scholarly journals Comparison Between Conventional and Digital Essay Writing Assessment System: Consumer Concept and User Friendly

2019 ◽  
Vol 10 (2) ◽  
pp. 96
Author(s):  
Adenan Ayob
Keyword(s):  
Teaching And Learning ◽  
Assessment System ◽  
Survey Method ◽  
Learning Technology ◽  
Ministry Of Education ◽  
Essay Writing ◽  
New Era ◽  
Digital Assessment ◽  
Significant Difference ◽  
User Friendly

Significant changes occurred in education system; teaching and learning technology in this new era. The changes can be revised through the existence of digital assessment system for essay writing. In utilizing and interpreting these changes, this study was conducted to examine the use of digital and conventional assessment system for Form Three among Malay teachers. The survey method was used in this study. The samples of the study are 60 teachers of the national secondary school which taught Malay Language for form three in Selangor and Federal Territory of Kuala Lumpur. The data are described descriptively and inferentially. Descriptive data are mean and standard deviation. Inferential data was analyzed using ANCOVA statistics. The findings show that there is a significant difference in teachers' opinion on the use of digital assessment system and the use of conventional assessment materials that based on consumer concept and user friendly. From that perspective, digital scoring system make teachers more dynamic in scoring the essay writing for form three. Therefore, it is recommended to the Ministry of Education to implement and revise the use of digital assessment system to improve the process for primary and secondary schools.

ANALISIS KEBERKESANAN PENGGUNAAN ICT DALAM MENDEPANI GELOMBANG REVOLUSI INDUSTRI 4.0 DALAM KALANGAN PELAJAR DI NEGERI TERENGGANU, MALAYSIA

2020 ◽  
Vol 3 (1) ◽  
pp. 101-109
Author(s):  
Noradilah binti Abdul Wahab ◽  
Najmi Muhammad ◽  
Mohd. Sani Ismail
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Study Data ◽  
Survey Method ◽  
Ministry Of Education ◽  
Information Communication ◽  
Location Factors ◽  
School Location ◽  
Significant Difference ◽  
Communication And Technology

Abstract: The emergence of the industrial revolution 4.0 has led to the development of information, communication and technology (ICT) which predicts that 50 billion electronic devices interact with each other. Therefore, this study aims to look at the effectiveness of ICT use among students in the state of Terengganu in conjunction with the advent of the industrial revolution 4.0. This article is a quantitative study using the survey method. The questionnaire is used to collect the required data and information. A total of 102 regular daily SMK students in Terengganu was involved in this study. Data were analyzed using SPSS version 21 using descriptive and inferential analysis methods. The findings of this study indicate that there is no significant difference in the level of understanding of IR 4.0 based on gender and school location factors. The study also found that there was no significant difference in the use of ICT as a medium of learning based on school location. However, there is a significant correlation between the understanding of IR 4.0 on the use of ICT in learning. Therefore, it can be concluded that students in Terengganu state ICT as a means of gaining and sharing knowledge as well as the medium of learning today. The results of this study are expected to provide important information to the Ministry of Education Malaysia (KPM) in enhancing the integration of Information Communication and Technology (ICT) in the teaching and learning process (PdPc) in schools. Keywords: Industrial Revolution 4.0, Learning, Information Communication and Technology (ICT), Student   Abstrak: Kemunculan revolusi perindustrian 4.0 telah membawa perkembangan dalam Information Communication and Technology (ICT) yang meramalkan sebanyak 50 bilion peranti elektronik saling berinteraksi. Justeru, kajian ini bertujuan untuk melihat keberkesanan penggunaan ICT dalam kalangan pelajar di negeri Terengganu seiring dengan kemunculan Revolusi Industri 4.0 (IR 4.0). Artikel ini merupakan kajian kuantitatif dengan menggunakan kaedah tinjauan. Soal selidik digunakan bagi mengumpul data dan maklumat yang diperlukan. Seramai 102 orang pelajar SMK harian biasa di Terengganu terlibat dalam kajian ini. Data dianalisis menggunakan SPSS versi 21 dengan menggunakan kaedah analisis deskriptif dan analisis inferensi. Dapatan kajian ini menunjukkan bahawa tidak terdapat perbezaan yang signifikan terhadap tahap kefahaman IR 4.0 berdasarkan faktor jantina dan lokasi sekolah. Kajian juga mendapati tidak terdapat perbezaan yang signifikan terhadap penggunaan ICT sebagai medium pembelajaran berdasarkan lokasi sekolah. Walau bagaimanapun, terdapat perkaitan yang signifikan antara kefahaman tentang IR 4.0 terhadap penggunaan ICT dalam pembelajaran. Justeru, dapat disimpulkan bahawa pelajar di negeri Terengganu menjadikan ICT sebagai wadah menimba dan berkongsi ilmu pengetahuan serta menjadi medium pembelajaran masa kini. Hasil kajian ini diharapkan dapat memberi maklumat penting kepada Kementerian Pendidikan Malaysia (KPM) dalam usaha meningkatkan pengintegrasian Information Communication and Technology (ICT) dalam proses pembelajaran dan pemudahcaraan (PdPc) di sekolah-sekolah. Kata kunci: Revolusi Industri 4.0, Pembelajaran, Teknologi Komunikasi dan Maklumat (ICT), Pelajar

