MOJES: Malaysian Online Journal of Educational Sciences
The Malaysian Online Journal of Educational Sciences (MOJES) (eissn: 2289-3024) is double-blind peer reviewed, international academic journal published by the Faculty of Education, University of Malaya, Kuala Lumpur. MOJES serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational science. This journal is published electronically four times a year. After the preliminary review by our Editorial Board, suitable research-based manuscripts will be sent out to undergo the normal peer-reviewing process which will normally last for 3 to 6 months, depending on the availability of referees and their willingness to review the article. MOJES has its own online journal system and supports open access. The electronic full text version of the journal is available free of charge.
Faculty of Education, University of Malaya
STEM TEACHER PROFESSIONAL DEVELOPMENT IN RURAL PRIMARY SCHOOLS: A LESSON PLANNING APPROACH USING MODEL OF EDUCATIONAL RECONSTRUCTION
Integrated STEM education requires teachers to move beyond teaching subjects in isolation. However, many rural primary STEM teachers face challenges due to limited access to professional development that is relevant to their teaching context. This qualitative study explores Rural primary STEM teachers’ perceptions of effective Teacher Professional Development (TPD) qualities and examines how these qualities were enacted through structured lesson planning informed by the Model of Educational Reconstruction (MER). The study involved 15 rural primary STEM teachers. Data were collected through semi-structured interviews, lesson plan analysis, and classroom observations. The data were analysed thematically to identify key patterns related to teachers’ professional development experiences and instructional practices. The findings reveal three TPD qualities that teachers perceive as essential: (1) self-development and curriculum innovation, (2) teamwork and flexibility, and (3) adaptivity. These qualities were enacted through lesson planning processes aligned with MER and the 5E instructional model, allowing teachers to contextualise STEM content, collaborate on instructional decisions, and adapt teaching strategies to meet classroom needs. Overall, these qualities allow teachers to contextualise STEM content, collaborate on instructional decisions, and adapt teaching strategies to classroom needs.
BENCHMARKING SATISFACTION WITH A CHEMISTRY MOOC AND BETWEEN-GROUP ANALYSIS AMONG PRESERVICE CHEMISTRY TEACHERS: USING FOCUSED-ISSM
Learners’ satisfaction with online courses is a crucial indicator for evaluating the effectiveness of online instruction. Grounded in DeLone and McLean’s (2003) updated Information Systems Success Model (ISSM), this study proposed a satisfaction-focused ISSM by adopting a satisfaction-centric construct reframing and adapting these constructs through operationalizing indicators as satisfaction facets at the measurement level. It further advocated a combined analytical approach that employed the one-sample t test for benchmarking and 2-way ANOVA for examining between-group differences by background factors, thereby enabling multi-stage and longitudinal tracking to evaluate course quality and effectiveness from multiple dimensions of learners’ satisfaction and to assess whether an online course is suitable for broad adoption or better targeted to specific background groups. Accordingly, using the Instructional Design for Secondary School Chemistry MOOC as a quantitative case, this study administered multiple online questionnaires to 140 junior preservice chemistry teachers, who were stratified by two crossed background factors at a representative normal university in Henan Province, China, and supplemented these data with backend system logs on their learning behavior and exam results. The findings indicated consistently favorable satisfaction evaluations at each stage of learning, suggesting value for enhancing chemistry instructional design abilities and promising prospects for broad implementation.
INFLUENCE OF GENDER ON LEARNING AND BEHAVIOURAL PERFORMANCES OF UNDERGRADUATE PRE-SERVICE TEACHERS USING MOBILE ASSISTED INSTRUCTION
This study examines the influence of gender on the learning and behavioural performances of undergraduate pre-service teachers using mobile-assisted instruction. The study employed a Quasi-experimental design, using a pretest-posttest, non-equivalent, non-randomized control group. One hundred and sixteen pre-service teachers were sampled using stratified random sampling techniques. The data were collected using the treatment instrument (MAI), treatment instrument-course material (BCSM), Test instrument (CSPT), and Validation Test Questionnaire (MAIQ) for field trial validation. Pilot testing was conducted on thirty students, and a reliability coefficient of 0.87 was obtained. The data were analyzed using mean and standard deviation, while the Analysis of Covariance (ANCOVA) test was used to test the stated hypotheses at a 0.05 level of significance. The findings showed that: Hypothesis one was not rejected, the result shows that the medium of instruction produced no significant difference in the posttest reaction scores of students when the covariate effect (pretest) was controlled. Hypothesis two was rejected; there was a significant difference in the learning performance of male and female students. Also, Hypothesis three was rejected; the result shows that there was a significant difference in the behavioural performance of male and female students. Based on the findings, the following recommendations were made: Lecturers in higher institutions should be encouraged to use mobile learning to support their teaching. To achieve this, workshops/seminars should be organized specifically for the purpose of facilitating the use of mobile technology devices in teaching and learning; emphasis should be placed on making learning learner-centred.
