scholarly journals Humanizing Technology: Smartphone usage in the learning environment

2020 ◽  
Vol 5 (13) ◽  
pp. 107
Author(s):  
Mohd Zdikri Md Sabron ◽  
Rugayah Hashim ◽  
Aida Abdullah ◽  
Nurshamshida Shamsudin
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Publishing House ◽  
Cognitive Capacity ◽  
School Students ◽  
Low Achieving Students ◽  
International Publishing ◽  
Informal Settings ◽  
Open Access Article

The objective of this paper is to determine the influence of smartphone usage among secondary school students. The sample size of the study was 150 students. The findings showed that smartphone usage increases compassionate teaching with significant student engagement through the enhancement of the learner's cognitive capacity, motivation to study in both formal and informal settings, autonomy and confidence, as well as the promotion of personalized learning in helping low-achieving students to reach their academic performance goals. The implications verified that implementing smartphone usage in the classroom will result in an effective and proper process in the learning environment.Keywords: Humanizing technology; Smartphone Usage; Learning Environment; Student EngagementeISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v5i13.1958

scholarly journals Factors that Discourage Secondary School Students to Enrol in the Civil Engineering Programs

2020 ◽  
Vol 5 (SI3) ◽  
pp. 187-192
Author(s):  
Siti Rashidah Mohd Nasir ◽  
Mohamad Shahrizan Bariman
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Civil Engineering ◽  
Publishing House ◽  
Secondary Level ◽  
School Students ◽  
Engineering Programs ◽  
Significant Difference ◽  
International Publishing ◽  
Open Access Article

Enrolment of students in Malaysia tertiary level programs related to STEM-based has shown a significant reduction in numbers which resulted in a decreasing number of enrolment in the Degree of Civil Engineering programs.  The purpose of this study is to identify the level of student’s awareness; factors that influence the students; and suggestions for improvement. The respondents are students from secondary school in Negeri Sembilan and UiTM.  The findings of this study indicate that there is a significant difference in the level of awareness according to areas; misled perception towards the program; and lack of participation from school and parent.     Keywords: STEM-based education, Civil Engineering, awareness, secondary-level students eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2558

scholarly journals The Sequela of Smartphone Usage in the Learning Environment

2020 ◽  
Vol 5 (16) ◽  
pp. 49-64
Author(s):  
Mohd Zdikri Md Sabron ◽  
Rugayah Hashim ◽  
Aida Abdullah ◽  
Nurshamshida Shamsudin
Keyword(s):  
Open Access ◽  
Learning Environment ◽  
Sample Size ◽  
Peer Review ◽  
Publishing House ◽  
Academic Excellence ◽  
School Students ◽  
International Publishing ◽  
Customized Learning ◽  
Open Access Article

This paper is to determine the sequela of smartphone usage in the learning environment among school students in Malaysia. The sample size of the study was 150 (n=150). The result demonstrated that smartphone usage increases sympathetic education, understudy commitment, and the upgrade of the student's intellectual limit as well as an inspired concentration in both formal and casual settings. Also, self-governance and certainty assisted with the advancement of customized learning in helping low-accomplishing students to achieve academic excellence. The suggestions confirmed that smartphone usage in the classroom brings about a compelling and legitimate procedure in the learning environment.Keywords: Smartphone Usage; Learning Environment, Student EngagementeISSN: 2514-7528 © 2020 The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/jabs.v5i16.352

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

scholarly journals Enhancing Physical Learning Environment for Autism

2019 ◽  
Vol 4 (17) ◽  
pp. 1
Author(s):  
Roslinda Ghazali ◽  
Siti Rasidah Md. Sakip ◽  
Ismail Samsuddin
Keyword(s):  
Open Access ◽  
Learning Environment ◽  
Sensory Input ◽  
Publishing House ◽  
Internal Environment ◽  
Physical Learning Environment ◽  
Sensory Space ◽  
International Publishing ◽  
Sensory Design ◽  
Open Access Article

The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.Keywords: Autism; sensory design; sensory issues; physical learning environmenteISSN: 2398-4295 © 2019. The Authors. Published for AMER, ABRA & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: http://dx.doi.org/10.21834/ajbes.v4i17.180

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students’ choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk’s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon’s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

scholarly journals Designing and Developing a Questionnaire on Autistic Learning Environment

2020 ◽  
Vol 5 (16) ◽  
pp. 21-30
Author(s):  
Roslinda Ghazali ◽  
Siti Rasidah Md Sakip ◽  
Ismail Samsuddin
Keyword(s):  
Open Access ◽  
Learning Environment ◽  
Publishing House ◽  
Sensory Stimulation ◽  
Sensory Sensitivity ◽  
Physical Learning Environment ◽  
International Publishing ◽  
Sensory Design ◽  
Open Access Article

Designing and developing a new questionnaire as an instrument used in data collection need a longer time to establish.  This paper describes the processes involved in designing and developing the questionnaire. This instrument is to measure awareness and knowledge among who involves in the autistic learning environment. The survey must be both valid and reliable. The researcher refers to the expertise to check the quality of the tool. Each expert independently evaluated the relevance, clarity, and the understandability of the instrument. The overall content of the questionnaire comprises of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment.  Keywords: Autism; pre-testing; questionnaire.eISSN: 2514-751X © 2020 The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ajebs.v5i16.371

Relationship Between Science Classroom Psychosocial Learning Environment and Secondary School Students’ Motivation

2019 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Samee Ullah ◽  
Beena Sarfraz
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Science Classroom ◽  
Sampling Technique ◽  
School Students ◽  
Psychosocial Environment ◽  
Significant Difference ◽  
Psychosocial Learning Environment ◽  
Integral Role

The learning environment of a classroom plays an integral role in students’ life. If a student’s surrounding environment is good then they perform well in studies. Learning environments are of different types like physical environment, social environment, psychological environment, instructional environment and psychosocial environment. Among these, Psychosocial learning environment is very important. It not only encourages the science learners to learn new things but also enhances their motivation for science learning.  The aim of this study is to investigate of relationship between science classroom psychosocial learning environment and secondary school students ‘motivation. The research design used is descriptive and quantitative in nature. Population of the study consisted of 10th grade Secondary School Students’ who enrolled in all the campuses of District public school Okara during academic session 2016-2018.The total numbers of students were 1146.The random sampling technique was used to select the sample. Two Questionnaires were used to collect the data about the perceptions of students for psychosocial environment and motivation.  Collected data were tabulated in SPSS (version24) and then analyzed by using one sample t-test, and two way between groups analysis of variance (Two-way ANOVA). Significant difference between science classroom psychosocial learning environment and secondary school students’ motivation in science classes was found for Student Cohesiveness, Teacher Support, Involvement, and Equity.

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