The Level of Teacher’s Preparedness for Teaching and Assessing Children at a Hospital-Based School in Peninsular Malaysia

The establishment of hospital-based school (HBS) in Malaysia is an excellent step forward in helping patients, who are unable to attend school, continue receiving their education. The Education Ministry of Malaysia, in collaboration with the Ministry of Health, initiated the idea of (HBS) in response to concerns over the fate of hospitalized children who were missing out on school. However, the effectiveness of the program depends largely on the willingness of teachers to go beyond the school infrastructure and facilities. This study was conducted to identify the level of self-sufficiency of HBS teachers when implementing teaching and learning (PdP) in various aspects such as controlling the concept of entertainment in PdP, motivation and positive attitude of teachers, as well as the state of their emotional and physical health. The study adopted a quantitative method using questionnaires as the key research instrument. Respondents of this study consisted of 95 HBS teachers in Peninsular Malaysia using sampling techniques. The findings of the study showed that the ability and creativity of a teacher to manage various aspects including entertaining, portraying motivational and positive attitude, and maintaining emotional as well as physical health affects the level of preparedness of teachers during PdP in HBS.

Pandemic Covid-19: Impact to Malay Language Learning among the Students in Public Universities

During the COVID-19 pandemic, social education moved from face to face to online learning to discourage large gatherings and crowds from catching the spread of the virus. This state of urgency involved all the students including university students. This paper aims to study the impacts of Pandemic Covid19 and identified the relationships between online learning, learning at home and self-management towards Malay Language learning among the students in public universities during MCO and 2) to develop a predictive model in the relationships between online learning, learning at home and self-management towards Malay Language learning among the students in public universities during MCO. Four variables which are online learning, learning at home, self-management, and Malay Language learning were analyzed using SPSS and AMOS. About 279 students from public universities were involved as respondents. Descriptive analysis, Correlation Pearson analysis and structural equation modeling (SEM) were used to answer the research objectives. An analysis of correlation Pearson showed that there are significant values derived from the relationship between online learning and Malay language learning (r=.578, p=.000). There is also a significant relationship between self-management and Malay language learning (r=.368, p=.000). However, there is no relationship between learning at home and Malay Language learning (r=.026, p=.294). The predictive model achieved good fit values of RMSEA=.061, IFI=.937, CFI=.936, TLI=.925 and Chisq/df=2.001. The implementation of online learning as a new norm and platform in teaching and learning Malay Language among the students gave a positive impact in terms of technology usage. However, there are needs for improvement to be considered in providing a more useful platform to change from face to face in conventional ways similarly to advanced technology. Meanwhile, the predictive model can serve as a source of reference in evaluating Malay language learning by using technology and other indicators for the future, for the sake of student’s achievement.

The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools

This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.

Effects of Post-Activation Potentiation (PAP) Warm-up on Vertical Jump Performance among Volleyball Players

This study aims to examine the effects of resistance versus complex exercise with the retention of post-activation potentiation (PAP) on vertical jump among volleyball players. A total of 30 volleyball players (mean age = 16.5 ± 1.106 years old) were recruited as participants of this study. The participants were requested to attend two different testing sessions, with two days between each session. Each session had a different exercise routine, namely, resistance and complex. A one-way repeated measure was used to analyse the performance of the vertical jump, while a pairwise comparison was applied to compare the retention of PAP between the resistance and complex exercises. The findings show that there is a significant interaction for both warm-up exercises; [(F(1,29)=1275.57, p=0.000] for resistance exercise and [(F(1,29) = 1456.83, p= 0.000] for complex exercise. The retention analysis for PAP effect also indicates that there is a significant difference between the two warm-up activities in vertical jump performance. In conclusion, this study reveals that both exercises managed to increase PAP among volleyball players. However, complex exercise is suggested to be combined with the warm-up method as it can maintain a longer retention than resistance exercise.

A Local Approach Toward Multicultural Counseling in Malaysia

Malaysia is a multicultural and multi-religious country. The importance of multicultural counseling has been widely recognized and discussed. Counselors need to be multiculturally-knowledgeable when dealing with multicultural clients. The effectiveness of counseling may likely be improved by integrating Malaysian approaches that are tailored to this country’s traditions and insights, into the current conventional counseling practices. Most of these counseling and psychotherapy theories are based on, and biased towards, the Euro-American culture. Novice counselors in particular frequently reported a lack of skills in dealing with culturally-diverse clients. Multicultural counseling competency is an evolutionary progress that is meant to achieve an effective treatment, and greater inclusion of minorities in mainstream society. Therefore, this paper highlights multicultural counseling competencies and the evolution of counseling in Malaysia. Using narrative method literature review, this paper presents local approaches toward counseling in Malaysia, based on various religions, which are specifically focused on an Islamic approach. This paper then compares and contrasts the local approaches with those of the conventional Western based counseling methods. Some recommendations that merit further investigation are highlighted for future studies.