STUDENTS’ INSIGHTS ON STEM LEARNING: NEEDS ANALYSIS OF HUMANIZING STEM THROUGH SCIENTIST-TEACHER-STUDENT PARTNERSHIPS (STSP)
The global discourse on STEM education is increasingly emphasizing the need to integrate ethical, social, and cultural dimensions to ensure that learning is both technologically relevant and human-centered. While the Scientist-Teacher-Student Partnership (STSP) has been recognized as a promising model for bridging expertise and pedagogy, limited attention has been paid to how secondary school students themselves perceive the need for humanizing STEM learning. This study employs a basic interpretive qualitative design to capture insights from five (5) Malaysian upper-secondary students in the STEM stream through semi-structured interviews. Based on the thematic analysis, three (3) themes have emerged, which are (1) issues in STEM learning, (2) instructional strategy in STEM lessons, and (3) elements needed in humanizing STEM lessons. However, this paper will only discuss the first theme on the issues in STEM learning, which consists of three (3) categories, namely, (1) limited opportunities for inquiry and authentic practical engagement, (2) oversight of ethical, social, and cultural perspectives in STEM lessons, and (3) fragmented and siloed curricula that restrict interdisciplinary connections. These findings highlight systemic and pedagogical gaps that constrain student engagement and diminish the transformative potential of STEM education. By foregrounding student voices, the study emphasises the importance of humanizing STEM through STSP, where scientists, including humanities scientists, teachers, and students, reframe learning collaboratively, becoming inquiry-driven, ethically grounded, and socially relevant. The findings provide a needs analysis to inform the design of humanizing STEM modules and STSP-based interventions in secondary schools, with implications for curriculum reform, teacher professional development, and sustainable partnerships between scientists and schools.
AFFECTIVE TEACHING AND TEACHER QUALITY: INSIGHTS FROM MALAYSIAN PRIMARY LANGUAGE ARTS CLASSROOMS
This qualitative case study explores how teachers implement emotionally responsive teaching strategies across various literary genres, including poems, short stories, and graphic novels. Through in-depth interviews, classroom observations, field notes, and member validation, the research investigates how six experienced teachers foster emotional engagement and meaningful student connections in the language classroom. The findings reveal that teachers employed diverse, genre-specific strategies that encouraged student reflection, empathy, and expressive participation. From promoting independent learning and cultural immersion to integrating visual and hands-on activities, these approaches contributed to emotionally rich classroom environments where students felt valued and understood. The study highlights how emotionally attuned teaching practices can enhance students’ personal development, classroom engagement, and connection to literature. It concludes by emphasizing the role of teacher responsiveness and reflective practice in fostering supportive and inclusive learning environments that nurture both academic and emotional growth.
USE OF DIGITAL STORIES IN SOCIAL STUDIES COURSE TO EXAMINE STUDENTS’ VALUE ACQUISITION
The rapid technological advancements greatly influence the interests and needs of both individuals and societies. Given today's students' keen interest in technology, the use of various technological tools and applications in educational environments has become inevitable. In this context, this research aims to examine students’ values through student-prepared digital stories in the Social Studies course. The study group was determined using convenience and purposive sampling. Initially, easily accessible schools in Afyonkarahisar were identified through convenience sampling, and one school was later selected purposively for data collection. The research was designed as an action research study to achieve this aim. Both quantitative and qualitative data collection tools were employed to gain a clear understanding of the process within the action research. Quantitative data were collected through a word association test, while qualitative data were gathered using moral dilemma forms, semi-structured interviews, and diaries from researchers, teachers, and students. The data were analyzed in three phases: pre-implementation, during implementation, and post-implementation. A pilot study was conducted, allowing the research process to gain an in-depth understanding of the process before developing action plans. The research was carried out on students in a school located in the city center of Afyonkarahisar, Türkiye. The research findings showed that digital stories prepared by students had an impact on their self-efficacy and values.
A QUALITATIVE CASE STUDY ON ENHANCING PIANO TEACHING STRATEGY IN CHINESE VOCATIONAL EDUCATION
In China, a basic piano course is crucial in higher vocational art education, and its successful implementation relies heavily on a practical teaching model. The transmission-adoption teaching model is commonly used in Chinese higher education. This teacher-centered approach emphasizes the one-way transmission of knowledge, lacks interactivity and flexibility, and is difficult to meet students' individual needs. The study employed a qualitative research approach, utilizing document research, participant observation, and in-depth interviews. Participants included nine second-year students from Lanzhou Vocational and Technical College and three experienced piano teachers. The study found the following optimization strategies: optimizing the learning environment to enhance students’ learning outcomes significantly, focusing on emotional engagement in learning to improve the effectiveness of the piano, assisting students with academic readiness before the basic piano course to reduce barriers to learning; and better meeting students’ needs through adjusting class format that combines group and small group classes. The above study provides specific guidance for optimizing teaching practice in higher vocational piano education and provides support and practical reference for future higher vocational piano teaching models.
