessing the tech worth or ICT proficiency of this generation of student teachers in higher education. Information-seeking is a behaviour that is tempered by culture and education within the paradigms of a complex social context and not an intuitive behaviour as posited by the Net Generation Theorists. The findings of this study point to a generation that is undoubtedly active in engaging with technology but not for the reasons cited by Net Generation Theorists. This study utilised a survey method, and data were collected through a self-reported survey questionnaire. Group interviews were conducted to further validate the data obtained. The respondents for this study are student teachers undertaking a bachelor's degree in education at a tertiary institution in Malaysia.
Keywords: net generation, student teachers, ICT skills, net worth, tech savvy |
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| Title: | The Effectiveness of the Brain Based Teaching Approach in Dealing with Problems of Form Four Students' Conceptual Understanding of Newtonian Physics |
| Author: | Salmiza Saleh |
| Source: | Asia Pacific Journal of Educators and Education 26: 91-106, 2011 |
- Abstract
The aim of this study was to assess the effectiveness of the Brain Based Teaching Approach in dealing with problems related to form four students' conceptual understanding of Newtonian Physics, as currently taught in secondary schools. Techniques implemented in this study were based on the Brain Based Learning Principles developed by Caine and Caine (1991, 2003), Jensen (1996) and Sousa (1995). Using a brain compatibility strategy, the study paid specific attention and consideration on seven main areas: (i) activation; (ii) clarification of the outcome and painting the big picture of the lesson; (iii) making the connection; (iv) doing the learning activity; (v) demonstration of student understanding; (vi) review of student recall and retention/ closure; and (vii) previewing the new topic. The effectiveness of this Brain Based Teaching Approach within the targeted context was then assessed in a quasi-experimental research method involving 100 students from two Science Secondary Schools in northern peninsular Malaysia. Data collected from the results, based on the Test of Newtonian Physics Conceptual Understanding, were analysed descriptively and inferentially, using an independent sample t-test technique. The findings of the research showed that this teaching approach was effective in dealing with the problems mentioned. It was found that students who followed the Brain Based Teaching Approach possessed a better conceptual understanding of Newtonian Physics compared to students who were exposed to conventional teaching methods.
Keywords: physics education, Brain Based Teaching Approach, conceptual understanding |
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| Title: | Oral Communication Ability in English: An Essential Skill for Engineering Graduates |
| Author: | Hairuzila Idrus, Rohani Salleh and Muhammad Ridhuan Tony Lim Abdullah |
| Source: | Asia Pacific Journal of Educators and Education 26: 107-123, 2011 |
- Abstract
Good communication skills are essential to a person's job performance. Employers are now emphasizing that success as an engineer requires more than simplystrong technical capabilities; communication is among the skills that are also needed. In this era of globalisation, English has become one of the most important languages of communication. Thus, it is very important that future engineers be able to communicate well in English. Self-efficacy refers to an individual's belief that he or she is capable of performing a task (Robbins & Judge, 2007). A strong sense of self-efficacy enhances one's accomplishments and personal well-being in many ways (Bandura, 1986). Since communication is an important skill sought after by employers, it is vital to know the self-efficacy of future engineering graduates in order to ensure that they will step into the real world adequately prepared. This article discusses the perceived self-efficacy of 169 senior-year engineering students regarding their ability to communicate in English. A set of questionnaires designed to assess students' levels of self-efficacy was administered. Factor analysis results reveal three underlying constructs for self-efficacy: aptitude, attitude and aspirations. Overall the findings show that senior engineering students possess high self-efficacy beliefs in all three constructs studied. The implications of the findings to theory and practice are discussed.