scholarly journals Riding the wave of BYOD: developing a framework for creative pedagogies

2014 ◽  
Vol 22 ◽  
Author(s):  
Thomas Cochrane ◽  
Laurent Antonczak ◽  
Helen Keegan ◽  
Vickel Narayan
Keyword(s):  
Communities Of Practice ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Educational Technology Research ◽  
Bring Your Own Device ◽  
Learning Technology ◽  
Infrastructure Development ◽  
Learning Collaborative ◽  
Theoretical Frameworks ◽  
Significant Difference

Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD) movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus.Keywords: Mobile Learning; augmented reality; creative pedagogies; communities of practice; social media(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24637 - http://dx.doi.org/10.3402/rlt.v22.24637

scholarly journals Teachers Preparedness on Implementation of Competence Based Curriculum in Lower Public Primary Schools in Kilifi and Nandi Counties, Kenya

2020 ◽  
Vol 8 (04) ◽  
pp. 1292-1303
Author(s):  
Mary Jebii Chemagosi
Keyword(s):  
Pilot Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Preparedness ◽  
Ministry Of Education ◽  
Interview Schedule ◽  
Design Data ◽  
Head Teachers ◽  
Significant Difference ◽  
Competency Based

The competency based curriculum was introduced in Kenya in 2016 as pilot study for the new curriculum but adapted in 2019 in all pre-schools and lower primary school levels. The curriculum is viewed as a panacea in solving problems of unskilled school leavers with knowledge based to practical based curriculum. The objective of the study was to establish teachers’ preparedness on implementation of competence based curriculum in lower public primary schools in Kilifi and Nandi counties, Kenya. The study used descriptive research design. Data was collected by use of questionnaire, interview schedule and observation schedule. The sample used was 48 head teachers, 48 teachers that were purposively selected. A pilot study was conducted in two schools one from each of the two Counties to pre-test the instruments. The study made use of teachers’ questionnaire, head teachers interview schedule and observation schedule to collect and analyse data from the participants. Validity was ensured by face and content validity while Split-half technique ensured reliability. The quantitative and qualitative data were simultaneously analysed in order to triangulate the findings of the study. The results shows that the overall model is significant (F=6.006, p<0.05) and the coefficient also shows that teacher preparedness contributes significantly on implementation of competency based curriculum (β=0.342, t=7.985, p>0.05).This implies that teacher preparedness significantly influence implementation of competency based curriculum and therefore the hypothesis that there is no significant difference between teachers’ preparedness and implementation of competency based curriculum was rejected. The study recommended that the Ministry of education to ensure teachers are equipped with requisite skills, knowledge and teaching and learning resources to adequately prepare teachers for competency based curriculum.

