International Journal of Education, Psychology and Counseling
Low-achieving students often experience problems in learning mathematics, especially in Index Mul... more Low-achieving students often experience problems in learning mathematics, especially in Index Multiplication, one of the topics that students need to master. Therefore, this study aims to determine the effects of using the SIASAT acronym mnemonic technique with the help of index multiplication table and 'Think-Pair-Share' cooperative learning on the achievement of low-achieving students in index multiplication. This quantitative study used a quasi experimental design with two groups which comprised of 40 students in the control group and another 40 students in the treatment group. The control group followed conventional learning with teacher centered approach while the treatment group was exposed to the use of mnemonic acronym SIASAT, indices multiplication table and Think-Pair-Share cooperative learning. Findings showed that the students in both groups improved their scores from the pre-test to the post-test. However, the achievement of students in the treatment group was g...
International Journal of Education, Psychology and Counseling, Mar 1, 2023
Penggunaan bahan bantu mengajar digital dalam proses pengajaran dan pembelajaran (PdP) dalam tali... more Penggunaan bahan bantu mengajar digital dalam proses pengajaran dan pembelajaran (PdP) dalam talian subjek Matematik merupakan perkara yang sinonim semasa era pandemik Covid-19. Namun begitu, PdP dalam talian bukanlah perkara yang mudah bagi guru Matematik. Kepuasan terhadap pekerjaan dan motivasi guru harus diambil kira berikutan era pandemik ini. Justeru, kajian tinjauan dijalankan untuk mengkaji pengaruh kepuasan kerja dan motivasi guru Matematik terhadap penggunaan bahan bantu mengajar digital Matematik di sekolah rendah di Pantai Barat Utara, Sabah. Seramai 242 orang guru Matematik sekolah rendah dipilih menggunakan persampelan rawak mudah. Kajian ini merupakan kajian kuantitatif dengan menggunakan reka bentuk kajian tinjauan. Data dikutip dengan menggunakan tiga borang soal selidik yang masing-masing mengukur tahap kepuasan kerja, motivasi dan penggunaan bahan bantu mengajar digital matematik dalam kalangan guru. Dapatan kajian mendapati bahawa tahap kepuasan kerja, motivasi dan penggunaan bahan bantu mengajar digital Matematik berada pada tahap yang tinggi (Min > 3.90). Manakala, kepuasan kerja dan motivasi didapati mempunyai hubungan (rKP = .638, p < .05; rm = .541, p < .05) serta pengaruh (BetaKP = .492, tKP = 9.304, p < .05; Betam = .309, tm= 5.838, p < .05) yang positif dan signifikan terhadap penggunaan bahan bantu mengajar digital Matematik. Kajian ini boleh dijadikan panduan dan ukuran kepada pihak
International Journal of Education, Psychology and Counseling, Sep 5, 2022
This work is licensed under CC BY 4.0 The objective of this research was to assess the reliabilit... more This work is licensed under CC BY 4.0 The objective of this research was to assess the reliability and validity of learning motivation toward the Linear Programming (LMLP) Questionnaire by using the Rasch Measurement Model. The LMLP Questionnaire was adapted from Keller's ARCS Model of motivation to evaluate the motivation level in learning Linear Programming among students of Diploma of Mechanical Engineering at Polytechnic Kota Kinabalu. The LMLP Questionnaire consisted of 34 items with the use of a 5-point Likert scale. The level of student motivation was measured based on four main constructs which are Attention (A), Relevance (R), Confidence (C) and Satisfaction (S). The sample comprised 56 third-semester students of Diploma of Mechanical Engineering. The results of the study found that overall, this questionnaire had high reliability with a Cronbach's alpha (KR-20) value of 0.97. The questionnaire was found to have good item reliability and item separation values of 0.84 and 2.26, respectively. The questionnaire also had excellent person reliability and good person separation values of 0.93 and 3.74, respectively. Meanwhile, the validity of the LMLP instrument was appropriately established through the item fit, person fit, and unidimensionality. In conclusion, this study shows that the LMLP Questionnaire is a reliable and valid instrument to measure the level of learning motivation towards Linear Programming among third-semester Diploma students in Mechanical Engineering.