PREDICTING SCIENCE TEACHERS’ PEDAGOGICAL APPROACHES TO SUSTAINABLE DEVELOPMENT: THE ROLE OF SELF-EFFICACY, ATTITUDE, KNOWLEDGE AND SCHOOL SUPPORT
This study aimed to identify the most significant predictors of science teachers’ pedagogical approach to sustainable development (SD) by examining the roles of ESD teaching self-efficacy, attitude towards SD, knowledge about SD, and school support. A total of 896 in-service primary science teachers across Malaysia participated in the study through a structured online questionnaire. The data were analysed using structural equation modelling (SEM) via AMOS version 26. Results showed that ESD teaching self-efficacy was the strongest predictor of teachers’ pedagogical approach to SD, followed by school support, while attitude and knowledge were not statistically significant predictors. The final model accounted for 25% of the variance in pedagogical approach. These findings highlight the need to enhance teachers’ confidence and provide strong institutional support to promote sustainability-oriented teaching practices. The study offers practical implications for teacher education and policymaking by identifying key factors such as self-efficacy and school support that can enhance the implementation of Education for Sustainable Development in primary science classrooms.
COMPARISON OF STUDENT ACHIEVEMENT THROUGH CIRCUMFERENCE BOARD GAMIFICATION BETWEEN SCHOOLS IN PUTRAJAYA
This study aims to evaluate the impact of Circumference Board gamification on the achievement of second-form students in the topic of circles at two schools in Putrajaya, Malaysia. The study involved 60 students, with 30 students from each school (15 male and 15 female) selected using random stratified sampling. A quasi-experimental design was employed, utilizing a quantitative approach with pre- and post-test instruments to measure students' academic performance. Data analysis included a dependent t-test to assess changes in student achievement and an independent t-test to examine potential gender differences in achievement. The findings reveal a significant improvement in student performance after engaging with Circumference Board gamification, with a p-value of <0.05 indicating no significant gender differences in achievement, thereby supporting the null hypothesis (Ho2). This study concludes that Circumference Board gamification enhances students' understanding of circles and impacts their achievement positively, regardless of gender. Future research could broaden the sample to enhance the generalizability of the results and incorporate additional demographic variables for deeper insights. Additionally, integrating international perspectives on gamification in education could strengthen the theoretical foundation of the study.
RELATIVE EFFECTIVENESS OF GOOGLE CLASSROOM AND WHATSAPP INSTRUCTIONS ON STUDENTS’ ENGAGEMENT IN BASIC BIOLOGY IN UNIVERSITIES IN SOUTH-EAST, NIGERIA
The relative effectiveness of Google Classroom (GC) and WhatsApp (WSP) instructions on students’ engagement in basic Biology in universities in South-East, Nigeria was examined. Two research questions and three null hypotheses were posed. A quasi-experimental, specifically nonrandomized, pretest-posttest comparison design was employed. The population comprised 252 first-year Biology education students admitted for the 2023/2024 academic session in federal universities in South-East, while the sample comprised 118 (36 male and 82 female) students purposively sampled from two universities. An adapted questionnaire titled Biology Education Student Academic Engagement Questionnaire (BESAEQ) was used. BESAEQ was duly validated by three professionals, trial tested and yielded internal consistency of 0.87, using tau-equivalent reliability. Research questions were answered using mean and standard deviation, while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 level of significance. Results showed that undergraduates trained via GC instruction had an improved average engagement score compared to those trained with WSP instruction. Male undergraduates showed improved engagement compared to females, and gender was found to influence students’ academic engagement significantly. Furthermore, no interaction effect was found between gender and methods of instruction on undergraduates’ average engagement. Thus, it was recommended that lecturers should adopt a structured teaching platform like GC for effective instruction delivery in their classroom, with its collaborative and peer-driven interactions feature to enhance student engagement.
EXPLORING SECONDARY SCHOOL STUDENTS’ COGNITIVE STRUCTURES OF ENVIRONMENTAL POLLUTION AND THE FOOD CHAIN: AN ECOLOGICAL AND EDUCATIONAL PERSPECTIVE
Environmental components, including soil, water, air, and biodiversity, are vital for maintaining the balance of the ecosystem. However, environmental pollution is one of the most significant threats to these balances. With environmental pollution, the balance of ecosystems is disrupted, and the food chain is negatively affected. The food chain, which establishes equilibrium among plants, animals, and microorganisms, is of critical importance for the consumption of healthy food by humans. Understanding these relationships is crucial for grasping the cause-and-effect relationships underlying environmental issues. Consequently, the concepts of environmental pollution and the food chain are interconnected, and comprehending this relationship through education is necessary to cultivate more environmentally conscious generations. This study aims to determine the conceptual knowledge levels of 8th-grade students regarding the concepts of environmental pollution and food chain, as well as to reveal the conceptual schemas present in their cognitive structures. During the 2022-2023 academic year, the study was conducted with 286 eighth-grade students enrolled in schools within a district located in the eastern region of Türkiye. The research was conducted as a qualitative study using a survey model. The Word Association Test (WAT) was employed as the data collection instrument. The findings indicate that students established connections between "Environmental Pollution" and "Food Chain" but failed to fully grasp the relationships among these concepts and their interrelated effects. The results suggest that the cognitive relationships between environmental pollution and the food chain need to be emphasized more explicitly.
