ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL

Multiple choice tests are widely applied to assess students’ knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach’s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. Keywords: multiple-choice test, Rasch measurement model, reliability and validity, science subject, secondary school standard curriculum

Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views

This study was conducted in two phases. The first one is the preliminary phase aimed at tailoring the standard curriculum based on learners’ needs analysis. The second one is the main phase, intended to evaluate the tailored curriculum based on teachers’ views. The participants in the preliminary phase of the study (tailoring the curriculum) were 346 non-native male and female undergraduate students who received the same Pre-Requisite General English course at their first semester in university. They were studying different majors, including Accounting, Architecture, Civil Engineering, Electrical Engineering, and Mechanical Engineering. The participants in the main phase (evaluation of the tailored curriculum by teachers) were 10 non-native male (7) and female (3) teachers who taught the Pre-Requisite General English course through the tailored curriculum. The findings of the study supported the hypothesis that the teachers have a positive attitude toward using the tailored curriculum in teaching the Pre-Requisite General English course. It seems that the implementation of this tailored program, which is based on learner-needs-analysis, can enhance the effectiveness of the English for General Purposes (EGP) course, compared to the standard one.

FRESHWATER INVERTEBRATES OF LAKE ZAISAN

In this article, freshwater invertebrates are studied. Lake Zaisan is considered as an object. The article updates the list of invertebrate fauna of Lake Zaisan, which is currently relevant. The article presents steps for collecting invertebrates and determining their species composition. According to the results of the study, the species composition of thirty-nine invertebrates was determined. The author notes that the species composition of invertebrates is higher on the coast than in the lake environment, that is, the number of planktonic invertebrates is higher than that of benthos invertebrates. The author notes that the Reed thickets and kelp areas along the Lake Shore are a favorable environment for the growth of benthos organisms, that is, the predominance of benthos invertebrates, and on the sandy shores of the lake there are no invertebrates. In the course of the study, it was found that the lake is dominated by OAR-footed Scorpions, oligochetes, chironomid larvae, ashamurt Scorpions, slug worms. High-altitude Scorpions, leeches, leeches, and water mites are rare. The article considers the problem of reducing the water level of Lake Zaisan from one hundred to five hundred meters over the past year. It is worth noting that the number of benthos organisms has also decreased, as the areas of coastal reeds and algae have dried up. In addition, it is concluded that the ichthyofauna of the lake has also decreased. The result of this research work can be applied to the standard curriculum of the discipline zoology. The information contained in the article can be used by students studying at biological faculties of higher educational institutions, biology teachers in secondary schools. It will be interesting for secondary schools near Lake zaisan to use the identified invertebrates and their photos as a local component.

Narrative as an Alternative Teaching Approach of Moral Education

This paper discusses how the Narrative Approach has the potential to be one of the alternative teaching approaches in the teaching and learning process of Moral Education. This paper begins with an introduction to Moral Education in Malaysia. Also described in this paper is the history of how Moral Education in Malaysia began. Next, this paper discusses the Standard Curriculum and Assessment Document (DSKP) policy that drives the direction of the Education system in Malaysia in terms of, what is to be achieved and how it should be implemented in achieving the goals outlined. Then, the discussion continued by detailing the teacher training program for Moral Education teachers in Malaysia. Finally, this paper elaborates the description of the Narrative Approach and how its implementation in a teaching and learning process can provide the best added value to teachers and students; especially in producing ‘student-centered’ learning.