Malaysian Journal of Social Sciences and Humanities, Aug 27, 2022
Most educational institutions were closed as one of the measures to deal with the COVID-19 pandem... more Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. Teachers are mobilized to adapt online teaching and learning (OTL) methods to continue the educational process. However, previous studies have found that teacher motivation is affected due to this pandemic. Therefore, a quantitative study using questionnaire was conducted to examine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on Physics teachers' motivation to implement OTL. A total of 77 male and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Descriptive analysis using SPSS found that teachers' level of TPACK, commitment, and motivation in implementing OTL is high. Multiple regression analysis found that the constructs of Content Knowledge and Technological Pedagogical Content Knowledge in TPACK have a significant relationship and influence on the motivation to implement OTL. The commitment constructs: Commitment to School, Commitment to Teaching, and Commitment to Profession, were also found to have a significant relationship and influence on the motivation to implement OTL. This study is helpful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic to formulate relevant policies and programs for the survival of the national education system. Contribution/Originality: This article contributes to the relevant existing literature about the Technological Pedagogical Content Knowledge, commitment, and motivation of Physics teachers while carrying out online teaching and learning during Covid-19 pandemic
The Entrepreneurship Science Thinking Test (ESTT) Instrument was developed to measure entrepreneu... more The Entrepreneurship Science Thinking Test (ESTT) Instrument was developed to measure entrepreneurial science thinking in primary school STEM Education. This study means to decide the the quality of ESTT instruments through the validity and reliability of ESTT instruments using the Rasch Measurement Model. ESTT comprises of ten open ended questions with five constructs namely: observation, new ideas, innovation, creativity and value. The sample consisted of 166 students aged 10 to 11 years from urban schools in Tawau district, Sabah. Validity analysis found that the polarity of the items through the PTMEA-Corr value indicated that all ten items were >0.00 (+). Through item suitability analysis, all items are still retained as they meet the requirements in one of the MNSQ, Outfit ZSTD and PTMEA-Corr outfit ranges. In the Principal Components Analysis (PCA), the Raw Variance Explained by Measures, 66.8% (excellent) and the Unexplained variance value in the first contrast below 15% indicate that the instrument has a strong dimensionality and has high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of 0.91 (very high), item reliability of 0.98 (excellent) and respondent 0.89 (good) with an isolation value of item 7.97 and respondent 2.83. In conclusion, ESTT has good validity and high reliability in measuring entrepreneurial science thinking among year five students in primary schools in Sabah.
European Conference on Innovation and Entrepreneurship, Sep 7, 2022
The development of modules in cultivating entrepreneurial thinking (ET) in Science, Technology, E... more The development of modules in cultivating entrepreneurial thinking (ET) in Science, Technology, Engineering, and Mathematics (STEM) education at the elementary school level is still limited. Thus, this research was conducted to establish the feasibility of the teaching and learning (TL) module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM). A case study was conducted among 30 fifth graders in the first phase of the module evaluation. Data was collected via respondents' feedback in the 5-point Likert scale questionnaire and focused groups interviews. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM TL Module. Students opined that the SIA-TM TL module assisted them in developing new ideas and a responsible attitude towards their community. The second phase was evaluation through the quasi-experimental research design with the pre-test-post-test control group design. A total of 60 fifth graders were gathered into two intervention groups which were the SIA-TM group (n=30) and the control group (n=30). The results of the t-test prove a significantly positive effect of the SIA-TM TL Module on the five constructs of ET. Therefore, these findings establish that the SIA-TM TL module is feasible in promoting fifth graders' ET in STEM education.
The information boom of the 21st century and the development of the Industrial Revolution 4.0 has... more The information boom of the 21st century and the development of the Industrial Revolution 4.0 has led the international community to focus on the implementation of a socio-scientific issue (SSI) approach to improve future thinking (Bolstad, 2011; Buntting & Jones, 2015; Jones et al., 2012; Paige et al., 2018). Generally, this approach is based on issues or phenomena in students' real lives. It assimilates with scientific elements that require students to go through a process of reasoning about values and ethics and triggering possible ideas to solutions based on issues or topics raised (Kristóf, 2006; Pinzino, 2012; Zeidler & Nichols, 2009). A socio-scientific learning framework that focuses on three main dimensions, namely i) teacher, ii) social, and iii) learning environment, is capable of training students to become future thinkers and, at the same time, inculcate a high scientific literacy (Jimenez-Aleixandre & Osborne, 2012).
Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which... more Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities.
Malaysian Journal of Social Sciences and Humanities, Jun 20, 2022
Critical thinking and problem-solving skills are some of the most crucial elements of 21st Centur... more Critical thinking and problem-solving skills are some of the most crucial elements of 21st Century Skills. Very few studies have been conducted to specifically assess critical thinking and physics problem-solving skills among secondary school students. Therefore, a survey research was conducted on 66 Form Four science stream students from secondary schools in the Federal Territory of Labuan, Malaysia. Critical Thinking Assessment and Physics Problem Solving Ability Test instruments were used to measure critical thinking and problem-solving skill in Physics respectively. Overall, the level of critical thinking and physics problem-solving skills were moderate. The finding also indicated that there was a significant difference in critical thinking and Physics problem-solving skill based on achievement of the students. Meanwhile, the relationship between critical thinking and problem-solving skill in Physics was found to be positive and strongly significant. The findings from this study implied that more actions need to be taken to improve students' critical thinking and problem-solving skill in Physics. Contribution/Originality: This article contributes to the relevant existing literature about the critical thinking and physics problem-solving skills of secondary school students.
Problems of education in the 21st century, Feb 15, 2022
The design and development of modules in cultivating entrepreneurial science thinking (EST) in ST... more The design and development of modules in cultivating entrepreneurial science thinking (EST) in STEM education at the primary school level is still limited. Thus, this research was conducted to i) establish the validity, reliability and feasibility of the module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM), and ii) evaluate its effects on the EST among fifth graders in STEM education. Data were collected via respondents' feedback in the 5-point Likert scale questionnaire and an EST test. The first phase of the module evaluation was conducted by five expert evaluators and among 30 fifth graders. The second phase was evaluation through the quasi-experimental research design with the pre-test post-test control group design. A total of 60 fifth graders were gathered into two groups which were the SIA-TM group (n=30) and control group (n=30). The results of the SIA-TM module evaluation shows that the validity value was good, and the alpha Cronbach reliability was between .74 and .89 with the overall value of .92. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM Module. Feedback from the students showed the module's feasibility and acceptance by students. The results of the t-test prove a significantly positive effect on the five constructs in EST. Therefore, these results establish that the SIA-TM teaching and learning module is valid, reliable, feasible and effective in increasing fifth graders' EST in STEM education.
International Journal of Education, Psychology and Counseling
The Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills i... more The Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in solving problems involving the topic of linear equations. This study meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. ATT comprises of nine closed ended questions with three constructs of algebraic thinking namely: Generalized Arithmetic (GA), Functions (F) and Modeling (M). The sample consisted of 120 students aged 12 to 13 years from one rural area school in Tuaran district, Sabah. Validity analysis found that the polarity of the items through the PTMEA-Corr value indicated that all ten items were >0.00 (+). Through item suitability analysis, all items are still retained as they meet the requirements in the range of one of the MNSQ, Outfit ZSTD and PTMEA-Corr outfit. In the Principal Components Analysis (PCA), the Raw Variance Explained by Measures was found 61.1% (excellent) and the Unexplained vari...
International Journal of Education, Psychology and Counseling
This qualitative study was conducted to explore the constructivist learning approach, motivation ... more This qualitative study was conducted to explore the constructivist learning approach, motivation and student character formation in the teaching and learning of the Literary Component (LC) in Malay language using drama techniques. This study was conducted at a secondary school in Tambunan, Sabah and involved six informants who were second-grade students who followed LC teaching and learning using drama techniques. The data collection methods used are interviews, structured observations and document analysis. The findings of the study found that the use of drama techniques involving five constructivist learning approaches had a positive impact on student motivation and character formation. Students were found to gain intrinsic motivation and extrinsic motivation after following this drama technique. Ethical values are found as an aspect formed in the student's character. The findings of the study show that drama techniques using a constructivist learning approach have a positive ...