Keywords: communication skills, self-efficacy, engineering students, aptitude, attitude, aspiration |
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| Title: | Pengaruh Amalan Jenaka Terhadap Pengajaran dan Pembelajaran Murid The Influence of Humour in Teaching and Learning |
| Author: | Shaffe Mohd Daud, Ramli Basri, Roselan Baki, Sahandri Ghani Hamzah and Mokhtar Nawawi |
| Source: | Asia Pacific Journal of Educators and Education 26: 125-144, 2011 |
- Abstract
The purpose of this study conducted was to see the role of practice in the humour among trainee teachers and students' view the practice of jokes and the effects of teacher and learning. In addition, the purpose of this study is to see whether the practice is done by the teacher trainees during the teaching and learning in the classroom. This study also will identify whether the practice of jokes conducted by teacher trainees can create a memorable atmosphere for learning among students and the level of intensity or jokes conducted by teachers when teaching trainees. This quantitative study using survey research is a pilot study towards actual research that will be implemented to a group of teacher trainees who are exposed to training others to teach in schools. Form three students from a class at a secondary school in Cheras, Selangor and teacher trainer from a public institutions in Kuala Lumpur whom currently undergoing the second semester in college was selected as the sample study. Survey instrument is composed of two sets of questionnaires for pupils and teacher trainees. Results of this study show humour can increase interaction among colleagues and fellow of pupils. Fun learning environment can be created if teachers implement the jokes in the classroom during teaching and learning. Teacher trainees have been using humour during teaching and learning session. They also assume that this practice can create a positive impact on teaching and student learning. The level of jokes by teacher trainees is a moderate rate, between three to four times for each teaching session. This frequency is also considered appropriate for a number of teachers do.
Keywords: humour, teaching and learning |
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| Title: | Reflective Practices Among Mathematics Teachers |
| Author: | Fatimah Saleh and Zaharah Hussin |
| Source: | Asia Pacific Journal of Educators and Education 26: 145-157, 2011 |
- Abstract
Reflective practice is one of the most important aspects of effective teaching. Once a teacher has engaged in the active process of teaching, he or she must consistently and regularly reflect on what is happening and what has happened in his or her classroom. Both reflection-in-action and reflection-on-action (Schon, 1983) provide tremendous opportunities for teachers to enhance the effectiveness of their teaching methods, especially for new practitioners. This paper reports the findings of a qualitative study carried out to determine whether Malaysian secondary school mathematics teachers reflect on their teaching activity. The study particularly strives to determine to what extent the teachers reflect before carrying out their teaching plan, whether they reflect during and after implementing their teaching activities in the classroom, whether there would be any factors that influence their actions, and what challenges (if any) they face in carrying out their lesson plans. Data were collected through classroom observations, individual interviews and also analysis of teaching records.
Keywords: reflective practice, mathematics teachers, reflection, mathematics teaching |
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| Title: | Tinjauan Terhadap Tahap Kesesuaian Infrastruktur Program Integrasi Pendidikan Khas Bermasalah Pembelajaran A Survey of the Suitability of Infrastructure and Integration Program for Special Needs Education |
| Author: | Mohd Hanafi Mohd Yasin, Hasnah Toran, Mohd Mokhtar Tahar, Noraini Mohd Salleh and Rabaishah Azirun |
| Source: | Asia Pacific Journal of Educators and Education 26: 159-171, 2011 |
- Abstract
Classroom environment plays a vital role in assuring good teaching and learning process. A small classroom can cause the teaching and learning process dull and difficult. Therefore it is important that a special education classroom to be well designed and fulfil the needs of a learning environment. A special education program needs to have disabled-friendly toilets and pathway especially for students with physical disabilities, appropriate furniture and ample storage for teaching aids. An attractive and conducive classroom can heighten students' attention to learn. However, there are still special eduction programs which are located in classrooms that are not suitable. This study investigates the suitability of the physical infrastructure in special education integration programs in Malaysia. Fifty two special education teachers were involved in this study as respondents. A majority of them were dissatisfied with physical infrastructure of their classrooms. They reported that their classrooms were small and unsuitable for the number of students they have. For example, at certain times, students from different classes have to share the same classroom due to lack of space. Other findings of this study includes insufficient teaching aids and facilities, such as multimedia facilities, for students with disabilities. As a conclusion, this study found that special education classrooms in Malaysia still need a lot of improvement. As such, the suggestion put forward is the establishment of a specified standard for future construction and renovation of physical infrastructure of special education classrooms in our country.
Keywords: special education, infrastructure, special education classroom, integration program, special education students friendly |
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