INVESTIGATING THE STUDENTS’ UNDERSTANDING OF CURVE PROPERTY-RELATED DERIVATIVE PROBLEMS USING A TEACHING EXPERIMENT
Traditional methods of teaching differentiation calculus usually involve lectures. Nevertheless, this process impedes students’ thorough comprehension of concepts and their practical application by promoting dependence on memorisation and procedural learning. Numerous studies have also denoted that teaching experiments and technology can enhance mathematics learning concerning differentiation topics. Therefore, this study proposed a teaching experiment to examine the pre-university students’ understanding of curve property-related derivative problems. The proposed strategy grounded in mathematics-related education presented two primary outcomes: (a) data regarding student understanding and (b) adoption of student-centred instruction. This strategy also involved the Action, Process, Object, and Schema (APOS) theory in assessing the interview and worksheet-based data. Consequently, the students held two misconceptions about positive derivative functions: (a) the positive derivative functions were erroneously correlated with an increasing interval on the derivative function, and (b) misinterpretation of negative value derivative functions as decreasing intervals on the derivative functions. These students also encountered difficulties in aligning cubic graphs with their corresponding derivatives. The instructional practices for the subsequent cycle were then improved based on the results of this analysis. Overall, improved mathematical understanding and practical instructional strategies could be realised by employing teaching experiments as an effective strategy to address these issues.
PERCEIVED BENEFITS OR BARRIERS? THE ONLINE LEARNING EXPERIENCE OF BANGLADESHI UNDERGRADUATE STUDENTS
Online learning has enabled universal access to higher education, eliminating obstacles such as employment, geographical location, and other disruptions. However, the transition from traditional classroom settings to online classes without any prior knowledge or training can be a significant challenge. This study investigated students' experiences with online learning by identifying the aspects perceived as benefits and barriers of online learning. We surveyed 266 undergraduate students from a private university in Bangladesh to gain a comprehensive understanding of their online learning experiences. The study utilized a qualitative research design, gathering data through narrative inquiry and analyzing it with a thematic analysis technique. The findings highlighted that academics, technology, health, concentration, and communication problems are perceived as barriers to online learning. On the other hand, the benefits include the flexibility of online learning and the acquisition of new knowledge and skills. Overall, the perceived barriers outweigh the benefits. Hence, the findings of this study will help researchers and policymakers to understand the opportunities and challenges of online teaching and learning in a poor resource-setting country like Bangladesh.
RISING TO THE CHALLENGE: SOUTH AFRICAN LIFE SCIENCES TEACHERS SHOWING CREATIVITY AND RESILIENCE DURING COVID-19
The outbreak of the Coronavirus Disease (COVID-19) brought many changes and perspectives to the world of education. Some areas experienced a complete halt in academic activities, especially when complete shutdowns were pronounced, losing some weeks or months out of their academic years. However, factors that empower those who thrive during this adversity are worthy of note. This paper explores how South African Life Sciences teachers demonstrated resilience and creativity during the COVID-19 pandemic. This is a descriptive qualitative study underpinned by a sociocultural framework. The data were collected from eight teachers in four under-resourced public schools using semi-structured interviews. A thematic data analysis was conducted after transcribing the recorded interviews. The findings revealed that teachers in rural schools were fearful at the inception of the outbreak. However, some teachers could continue teaching during the lockdown period despite requiring more sophisticated Information and Communication Technologies (ICT). Teachers' dispositions, such as a sense of responsibility, resilience, relationships, determination, and creativity, were the emerging concepts that ensured their ability to continue during difficult times. Therefore, the implication is that although technology is essential in teaching and learning, we should not underrate teachers' persistence and creative power in ensuring successful teaching in dire times. We recommend improving teachers' professional ability and creativity through in-service and pre-service teacher training.
THE INFLUENCE OF COMPUTER-BASED SIMULATION IN TEACHING DIRECT CURRENT CIRCUITS ON IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES
This study investigates the influence of computer-based simulations on students’ academic achievement and attitudes toward learning Direct Current (DC) circuits in physics. A quasi-experimental design was employed, involving 40 secondary school students divided into an experimental group (20 students) and a control group (20 students). The experimental group was taught using computer-based simulations, while the control group received traditional instruction. Pre- and post-tests were administered to measure academic achievement, and attitude surveys were conducted to assess students’ motivation, interest, and confidence. The results revealed a statistically significant improvement in the experimental group’s post-test scores (M = 78.60, SD = 12.63) compared to the control group (M = 68.80, SD = 11.24), with t(19) = 2.421, p < 0.05. Additionally, the experimental group reported significantly higher attitude scores (M = 3.67, SD = 0.49) than the control group (M = 3.38, SD = 0.64), with t(19) = 2.179, p < 0.05. Feedback from students in the experimental group highlighted the engaging and interactive nature of simulations, which helped them visualize abstract concepts and build confidence in performing electrical experiments. These findings underscore computer-based simulations’ effectiveness in enhancing academic performance and attitudes toward learning physics. The study recommends the integration of simulations into physics education to foster deeper conceptual understanding, improve problem-solving skills, and create a more engaging learning environment. Future research should explore the long-term impact of simulations on students’ academic trajectories and investigate strategies for scaling their implementation in diverse educational contexts.