International Journal of Education, Psychology and Counseling
Low-achieving students often experience problems in learning mathematics, especially in Index Mul... more Low-achieving students often experience problems in learning mathematics, especially in Index Multiplication, one of the topics that students need to master. Therefore, this study aims to determine the effects of using the SIASAT acronym mnemonic technique with the help of index multiplication table and 'Think-Pair-Share' cooperative learning on the achievement of low-achieving students in index multiplication. This quantitative study used a quasi experimental design with two groups which comprised of 40 students in the control group and another 40 students in the treatment group. The control group followed conventional learning with teacher centered approach while the treatment group was exposed to the use of mnemonic acronym SIASAT, indices multiplication table and Think-Pair-Share cooperative learning. Findings showed that the students in both groups improved their scores from the pre-test to the post-test. However, the achievement of students in the treatment group was g...
International Journal of Education, Psychology and Counseling, Mar 1, 2023
Penggunaan bahan bantu mengajar digital dalam proses pengajaran dan pembelajaran (PdP) dalam tali... more Penggunaan bahan bantu mengajar digital dalam proses pengajaran dan pembelajaran (PdP) dalam talian subjek Matematik merupakan perkara yang sinonim semasa era pandemik Covid-19. Namun begitu, PdP dalam talian bukanlah perkara yang mudah bagi guru Matematik. Kepuasan terhadap pekerjaan dan motivasi guru harus diambil kira berikutan era pandemik ini. Justeru, kajian tinjauan dijalankan untuk mengkaji pengaruh kepuasan kerja dan motivasi guru Matematik terhadap penggunaan bahan bantu mengajar digital Matematik di sekolah rendah di Pantai Barat Utara, Sabah. Seramai 242 orang guru Matematik sekolah rendah dipilih menggunakan persampelan rawak mudah. Kajian ini merupakan kajian kuantitatif dengan menggunakan reka bentuk kajian tinjauan. Data dikutip dengan menggunakan tiga borang soal selidik yang masing-masing mengukur tahap kepuasan kerja, motivasi dan penggunaan bahan bantu mengajar digital matematik dalam kalangan guru. Dapatan kajian mendapati bahawa tahap kepuasan kerja, motivasi dan penggunaan bahan bantu mengajar digital Matematik berada pada tahap yang tinggi (Min > 3.90). Manakala, kepuasan kerja dan motivasi didapati mempunyai hubungan (rKP = .638, p < .05; rm = .541, p < .05) serta pengaruh (BetaKP = .492, tKP = 9.304, p < .05; Betam = .309, tm= 5.838, p < .05) yang positif dan signifikan terhadap penggunaan bahan bantu mengajar digital Matematik. Kajian ini boleh dijadikan panduan dan ukuran kepada pihak
International Journal of Education, Psychology and Counseling, Sep 5, 2022
This work is licensed under CC BY 4.0 The objective of this research was to assess the reliabilit... more This work is licensed under CC BY 4.0 The objective of this research was to assess the reliability and validity of learning motivation toward the Linear Programming (LMLP) Questionnaire by using the Rasch Measurement Model. The LMLP Questionnaire was adapted from Keller's ARCS Model of motivation to evaluate the motivation level in learning Linear Programming among students of Diploma of Mechanical Engineering at Polytechnic Kota Kinabalu. The LMLP Questionnaire consisted of 34 items with the use of a 5-point Likert scale. The level of student motivation was measured based on four main constructs which are Attention (A), Relevance (R), Confidence (C) and Satisfaction (S). The sample comprised 56 third-semester students of Diploma of Mechanical Engineering. The results of the study found that overall, this questionnaire had high reliability with a Cronbach's alpha (KR-20) value of 0.97. The questionnaire was found to have good item reliability and item separation values of 0.84 and 2.26, respectively. The questionnaire also had excellent person reliability and good person separation values of 0.93 and 3.74, respectively. Meanwhile, the validity of the LMLP instrument was appropriately established through the item fit, person fit, and unidimensionality. In conclusion, this study shows that the LMLP Questionnaire is a reliable and valid instrument to measure the level of learning motivation towards Linear Programming among third-semester Diploma students in Mechanical Engineering.