The Effects of Situational Teaching, Cooperative Learning, and Self-directed Learning on Mathematical Learning Abilities in China

The junior high school stage is a significant stage of education because students thinking skills develop the fastest in junior middle school. In addition, the quality of junior high school education impacts the students learning ability, especially in mathematics, and the teaching methods also play a key role in students' mathematical learning ability. Therefore, this research explores the impact of problem-based learning on junior high school students’ mathematical learning ability, and studies their impact on students’ mathematical learning ability from the core principles of problem-based learning, including learning situations, cooperative learning, and self-directed learning. A total of 240 students from Meixi Lake Changjun Middle School participated in this research based on quantitative research methods collected of such as the "Mathematical Ability Scale" and other questionnaires. The correlation analysis revealed that situational teaching, self-directed learning and cooperative learning have a moderately positive correlation with students’ mathematical abilities. In this study, an independent sample t-test analyzed the significant correlation between gender and mathematical learning abilities. This research aims to find better learning methods to improve the mathematical learning abilities of Chinese junior high school students and their performance in mathematics subjects.

The Relationship between Learning Motivation and Competency-Based Learning with Fashion Designing Skills for Fashion Design Programme Students at Vocational College

Technical and Vocational Education Training (TVET) highlights the mastery of skills as a key element before entering a career field. This study was conducted to identify the relationship between learning motivation and competency-based learning (CBL) and fashion designing skills for students in the Fashion Design Programme at Vocational colleges. This quantitative study with correlational research design involved 200 Diploma in Fashion Design Programme students. Simple random sampling technique was used, and data was collected through questionnaires. Findings of inferential analysis showed that fashion designing skills and learning motivation were at a moderate level with mean = 2.88 (SD = .43) and mean = 4.05 (SD = .30). Meanwhile, Competency-Based Learning recorded a mean of 3.08 with a standard deviation of .35. It was found that learning motivation had a weak relationship (r = .249, p <0.05) while CBL had a strong relationship (r = .542, p <0.05) with fashion designing skills. These findings indicate that motivation and competency-based instruction implemented during Teaching and Learning are related with mastery skill. Following that, lecturers need to ensure that the knowledge and skills imparted can be mastered by the students. It can be concluded that the management of Vocational colleges needs to provide continuous motivation to the students as well as support the lecturer to increase their knowledge on CBL in order to produce students who are highly skilled in Fashion Design.

Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry

The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.

Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

An important component of an education change begins with readiness among the implementers. Willingness to face change needs to be measured from the perspective of the individual implementing the change, especially teachers. Therefore, this study was conducted to identify the relationship between teachers’ readiness in implementing the teaching of Design and Technology (RBT) year four of the Primary School Standard Curriculum (KSSR) with self -efficacy and intrinsic motivation. This study is guided by the Wallace Reflective Model. The quantitative study of this descriptive survey involved 368 teachers of RBT fourth year KSSR subjects in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample for this study. The research instrument consisted of a set of questionnaires containing 77 items. The findings of the study showed that the overall mean of teachers' readiness in terms of reasoning knowledge and PBS skills was high. The readiness of teachers in terms of PBS skills recorded a higher mean value (M = 3.92) compared to reasoning knowledge (M = 3.82). These findings give the impression that teachers are more prepared in terms of PBS skills in implementing the teaching of RBT KSSR. The results of the Pearson Correlation Test showed that there was a moderately positive relationship between the independent variables (self-efficacy and intrinsic motivation) with teachers' readiness. The findings of this study prove that the component of teachers’ readiness is very important to be taken into account in the formulation of a new curriculum. Factors of self-efficacy and intrinsic motivation also need to be considered because these two variables have a significant relationship with the readiness of teachers in implementing teaching in the classroom. Therefore, this study is expected to provide guidance to policy makers and curriculum planners to pay attention to the aspect of teacher readiness when introducing new subjects.

Coaching and Mentoring as a Teaching Supervision Approach in Secondary School

Teaching supervision is an effective assessment tool to ensure effective teaching and learning in the classroom. Effective teaching supervision refers to the appropriate approaches taken by supervisors to supervise teachers in the classroom. In this light, the coaching and mentoring approach is a form of teaching supervision that increases the effectiveness of teaching supervision in schools. However, this approach requires an in-depth understanding of aspects related to coaching and mentoring. Thus, this study aims to examine the implementation of coaching and mentoring as a teaching supervision practice among Secondary School principals. This study focuses on two main objectives, first, examining supervisors’ understanding of coaching and mentoring, and second, identifying the extent of supervisors’ readiness towards implementing the coaching and mentoring approach as a teaching supervision practice. This study adopted the qualitative exploratory research design and involved eight samples selected by purposive sampling. Interviews, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using i) in-depth reading, ii) open coding, and iii) axial coding. The study’s findings indicate that ineffective teaching and learning practices have contributed to declining student academic achievement. In this regard, ineffective teaching and learning practices are attributed to teachers’ failure to adopt effective teaching techniques and the lack of curriculum mastery. Thus, coaching and mentoring could enhance the competence of teaching supervisors, especially school leaders, particularly in high-performing schools. In turn, this approach will increase the commitment, satisfaction and professional development of teachers leading to improved performance.