scholarly journals Tahap Kualiti Pelajar Sekolah Dan Pensyarah Matrikulasi Dalam Menghadapi Meritokrasi Di Kolej Matrikulasi Kementerian Pelajaran Malaysia

2011 ◽  
Author(s):  
Rusilah Jais ◽  
Norzaini Azman ◽  
Mohammed Sani Ibrahim
Keyword(s):  
Teaching And Learning ◽  
Self Report ◽  
Ministry Of Education ◽  
Teaching And Learning Environment ◽  
Significant Difference ◽  
Univariate Anova ◽  
The Mean ◽  
College Ministry ◽  
One Way Anova

Kajian ini bertujuan untuk mengenal pasti kualiti persediaan pelajar Melayu dan pensyarah kolej matrikulasi Kementerian Pelajaran dalam menghadapi sistem meritokrasi. Secara khusus, kajian ini dijalankan untuk mengetahui sama ada terdapat atau tidak perbezaan antara persepsi pelajar dan pensyarah dalam lapan domain berkaitan meritokrasi dan hubungannya dengan pencapaian akademik. Sampel terdiri daripada 1800 pelajar dan 180 pensyarah dari tujuh buah kolej Matrikulasi Kementerian Pelajaran Malaysia. Data dikumpul mengunakan borang soal selidik pelajar dan pensyarah yang mengandungi tujuh domain yang berkaitan dengan kesediaan pensyarah dan pelajar Melayu terhadap meritokrasi iaitu konsep, perlaksanaan sistem, matlamat/kesan sistem meritokrasi serta pembelajaran pelajar, pengajaran pensyarah dan iklim pembelajaran. Data soalselidik dianalisis menggunakan SPSS versi 11.5. Analisis ANOVA satu hala, univariate ANOVA dan ujian –t digunakan bagi menjawab hipotesis kajian. Dapatan utama kajian menunjukkan terdapat perbezaan yang signifikan dari segi skor min item kesediaan pelajar antara jenis sekolah terdahulu pelajar. Terdapat perbezaan yang signifikan bagi item kesediaan pensyarah mengikut bidang pengkhususan. Untuk domain ekspektasi, keperluan dan kekangan, terdapat perbezaan yang signifikan antara skor min pelajar dan pensyarah. Begitu juga terdapat perbezaan yang signifikan skor min item berkaitan kualiti, implikasi komitmen dan dorongan pelajar dan pensyarah dalam menghadapi meritokrasi. Keputusan ini menunjukkan wujudnya perbezaan diantara persepsi pelajar dan pensyarah bagi sesetengah aspek kesediaan menghadapi meritokrasi. Kata kunci: Meritokrasi; pelajar matrikulasi; kesediaan pensyarah; kesediaan pelajar; pretasi akademik This study was designed to ascertain the quality of readiness in addressing meritocracy among lecturers and Malays students who attended Matriculation College, Ministry of Education. In particular, this study aims to find out if there are differences between lecturers’ and students’ perception in the eight domains related to meritocracy and achievement. The sample consists of 1800 students and 180 lecturers from seven Matriculation College, Ministry of Education, Malaysia. Data was collected using students’ and lecturers’ self–report questionnaires that comprise seven domains related to meritocracy which include concept of implementation, objective and effect of meritocracy, students learning, lecturers teaching and learning environment. Data was analysed using SPSS version 11. A one–way ANOVA, UNIVARIATE ANOVA and –t test were used in testing the research hypotheses. Pertinent results of the study indicate that there is a significant difference in the students’ mean scores on aspects of readiness based on previous schools. Significant differences are also identified in the mean scores of items related to lecturers’ readiness and their area of specilisation. The findings also show significance difference in the mean score between expectation, needs and constraints between students and lecturers. There are also significant differences of the items on quality, implication of commitment and motivation of students and lecturers in their readiness towards meritocracy. In summary, the results show differences in the students’ and lecturers’ perceptions in some aspects of readiness towards addressing meritocracy. Key words: Meritocracy; matriculation students; lecturers’ readiness; students’ readiness; academic achievements

scholarly journals The effect of differentiated instruction on academic achievement of grade eleven students in the field of derivative in Bhutan