COMPETITIVE SPORTS PARTICIPATION, PERSONALITY ON RESILIENCE AND COPING MECHANISM: A CROSS-SECTIONAL STUDY AMONG MALAYSIA STUDENTS
In the 21st century, developing resilience and coping skills is crucial for personal progress, a fact underscored by the COVID-19 pandemic. Past research has shown that participation in competitive sports and individual personality traits significantly influence the development of these skills. However, limited studies have explored this in Malaysia's secondary school students. This study examined differences in resilience and coping mechanisms among Malaysian secondary students based on competitive sports participation and personality traits. Data from 100 secondary students were collected through online surveys and analysed using the Big Five Inventory, Resilience Scale (RS-14), and Brief COPE instruments to assess personality, resilience, and coping styles. Findings revealed that students engaged in competitive sports displayed higher resilience levels and preferred adaptive coping strategies. Positive correlations were found between resilience and personality traits like conscientiousness, extraversion, agreeableness, and openness, while neuroticism had a negative but no statistical correlation. Similarly, adaptive coping showed positive correlations with openness, agreeableness, conscientiousness, and extraversion, with negligible correlation observed for neuroticism. Maladaptive coping was positively correlated with neuroticism, openness, and extraversion. It was negatively correlated with conscientiousness and agreeableness. However, openness, extraversion, and agreeableness showed no statistical correlation with maladaptive coping. Resilience displayed a strong positive correlation with adaptive coping and a weak negative correlation with maladaptive coping. These findings suggest that stakeholders should consider interventions to enhance resilience and encourage adaptive coping mechanisms among students, with the understanding of how sports participation and personality traits interplay.
ROLE OF COLLABORATIVE INTERACTIONS BETWEEN MEMBERS OF A KNOWLEDGE COMMUNITY IN A TRIALOGICAL ENVIRONMENT
The trialogical approach to learning offers a framework for fostering novelty and innovation. However, the framework lacks the details needed to guide practitioners. More studies should understand how it can be effectively adapted into instructional practices. This study addresses this gap by examining collaborative interactions’ role in a trialogical learning environment. Through action research, this study analysed qualitative data collected from implementing an instruction that was designed using trialogical design principles. This instruction was implemented in a pre-university creative thinking module at a Malaysian private university. By analysing artefacts such as reflection and discussion logs, this study aimed to identify collaborative interactions and describe how they supported or hindered the participants’ engagement with the trialogical-based learning activities of the implemented instruction. The findings suggest that effective collaborative interactions are essential for the students to successfully co-develop shared objects in a trialogical learning environment. Besides that, the findings suggest that the collaborative interactions must be epistemic, focusing on the exchange and co-construction of knowledge.
THE EFFECT OF ANALOGIES AND MODELS APPROACH ON UNDERSTANDING OF NUCLEAR RADIATION AMONG SCIENCE TEACHERS
Education in nuclear science and technology faces challenges in enhancing teachers' understanding of nuclear radiation. The lack of understanding among teachers regarding nuclear radiation, which impacts student learning and teaching attitudes, warrants further research. International comparisons and the local context in Malaysia emphasise the importance of deeper teacher education to ensure accurate knowledge dissemination and shape a positive public perception of nuclear technology. Therefore, this study aimed to evaluate the effect of using analogies and models to address these challenges. A quasi-experimental study involved 60 secondary school science teachers teaching Form 3 and 4 in Malaysian public secondary schools, equally divided into experimental and control groups. The experimental group was taught using analogies and models, while the control group followed traditional lecture methods. This study used ANCOVA to adjust for pre-test scores and analyse post-test results. The findings revealed significant improvements in understanding in the experimental group. The experimental group achieved a mean post-test score of 67.63, higher than the control group's 55.24 (F(1, 57) = 29.699, p < 0.001, η² = 0.343). These findings demonstrate that the analogy and model approach effectively enhances teachers' understanding of nuclear radiation, with important implications for improving science education. Using analogies and models significantly enhances teachers' understanding of nuclear radiation, supporting the theories of constructivism and conceptual change. This approach is effective not only for teaching complex topics but also for improving the quality of education in schools. Additionally, these implications guide policymakers to integrate analogy and model-based training into professional development programs, strengthening teachers' capacity to teach challenging science topics.
