Semarak International Journal of Innovation in Learning and Education

Exploring Gender Differences in Teachers’ Knowledge and Experience on Research in Primary Schools

2024-05-19T07:39:22+07:00

The current landscape of education underscores the pivotal role of teachers as active participants in shaping and refining classroom practices through research engagement. While the importance of teachers' involvement in research, both as practitioners and consumers, has been extensively highlighted in literature, there remains a gap in understanding the potential gender differences in teachers' knowledge and experiences concerning research. Existing studies hint at the possibility of gender-related disparities in research engagement, influenced by societal perceptions and expectations. However, the extent and nature of these differences within the context of teachers' research involvement remain inadequately explored. This study examined gender differences in the knowledge and experience of primary school teachers in research. The quantitative research study used purposive sampling technique to identify sampels. Thirteen teachers were selected for this study. This study found that the level of knowledge and experience of teachers in relation to research is high and also concluded that no significant gender differences were found in the knowledge and experience of teachers in research. In addition, management or administration and teaching of English as a second language (TESL) were mentioned as preferred fields of study by respondents. Teachers' knowledge and experiences on research should be further investigated with other research methods.

Students' Self-Regulated Learning in Physics: Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)

2024-07-31T15:24:08+07:00

This study aims to develop and validate an instrument that measures students' self-regulated learning in Physics. The pilot study involved 400 randomly selected Form 4 students taking Physics. Exploratory Factor Analysis (EFA) was conducted to assess the suitability of the measurement items and to identify the construct dimensions. Three main components were identified through the EFA procedure, namely self-motivation (DP), metacognitive planning (PM), and metacognitive monitoring (PK). The field study involved 435 Form 4 students taking Physics from daily secondary schools. The study population consisted of Form 4 students from daily secondary schools across Peninsular Malaysia. The sample was selected using stratified random sampling and simple random sampling from four states: Perak, Kedah, Negeri Sembilan, and Kelantan. Data from the field study were used to confirm the validity and reliability of the instrument through the Confirmatory Factor Analysis (CFA) procedure. CFA results indicated that the developed instrument is valid and reliable for measuring students' self-regulated learning. Once the measurement model was confirmed through CFA, the researchers structured these constructs into a structural model and estimated the necessary parameters using the Structural Equation Modelling (SEM) procedure. This study makes a significant contribution by producing a valid and reliable instrument for measuring self-regulated learning among Form 4 Physics students. This instrument can be used in future research to enhance the understanding of factors influencing students' self-regulated learning in the context of Physics education.

Aligning Beliefs with Action: A Study of Esl Teachers' Beliefs on Fostering Learner Autonomy

2024-07-31T15:33:00+07:00

Learner autonomy, where students take charge of their learning, is a growing focus in language education. However, research suggests a gap exists between teachers' belief in learner autonomy and their actual classroom practices. This study, conducted at a public Malaysian university, investigates this disconnect by exploring how ESL teachers perceive learner autonomy and how those beliefs translate into action. Using a mixed methods approach, the research first employed surveys to examine the correlation between teachers' beliefs and their reported use of autonomy-fostering practices. In-depth interviews then provided richer insights into the experiences and challenges teachers face in implementing such practices. The findings revealed a positive correlation - teachers with stronger beliefs were more likely to report using autonomy-fostering methods. However, interviews highlighted the complexities of implementing learner autonomy, revealing both potential benefits and practical challenges. This study underscores the need for targeted professional development programs that bridge the gap between teachers' beliefs and effective classroom strategies. By equipping teachers with practical tools and addressing implementation challenges, such programs can empower them to cultivate truly autonomous learners.

Enhancing Malay Language Education: Usability Evaluation of the Kia ArPoly Kit for Malay Figurative Compound Nouns

2024-08-16T08:18:15+07:00

The creation and evaluation of instructional tools are vital for improving the quality of education. This research assesses the usability of a newly developed instructional aid called the "Kia ArPoly Kit" for teaching Malay figurative compound nouns. Despite the availability of various instructional aids, their usability is often overlooked, leading to inefficiencies and decreased user satisfaction. The main objective of this study is to gauge the effectiveness, efficiency, and user satisfaction of the instructional aid and provide insights for further enhancements. The study comprises three phases: needs analysis, design and development, and usability evaluation. Usability testing, conducted through questionnaires with eight Malay Language Expert Teachers, formed the basis of the third phase. The evaluation focused on four key constructs: usefulness, ease of use, ease of learning, and user satisfaction. The results of the usability assessment demonstrate the high effectiveness and efficiency of the instructional aid kit. Specifically, 87.5% of respondents acknowledged the kit's contribution to helping teachers achieve teaching objectives more efficiently, while 90% found it easy to use and 88.3% expressed overall satisfaction. Furthermore, the kit was found to facilitate effective classroom activity management (90%), save preparation time (87.5%), and align with existing curriculum standards (92.5%). The research's key findings suggest that the instructional aid kit significantly enhances the teaching and learning process of Malay figurative compound nouns. The feedback obtained emphasizes the kit's strengths, including its user-friendliness and practical application in classroom settings. Moreover, the study offers valuable suggestions for further improvement, ensuring that the kit meets the evolving needs of both educators and students. These findings highlight the potential for broader applications of similar instructional aids in language education.

Effective Class Management: A Study to Enhance Education System

2024-07-31T08:30:10+07:00

Classrooms are the factories where students are created, enhanced, become a better person than a mediocre or less mediocre human, learn ethics and morality, gather specific knowledge and make themselves ready for what they want to be and how to reflect themselves in the mirror of the world according to their goals and desires. For this reason, the scope of education is very widespread. Furthermore, the application of different topics and courses in the life of a human is not the same in various ages of their life. To make education effective, it is highly necessary to apply the things that suit people appropriately with their appeal, necessity and exact age. This research paper is based on the logical explanation of the definitions of education, classroom and its components, knowledge and skill, figures for apparent understanding, the elaboration of educational phases of human life, the ways to ensure an effective classroom and finally, the composition of an operative teacher and a dutiful student.