2021 ◽  
Vol 2 (1) ◽  
pp. 27-34
Author(s):  
Kado Kado ◽  
Nedup Dorji ◽  
Nim Dem ◽  
Dorji Om
Keyword(s):  
Differentiated Instruction ◽  
Teaching And Learning ◽  
Control Group ◽  
Ministry Of Education ◽  
Test Analysis ◽  
Learning Abilities ◽  
Significant Difference ◽  
Quasi Experimental ◽  
K 12 ◽  
Experimental Group

Given the increasing diversity of students academically and culturally, educators are being called upon to accommodate students' diverse learning requirements through differentiated instruction strategies. In Bhutan, the Ministry of Education recently mandated the implementation of a differentiated instruction strategy in the K-12 curriculum. From this perspective, this study attempted to ascertain the effect of differentiated strategies on grade eleven mathematics students within the framework of the pre_test and post_test quasi-experimental research method. 64 grade eleven students participated in this study. The concept of derivative was taught using a differentiated instruction strategy for the experimental group (N=32) while a conventional one-size fits-all strategy was used for teaching the control group (N=32). A Conceptual Understanding Test on the Derivative (CUTD) was administered as pretest and posttest groups to examine the differences in their learning achievements. A t-test analysis of the pretests indicated no significant differences, indicating that the experimental and control groups' learning abilities on the concept of the derivative were roughly comparable. However, a statistically significant difference in favour of the experimental group over the control group was discovered in the post test analysis. It was recommended that Mathematics teachers and educators should embrace the use of differentiated instruction while teaching and learning derivative.The researchers also recommended that differentiated education be used over a prolonged period of time and with a larger sample size.

scholarly journals What have we done and where will we go? - Brief Review and Outlook of Education for Sustainable Development in China

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Xianjuan Wang
Keyword(s):  
Sustainable Development ◽  
Education Reform ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Ministry Of Education ◽  
National Program ◽  
Positive Role ◽  
New Era ◽  
Strategic Direction

Since the beginning of the United Nations Decade of Education for Sustainable Development (DESD) (2005-2014) in 2005, Education for Sustainable Development (ESD) has been started a new era of educational innvation progress in China. Up to now, China has created a new histroy of ESD for 21 years, and ESD, the abstract conception from international academia has been became a leading thought of teaching and learning innvation for more and more teachers in China, and in 2010, ESD was been writen in the Outline of the National Program for Medium and Long-term Education Reform and Development (2010-2020) by Chinese Ministry of Education as a strategic direction of education deveopment for the coming ten years. Exactly, ESD has readlly played a positive role in educational reform and innovation.

scholarly journals A computer-aided continuous assessment system

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
B. C.H. Turton
Keyword(s):  
Teaching And Learning ◽  
Assessment System ◽  
Performance Ratio ◽  
Computer Assisted ◽  
Learning Technology ◽  
Continuous Assessment ◽  
The United Kingdom ◽  
Price Performance ◽  
Computer Aided ◽  
Attractive Option