CRITERIA OF ASSESSMENT FOR MALAYSIAN SCHOOLS’ MURAL PAINTING
The research aims to identify criteria to evaluate mural painting in schools to improve the school environment and define the criteria most recognized as integral in creating high-quality mural paintings. This study used visual analysis to examine 20 mural designs with the topic of Malaysia Unity Road Safety, as well as another 10 murals with various themes from Malaysian secondary schools. This study also included in-depth interviews with three expert mural painters, observations, and document analysis. The results indicate that mural paintings can be assessed based on 11 major criteria: theme and message, originality, subject matter accuracy, creativity, colour, craftsmanship, mood, teamwork, environment, landscape, and scale. These criteria contribute to producing high-quality school murals and enhancing the school environment. However, six of these eleven criteria were particularly favoured by experts in the mural rubric assessment: theme and message, creativity, originality, craftsmanship, teamwork, and mood. Landscape criteria are defined as factors that enhance the beauty of a painted mural. Three-dimensional components are regarded as very valuable creative aspects. Rubrics and handbooks for instructors and students to develop great murals to beautify the school have been recommended.
INVESTIGATION OF SECONDARY SCHOOL STUDENTS' CONCEPTUAL UNDERSTANDING LEVELS IN ASTRONOMY SUBJECTS ACCORDING TO GRADE LEVELS
This study aims to compare the alternative concept and achievement scores of secondary school students in the subjects of the structure of celestial bodies, celestial events and the motions of celestial bodies in terms of grade levels. The survey model, one of the quantitative research methods, was used in the study. To identify alternative concepts, the quantitative data collection tool of the research, the 20-item Alternative Concept Identification Test (ACIT), each consisting of three stages, was created. The test development stages were followed for ACIT, the necessary validity and reliability studies were conducted, the KR-20 value was found to be 0.82, and the Cronbach-Alpha value was found to be 0.83. The study group of the research consists of 332 students studying in the 5th, 6th, 7th and 8th grades in a province in Turkey. The sample in the study was determined by the monographic sampling method, one of the non-probability-based methods. The study created five score types to compare students' alternative concept and achievement scores according to grade levels. Reliability analyses were performed for these score types, and Cronbach-Alpha values for all were found. When secondary school student's achievements in the subjects of the structure of celestial bodies, celestial events, and the motions of celestial bodies were compared in terms of the grade level variable, the correct scores showed a significant difference. In contrast, the Alternative Concept Score mostly did not show a significant difference.
EFFICACY OF THE LAB COURSES IN DEVELOPING EFL LEARNERS’ LISTENING AND SPEAKING SKILLS: A PERCEPTION STUDY
Laboratory courses and theoretical ones are widely used worldwide to develop second or foreign-language learners’ language and communication skills to meet the multi-dimensional needs of this globalized world. This study focused on the tertiary-level students’ perceptions of the efficacy of the laboratory courses in developing their English listening and speaking skills. This study collected data from 77 English department students at a public university in Bangladesh to analyze the learners’ perceptions of the lab-based language courses. The findings of this mixed methods study revealed that laboratory courses have substantial positive impacts on developing the listening-speaking skills of English as a Foreign Language (EFL) learners, namely removing learning anxieties, accelerating learning mode, and removing grammatical errors. Some barriers and challenges were also identified that the students commonly faced, namely technological problems, interrupted electricity, lack of technological knowledge, and poor internet connection. In addition, this study found several feasible solutions to make laboratory courses more effective and learner-friendly. Hopefully, these findings associated with lab-based classrooms will support policymakers, educators, and future researchers in EFL contexts in reevaluating their lab-based classroom practices and reshaping the policies to ensure effective foreign language teaching-learning practices.
PROGRAM STRUCTURE AND COMMUNICATION MECHANISM FOR ONLINE DISTANCE LEARNING (ODL) IN A POSTGRADUATE PROGRAMME
Substantial growth was seen in Open Distance Learning (ODL), and the COVID-19 pandemic has accelerated the expansion of online learning across all levels of education. The preferences on the program structure and communication mechanism and fundamentals of quality of education received are not widely documented. Considering the vacuum, the study aims to explore the potential of offering a postgraduate Doctor of Philosophy program through an open distance learning (ODL) module. The study primarily explores program structure preferences and communication mechanisms to meet the needs and expectations of prospective students. The quantitative-based research, using an online questionnaire survey technique as the main research strategy, was conducted between January and February 2023 and gathered feedback from 163 respondents representing potential and recently graduated PhD students, academia, and education agencies. The findings indicate that responders largely acknowledge mixed-mode programs, blended delivery methods that combine online classes with conventional face-to-face teaching mechanisms, and synchronous online teaching. Hence, they should be widely used in establishing new postgraduate programmes. The ODL programs will offer flexibility in scheduling and pace, allowing students to balance their studies with personal and professional responsibilities.