Malaysian Journal of Social Sciences and Humanities, Aug 27, 2022
Most educational institutions were closed as one of the measures to deal with the COVID-19 pandem... more Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. Teachers are mobilized to adapt online teaching and learning (OTL) methods to continue the educational process. However, previous studies have found that teacher motivation is affected due to this pandemic. Therefore, a quantitative study using questionnaire was conducted to examine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on Physics teachers' motivation to implement OTL. A total of 77 male and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Descriptive analysis using SPSS found that teachers' level of TPACK, commitment, and motivation in implementing OTL is high. Multiple regression analysis found that the constructs of Content Knowledge and Technological Pedagogical Content Knowledge in TPACK have a significant relationship and influence on the motivation to implement OTL. The commitment constructs: Commitment to School, Commitment to Teaching, and Commitment to Profession, were also found to have a significant relationship and influence on the motivation to implement OTL. This study is helpful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic to formulate relevant policies and programs for the survival of the national education system. Contribution/Originality: This article contributes to the relevant existing literature about the Technological Pedagogical Content Knowledge, commitment, and motivation of Physics teachers while carrying out online teaching and learning during Covid-19 pandemic
The Entrepreneurship Science Thinking Test (ESTT) Instrument was developed to measure entrepreneu... more The Entrepreneurship Science Thinking Test (ESTT) Instrument was developed to measure entrepreneurial science thinking in primary school STEM Education. This study means to decide the the quality of ESTT instruments through the validity and reliability of ESTT instruments using the Rasch Measurement Model. ESTT comprises of ten open ended questions with five constructs namely: observation, new ideas, innovation, creativity and value. The sample consisted of 166 students aged 10 to 11 years from urban schools in Tawau district, Sabah. Validity analysis found that the polarity of the items through the PTMEA-Corr value indicated that all ten items were >0.00 (+). Through item suitability analysis, all items are still retained as they meet the requirements in one of the MNSQ, Outfit ZSTD and PTMEA-Corr outfit ranges. In the Principal Components Analysis (PCA), the Raw Variance Explained by Measures, 66.8% (excellent) and the Unexplained variance value in the first contrast below 15% indicate that the instrument has a strong dimensionality and has high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of 0.91 (very high), item reliability of 0.98 (excellent) and respondent 0.89 (good) with an isolation value of item 7.97 and respondent 2.83. In conclusion, ESTT has good validity and high reliability in measuring entrepreneurial science thinking among year five students in primary schools in Sabah.
European Conference on Innovation and Entrepreneurship, Sep 7, 2022
The development of modules in cultivating entrepreneurial thinking (ET) in Science, Technology, E... more The development of modules in cultivating entrepreneurial thinking (ET) in Science, Technology, Engineering, and Mathematics (STEM) education at the elementary school level is still limited. Thus, this research was conducted to establish the feasibility of the teaching and learning (TL) module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM). A case study was conducted among 30 fifth graders in the first phase of the module evaluation. Data was collected via respondents' feedback in the 5-point Likert scale questionnaire and focused groups interviews. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM TL Module. Students opined that the SIA-TM TL module assisted them in developing new ideas and a responsible attitude towards their community. The second phase was evaluation through the quasi-experimental research design with the pre-test-post-test control group design. A total of 60 fifth graders were gathered into two intervention groups which were the SIA-TM group (n=30) and the control group (n=30). The results of the t-test prove a significantly positive effect of the SIA-TM TL Module on the five constructs of ET. Therefore, these findings establish that the SIA-TM TL module is feasible in promoting fifth graders' ET in STEM education.
The information boom of the 21st century and the development of the Industrial Revolution 4.0 has... more The information boom of the 21st century and the development of the Industrial Revolution 4.0 has led the international community to focus on the implementation of a socio-scientific issue (SSI) approach to improve future thinking (Bolstad, 2011; Buntting & Jones, 2015; Jones et al., 2012; Paige et al., 2018). Generally, this approach is based on issues or phenomena in students' real lives. It assimilates with scientific elements that require students to go through a process of reasoning about values and ethics and triggering possible ideas to solutions based on issues or topics raised (Kristóf, 2006; Pinzino, 2012; Zeidler & Nichols, 2009). A socio-scientific learning framework that focuses on three main dimensions, namely i) teacher, ii) social, and iii) learning environment, is capable of training students to become future thinkers and, at the same time, inculcate a high scientific literacy (Jimenez-Aleixandre & Osborne, 2012).
Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which... more Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities.
Malaysian Journal of Social Sciences and Humanities, Jun 20, 2022
Critical thinking and problem-solving skills are some of the most crucial elements of 21st Centur... more Critical thinking and problem-solving skills are some of the most crucial elements of 21st Century Skills. Very few studies have been conducted to specifically assess critical thinking and physics problem-solving skills among secondary school students. Therefore, a survey research was conducted on 66 Form Four science stream students from secondary schools in the Federal Territory of Labuan, Malaysia. Critical Thinking Assessment and Physics Problem Solving Ability Test instruments were used to measure critical thinking and problem-solving skill in Physics respectively. Overall, the level of critical thinking and physics problem-solving skills were moderate. The finding also indicated that there was a significant difference in critical thinking and Physics problem-solving skill based on achievement of the students. Meanwhile, the relationship between critical thinking and problem-solving skill in Physics was found to be positive and strongly significant. The findings from this study implied that more actions need to be taken to improve students' critical thinking and problem-solving skill in Physics. Contribution/Originality: This article contributes to the relevant existing literature about the critical thinking and physics problem-solving skills of secondary school students.
Problems of education in the 21st century, Feb 15, 2022
The design and development of modules in cultivating entrepreneurial science thinking (EST) in ST... more The design and development of modules in cultivating entrepreneurial science thinking (EST) in STEM education at the primary school level is still limited. Thus, this research was conducted to i) establish the validity, reliability and feasibility of the module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM), and ii) evaluate its effects on the EST among fifth graders in STEM education. Data were collected via respondents' feedback in the 5-point Likert scale questionnaire and an EST test. The first phase of the module evaluation was conducted by five expert evaluators and among 30 fifth graders. The second phase was evaluation through the quasi-experimental research design with the pre-test post-test control group design. A total of 60 fifth graders were gathered into two groups which were the SIA-TM group (n=30) and control group (n=30). The results of the SIA-TM module evaluation shows that the validity value was good, and the alpha Cronbach reliability was between .74 and .89 with the overall value of .92. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM Module. Feedback from the students showed the module's feasibility and acceptance by students. The results of the t-test prove a significantly positive effect on the five constructs in EST. Therefore, these results establish that the SIA-TM teaching and learning module is valid, reliable, feasible and effective in increasing fifth graders' EST in STEM education.
International Journal of Education, Psychology and Counseling
The Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills i... more The Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in solving problems involving the topic of linear equations. This study meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. ATT comprises of nine closed ended questions with three constructs of algebraic thinking namely: Generalized Arithmetic (GA), Functions (F) and Modeling (M). The sample consisted of 120 students aged 12 to 13 years from one rural area school in Tuaran district, Sabah. Validity analysis found that the polarity of the items through the PTMEA-Corr value indicated that all ten items were >0.00 (+). Through item suitability analysis, all items are still retained as they meet the requirements in the range of one of the MNSQ, Outfit ZSTD and PTMEA-Corr outfit. In the Principal Components Analysis (PCA), the Raw Variance Explained by Measures was found 61.1% (excellent) and the Unexplained vari...
International Journal of Education, Psychology and Counseling
This qualitative study was conducted to explore the constructivist learning approach, motivation ... more This qualitative study was conducted to explore the constructivist learning approach, motivation and student character formation in the teaching and learning of the Literary Component (LC) in Malay language using drama techniques. This study was conducted at a secondary school in Tambunan, Sabah and involved six informants who were second-grade students who followed LC teaching and learning using drama techniques. The data collection methods used are interviews, structured observations and document analysis. The findings of the study found that the use of drama techniques involving five constructivist learning approaches had a positive impact on student motivation and character formation. Students were found to gain intrinsic motivation and extrinsic motivation after following this drama technique. Ethical values are found as an aspect formed in the student's character. The findings of the study show that drama techniques using a constructivist learning approach have a positive ...
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