Universities within the United Kingdom have had to cope with a massive expansion in undergraduate student numbers over the last five years (Committee of Scottish University Principals, 1993; CVCP Briefing Note, 1994). In addition, there has been a move towards modularization and a closer monitoring of a student's progress throughout the year. Since the price/performance ratio of computer systems has continued to improve, Computer- Assisted Learning (CAL) has become an attractive option. (Fry, 1990; Benford et al, 1994; Laurillard et al, 1994). To this end, the Universities Funding Council (UFQ has funded the Teaching and Learning Technology Programme (TLTP). However universities also have a duty to assess as well as to teach. This paper describes a Computer-Aided Assessment (CAA) system capable of assisting in grading students and providing feedback. In this particular case, a continuously assessed course (Low-Level Languages) of over 100 students is considered. Typically, three man-days are required to mark one assessed piece of coursework from the students in this class. Any feedback on how the questions were dealt with by the student are of necessity brief. Most of the feedback is provided in a tutorial session that covers the pitfalls encountered by the majority of the students.DOI:10.1080/0968776960040206

scholarly journals ILLUMINATING STUDENTS’ UNDERSTANDING AND ACCEPTANCE TOWARDS THE DUAL LANGUAGE PROGRAMME (DLP)

2020 ◽  
Vol 39 (3) ◽  
pp. 522-531
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Interest Groups ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Instructional Medium ◽  
Ministry Of Education ◽  
Significant Difference ◽  
And Mathematics ◽  
High Level ◽  
Type Of School

The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP.   This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.

scholarly journals An assessment of students’ perception and self-efficacy towards mobile learning: A case of University of Zululand

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Israel Odede
Keyword(s):  
Mobile Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Study Data ◽  
Survey Method ◽  
Learning Technology ◽  
University Management ◽  
The University

Background: Mobile learning (m-learning) has been recognised as an essential educational technology component in higher education. The use of mobile devices and the prospect to learn irrespective of time and place make mobile learning an important tool for students. Many studies have been conducted because of the importance of m-learning in advancing teaching and learning but few published scholarly studies have focused on perception and mobile self-efficacy.Objectives: The study’s objective is to assess students’ perception and self-efficacy towards mobile learning at the University of Zululand.Method: The study adopted a descriptive survey method and a stratified random sampling technique was used to select 200 undergraduate students from the four faculties for the study. Data were collected using questionnaire. Statistical tools such as frequency count and simple percentage were employed in analysing the collected data.Results: WhatsApp, Facebook and YouTube are the top three social media applications mostly used by the students. Results showed that the students have positive perceptions towards m-learning and possess the confidence needed in using m-learning solutions.Conclusion: Perception and mobile self-efficacy towards m-learning technology are important factors that help in determining whether or not students are ready to use m-learning. Hence, this study focuses on investigating the perception and self-efficacy of undergraduate students at the University of Zululand towards m-learning. Therefore, the study concludes that the University management fully integrates m-learning solutions to its academic programmes to enhance the quality of teaching and learning.

scholarly journals Antusiasme Masyarakat dalam Program Mengajar dari Rumah (MDR) di Era Pandemi di Desa Penedagandor, Lombok Timur

2020 ◽  
Vol 2 (2) ◽  
pp. 175-183
Author(s):  
Laily Fitriani Mulyani
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Survey Method ◽  
Ministry Of Education ◽  
Teaching Program ◽  
Home Program ◽  
The Government ◽  
The Impact

One of the impacts of Covid-19 is in the field of education. The impact of Covid-19 is very felt by some people in rural areas who experience signal difficulties in their areas, high (expensive) internet quota, unequal internet quota assistance for parents of guardians, unfamiliar parents with internet, parents It is difficult to teach their children because many guardians of students in rural areas have dropped out of school, so the government has to make quick and accurate policies. One of the policies implemented by the Ministry of Education and Culture is to support the Teaching from Home Program (TFH). This activity involved 35 students who took part in the teaching and learning process and parents who gave permission for their child's participation. This study used a survey method and data collection using a questionnaire  that has been distributed after the teaching and learning activities ended. The results of this questionnaire were analyzed using descriptive statistics using the SPSS computer program. Based on the results of the research that has been carried out, it is concluded that the activities of the Home Teaching Program have received positive responses and the community is very enthusiastic about this activity.

Sign in / Sign up

Export Citation Format

Share Document