INFORMATION COMMUNICATION TECHNOLOGY COMPETENCIES FOR LEARNING: PRESERVICE SCIENCE TEACHERS’ PERCEPTIONS AT NNAMDI AZIKIWE UNIVERSITY, AWKA
Integrating Information and Communication Technology (ICT) into the learning process is becoming increasingly crucial due to its potential to personalize and enhance learning engagement and experiences. This study investigated preservice science teachers' (PST) perceptions of ICT competencies for learning at Nnamdi Azikiwe University, Awka. Three research questions and two hypotheses guided the study. A descriptive survey approach was used in the study with a population of 1,328 and a sample of 281 PSTs, respectively. The data for this study were collected electronically using an online-based ICT Competencies Questionnaire (Google form) adapted from de Guadalupe Arras-Vota and Muñoz-Repiso (2011). Using Cronbach's alpha reliability technique, the questionnaire demonstrated an overall high-reliability coefficient of 0.90, with subscale reliability coefficients of 0.74, 0.76, and 0.89 for basic, application, and ethical competencies, respectively. The study’s questions were addressed using weighted average mean and standard deviation, and the hypotheses were tested at a 0.05 significant level using one-way ANOVA. The study's findings showed a mixed picture of ICT competencies perceptions among the investigated PSTs. Additionally, the findings revealed no gender disparities in PSTs' perceptions of ICT competencies for learning. However, significant differences emerged across academic levels, with third and fourth-year PSTs exhibiting significantly higher perceptions of basic and application ICT competencies than first-year PSTs. Based on the findings, it was recommended that the Faculty of Education at Nnamdi Azikiwe University, Awka, should integrate structured ethical ICT training into the curriculum.
DIFFICULTIES IN LEARNING MATHEMATICS AMONG ASD STUDENTS: PERSPECTIVES FROM TEACHERS AND PARENTS
Mathematics learning presents significant challenges for individuals with autism spectrum disorder (ASD). This study delves into the difficulties faced by ASD students in a private school in learning mathematics, according to the perspectives of teachers and parents. A qualitative study was conducted using semi-structured interviews with three special needs teachers specializing in autism and two parents of ASD students and verified from observations of six ASD students classified as level 1 severity according to DSM-IV in their mathematics classes. The difficulties identified among ASD students include difficulty processing information and working memory, need for individualized instruction, short attention span, difficulty understanding mathematical concepts and inability to express symbols. Recommendations include integrating creative art and technology to support drill and practice, mastery learning, blended learning, individualized educational programs, and visual aids. Further research is needed to develop mobile applications for mathematics that integrate creative arts.
8TH GRADE STUDENTS' LEVEL OF KNOWLEDGE ABOUT BIODIVERSITY AND ITS CORRELATION WITH DIFFERENT VARIABLES
Nearly 14 million species are estimated to exist on Earth, of which 1.8 million have been identified, and new species are being added to the world of science every day. Therefore, scientists are aware that there are still unidentified species living globally. Biodiversity is a wide concept encompassing all living things in our living space. This study aims to determine the level of knowledge of 8th-grade students about biodiversity and some variables that may impact it. The study’s sample consisted of 286 students studying in the 8th grade of all secondary schools in Oltu district of Erzurum province in the 2022-2023 academic year. The survey model was used in the study. For the data collection tool, the “Biodiversity Achievement Test” and “Plant and Animal Recognition Questionnaire” were used for the students to recognize the plants and animals in their immediate surroundings. The data were analyzed through the SPSS program. As a result of the data analysis, it was concluded that girls were more successful in biodiversity. The rate of students' recognition of plants in their immediate environment (39.44%) was lower than the rate of recognition of animals (64.07%).
ENHANCING COLLEGE STUDENTS’ ENGLISH WRITING SKILLS USING POWER-S & F APPROACH
This study investigates the impact of the POWER-S & F journal template intervention on the writing performance of English majors through a pre-test and post-test assessment. The intervention aimed to enhance students' writing skills in content, organization, grammar, vocabulary, and mechanics. The study used a collaborative action research design involving 15 sophomore students as respondents. Quantitative analysis, including paired samples t-test and Wilcoxon W test, revealed a statistically significant improvement (p = 0.0290*) in post-test scores compared to pre-test scores. The shift from "Proficient" to "Exemplary" descriptors in various writing aspects supported the intervention's effectiveness. Focused Group Discussions (FGDs) provided insights into participants' experiences and challenges with journaling, highlighting the dual nature of the process. Recommendations include providing more time and flexibility in the intervention to optimize its benefits. The findings suggest that the POWER-S & F approach positively influenced students' writing abilities, emphasizing the need for tailored support and adjustments to enhance the journaling process further.
ENHANCING MICROBIOTA-RELATED GUT HEALTH AWARENESS ACROSS AGE GROUPS: OUTCOMES OF INTERACTIVE EDUCATIONAL ACTIVITIES AT A SCIENCE FAIR
The human gastrointestinal tract is host to a complex community of microorganisms called gut microbiota that is crucial for maintaining health through various metabolic, immunological and protective functions. Despite their significance, public awareness of gut microbiota remains limited among children and adults. This study aimed to assess and enhance public awareness through an interactive educational session conducted during a science fair in Kuala Lumpur, Malaysia. The session was facilitated by undergraduate and postgraduate students from a medical faculty, whereby 324 participants aged five to 64 engaged in interactive activities that included informational posters and quizzes. Participants' prior knowledge and post-session outcomes including their willingness to incorporate fruits and vegetables into their daily diet to promote healthy gut microbiota were evaluated using a questionnaire. Results from the evaluation of the questionnaire found that 77.9% of the participants acknowledged increased awareness, indicating that exposure to the activities brought about a significant rise in gut microbiota awareness. Additionally, 85.3% indicated a willingness to increase their intake of fruits and vegetables in their daily meals, while 60.5% showed readiness to bring fruit for breaks at school or work. Continued efforts involving university students in community engagement programs enhance their understanding of local needs, while the involvement of academicians integrates recent research findings into the public's awareness, ensuring the sharing of scientific knowledge.