One Year Follow up Efficacy of the Coping Power Universal and Its Relations with Teachers’ Occupational Stress

The coping power universal (CPU) is an evidence-based universal prevention program delivered by teachers, and completely integrated into the school agenda. Previous studies have shown its positive effects, though little is known about its longer-term effects, and no previous study has explored whether teachers’ occupational stress could influence the CPU efficacy. The current study aimed to explore the 1 year follow up of the CPU on students’ externalizing and internalizing problems and prosocial behavior, and the influence of baseline levels of teachers’ stress in a sample of 316 3rd graders and their teachers (N = 32). Results showed that the CPU led to positive effects, not attainable with the standard curriculum. Additionally, improvements in prosocial behavior persisted even one year after the conclusion of the program. However, improvements in internalizing and externalizing problems were not maintained at the follow up, highlighting the need to understand the factors influencing the CPU efficacy. In this regard, our findings showed that high levels of teachers’ occupational stress predicted poorer improvements following the CPU, and an increase in students’ difficulties at the follow-up assessment. Addressing teachers’ stress as part of prevention programs for students could boost their efficacy and yield more lasting results.

Mani’s Metivta: Manichaean Pedagogy in its Late Antique Mesopotamian Context

This article investigates the nature of Manichaean pedagogy as expressed through the late antique codices known as the Kephalaia of the Teacher and the Kephalaia of the Wisdom of my Lord Mani. By paying attention to a range of contextual cues that frame each moment of instruction, it first argues that much like their rabbinic and Christian neighbors, Mesopotamian Manichaeans did not study in academic institutions. Rather, instruction took place on an ad-hoc, individual basis, often based on happenstance events; there is no mention of a building dedicated to learning, a standard curriculum, or a semester schedule. This article then contextualizes this form of non-institutionalized Manichaean instruction by comparing three formulae found in the Kephalaia codices that have parallels in the Babylonian Talmud: the formula of Mani “sitting among” his disciples (or of his disciples “sitting before” Mani), of Mani’s disciples “standing before” Mani, and of various people “coming before” Mani. In so doing, this article ultimately argues that the Babylonian Rabbis and Syro-Mesopotamian Manichaeans shared a common pedagogical habitus, one expressed through bodily comportment and hierarchy rather than through the imposition of institutional norms.

Exposing undergraduate students to research: A Condensed Matter Physics case study

In an effort to communicate major scientific breakthroughs to a vast audience, the media tends to present brief accounts of the findings and the process towards their discovery. While this may be sufficient for the layperson, it is certainly not enough for an undergraduate student in a scientific discipline. Moreover, the media will unlikely be able to judge the relevance of different breakthroughs and more emphasis will be put in those discoveries with more captivating titles. This is particularly worrying when it comes to actual students as it utterly biases their decisions when aiming to pursue a research career. The fact that syllabi tend to leave little to no room for introducing concepts that go beyond the standard curriculum leaves this problem unsolved. With the aim of tackling these issues, we have organized a workshop where experts from various institutions delivered lectures and even performed exhibitions of the phenomena being discussed. The initiative, named Recent Advances in Condensed Matter Physics, was aimed at undergraduate Physics students in their last two years at our University. In order to assess the strategies of our learning methodology, the experiment was carried out for three consecutive academic years and feedback from students was collected in the form of homework and surveys. The results show that introducing recent research discoveries in the curricula is a complex yet profitable strategy.

Medical Emergency Management in the Dental Office (MEMDO): A Pilot Study Assessing a Simulation-Based Training Curriculum for Dentists

In the event of a medical emergency in the dental office, the dentist must be able to identify a patient in distress, assess the situation, and institute proper management. This study assessed the impact of a simulation-based medical emergency preparedness curriculum on a resident's ability to manage medical emergencies. This interventional and pre-post educational pilot study included 8 participants who completed a standard curriculum and 8 who completed a modified curriculum (N = 16). The intervention consisted of a comprehensive medical emergency preparedness curriculum that replaced lecture sessions in a standard curriculum. Participants completed performance assessments using scenario-based objective structured clinical examinations (OSCEs) that were recorded and evaluated by calibrated faculty reviewers using a customized scoring grid. The intervention group performed significantly better than the control group on their summative OSCEs, averaging 90.9 versus 61.2 points out of 128 (p = .0009). All participants from the intervention group passed their summative OSCE with scores >60%, while none from the control group received passing scores. Completion of a simulation-based medical emergency preparedness curriculum significantly improved resident performance during simulated medical emergencies.