EXPLORING ESL STUDENTS’ USE OF MULTIMEDIA IN AN ENGLISH-SPEAKING CLASSROOM
This study delves into the utilization of multimedia in English-speaking classrooms among lower secondary students in Malaysia, specifically focusing on form one students, exploring its efficacy and potential constraints. Amidst a global context where English proficiency is increasingly indispensable, traditional teaching methodologies have shown limitations, particularly in non-native English-speaking regions like Malaysia. The investigation adopts a qualitative approach, incorporating semi-structured interviews and classroom observations to offer a comprehensive insight into the interactions between students, teachers, and multimedia tools in learning English speaking skills. The findings reveal that multimedia platforms such as podcasts, speech recognition software, and Prezi significantly enhance student engagement and speaking proficiency. These tools, when used as both teaching and learning aids in speaking lessons, facilitate active group discussions, spontaneous speaking, and independent responses, thereby fostering a more dynamic and interactive learning environment. Students reported increased confidence and fluency in English, attributing these improvements to the diverse and immersive experiences afforded by multimedia learning. However, the study also highlights several challenges associated with integrating multimedia in educational settings, including access, technical limitations, and the digital divide. These obstacles underscore the need for targeted strategies to ensure equitable access to multimedia resources and enhance digital literacy among educators and learners. Conclusively, multimedia represents a potent tool for enhancing English-speaking skills among Malaysian lower secondary students, offering pathways to more engaging and effective language learning experiences. Nevertheless, realizing its full potential necessitates a concerted effort to overcome existing barriers, calling for policy interventions, infrastructure development, and pedagogical innovation to support multimedia integration in language education. This study contributes to the broader discourse on educational technology, advocating for a nuanced approach that leverages the benefits of multimedia while addressing the challenges of digital integration in learning environments.
AI LITERACY, SELF-EFFICACY, AND SELF-COMPETENCE AMONG COLLEGE STUDENTS: VARIANCES AND INTERRELATIONSHIPS AMONG VARIABLES
Understanding and securely using AI systems and tools requires AI literacy. In contrast, AI self-efficacy is a person's confidence in completing an AI task. Also, AI self-competence is the ability to explain how AI technologies are used at work and how they affect society. This study examines college students' AI literacy, self-efficacy, and self-competence. Using a descriptive-correlational approach, the proponent assessed respondents' AI literacy, self-efficacy, and self-competence. The study also examined variations and connections between factors. The study participants were 1000 college students selected by purposive sampling. Before data collection, the proponent employed a modified instrument that was validated. Data was descriptively and inferentially analyzed using SPSS 23. Results suggest most pupils were "somewhat literate" in AI. They regarded themselves as "somewhat self-efficient" but "self-competent" in AI. The inferential analysis showed substantial differences in AI literacy by college, year level, and birth sex. Self-efficacy varied by college, year, age, and birth sex. The study found college and year-level differences in self-competence. Demographic traits and study variables were associated to some extent. According to the study's findings, the proponent recommended AI training programs, skill development for students and teachers, and institution-wide policy development and implementation to maximize AI's use in learning.
A PHENOMENOLOGICAL STUDY OF STUDENTS’ EXPERIENCES USING GOOGLE DOCS FOR COLLABORATIVE ONLINE VIRTUAL TEAM WRITING INSTRUCTION
Online collaborative learning for developing English writing skills has been widely recognised for decades as a key approach to enhancing students’ learning achievement and experiences through technology. However, it is generally one-way learning. Therefore, the virtual team concept has recently been applied to online learning and teaching to raise the level of two-way interaction between a teacher and students. This research explored the experiences of a group of second-year English majors collaborating online as a virtual team during writing instruction. Google Docs was the synchronous online platform deployed in this study. Data from six participants in semi-structured interviews were studied qualitatively using a phenomenological analysis method. The findings revealed the students’ perceptions of opportunities in the online environment, the collaborative learning environment, knowledge construction, preference for group activities, collaborative activities, teacher feedback, and accessibility (including pressure and communication). Difficulties with grouping, monopolisation, time arrangement, free-rider effects, familiarisation and communication, emerged from the interviews. Factors related to social interaction, usability, prior experience with computer-mediated communication, technology, and support for learners were found in this study. We conclude with the disagreement of the students’ voices regarding their experience and learning with the Google Docs application, suggesting the need for further development.