Pusat Pengajian Ilmu Pendidikan - Tesis

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Pembinaan Modul Pengajaran Bagi Pembelajaran Sosial Dan Emosi Murid Program Pendidikan Khas Integrasi Sekolah Rendah Di Negeri Perak
(2024-06)
Muhammad, Mahathir
Kajian ini dijalankan untuk membangunkan satu modul pengajaran pembelajaran sosial dan emosi (mpse) sebagai panduan guru pendidikan khas program pendidikan khas integrasi (ppki) sekolah rendah bagi memenuhi sistem pembelajaran dalam bidang pengurusan kehidupan yang terkandung dalam kssr pendidikan khas. Reka bentuk kajian ini berbentuk kuantitatif dan disokong oleh kualitatif sebagai sumber sekunder yang dilaksanakan dalam tiga fasa. Fasa i ialah kajian tinjauan mengenai analisis keperluan, fasa ii ialah kajian mereka bentuk dan pembinaan modul pengajaran pembelajaran sosial dan emosi berasaskan model reka bentuk pengajaran addie, manakala fasa iii ialah kajian tinjauan mengenai penilaian kualiti kebolehgunaan terhadap modul pengajaran tersebut oleh pihak berkepentingan dalam pendidikan khas pembelajaran. Kaedah analisis data merangkumi analisis deskriptif, nilai min, peratus, analisis tematik kualitatif dan fuzzy delphi. Dapatan kajian fasa analisis keperluan menunjukkan 98.8% guru ppki memerlukan modul pengajaran dan didapati tahap pengetahuan dan pelaksanaan mengenai pembelajaran sosial dan emosi guru ppki berada pada tahap sederhana. Model reka bentuk pengajaran addie digunakan dalam kajian fasa ii iaitu peringkat reka bentuk modul. Isi kandungan modul diperoleh melalui teknik fuzzy delphi dua pusingan iaitu temu bual dan instrumen soal selidik oleh tiga orang (temu bual) dan 12 orang pakar (soal selidik) dalam bidang berkaitan. Analisis yang digunakan adalah terdiri daripada analisis tematik dan soal selidik 7 skala likert.
The Effectiveness Of Stem-Arnutri Approach In Improving Secondary School Students’ Knowledge, Attitudes And Behaviour Towards Nutrition
(2024-06)
Kalimuthu, Ilavarasi
Nutrition is a critical part of both health and development and holds a prominent place in the educational agenda in malaysia. Proficient and wellstructured nutrition education has the potential to enhance students’ ability to grasp the knowledge towards nutrition, visualize the abstract concept, and promote good health and wellbeing, which can prevent non-communicable diseases (ncd’s) in the long run. This mixed-methods intervention study aimed to create a more effective nutrition education approach based on current practices. The first level of the study investigated the existing teaching and learning practices concerning nutrition topics among secondary school students and teachers. The sample for level 1 comprises six experienced lower secondary science teachers and seven students who have studied the topic of nutrition. Qualitative insights gathered during this level served as the foundation for developing nutrition instruction in level two. The integration of science, technology, engineering, and mathematics (stem) with augmented reality (ar) mobile applications led to the formulation of the stem-arnutri teaching and learning approach. During the third level, the study evaluated how the stem-arnutri teaching and learning approach influenced the knowledge, attitudes, and behaviors of form two students in relation to nutrition. This assessment employed a quasi-experimental design, specifically a non-equivalent pre- and posttest control group design.
Teachers’ Attitude And Teaching Practices Towards Entrepreneurial Skills: An Exploratory Study On Middle School Science Teachers Of Sindh Province, Pakistan
(2024-08)
Nisar, Pashmina
There is an increasing demand for entrepreneurial skills. The World Economic Forum has established that the majority of the work activities will be automated by the year 2055, creating more complex roles and challenges for future employees. As there is a rise in the number of unsuccessful employees in Pakistan, that is a concern about introducing entrepreneurial skills at the school level. In the case of Pakistan, entrepreneurial skills are emphasized as one of the significant aspects of the middle-level curriculum. However, in schools, particularly in government schools, students are lacking entrepreneurial skills. Science is considered one of the pivotal subjects to develop students’ entrepreneurial skills. The interrelation of entrepreneurial skills and science education in this study portrays the associative nature of both areas. This study accentuates that students with a strong background of scientific knowledge and a solid grasp of entrepreneurial skills are more well-equipped for the demands of the modern world workforce and can enliven innovative ideas. In fulfilling these responsibilities, a teacher should hence have entrepreneurial essence and skills. The attitude and teaching practices of science teachers reflect their entrepreneurial skills. For the purpose of exploring the attitudes and teaching practices of science teachers, this study adopted a qualitative exploratory research approach. An exploratory design enables active participation of the participants, allowing them to generate new knowledge. A purposive sampling approach was employed in selecting the 14 participants who fulfilled the criteria.
The Development And Effectiveness Of A PjBL Speaking Module In Enhancing English Speaking Proficiency And Learner Autonomy Among Efl Undergraduates In China
(2024-08)
Wang, Juan
The study examined the effectiveness of a PjBL speaking module on English-speaking proficiency (ES) and learner autonomy (LA). Following the “analysis, design, develop, implement, and evaluate” (ADDIE) module outlined by Branch (2009), the project-based learning (PjBL) speaking module integrated the gold standards for PjBL (GSPjBL) as proposed by Larmer et al. (2015) into the English as a foreign language (EFL) learning material. The study employed a quasi-experiment by purposively selecting 35 second-year undergraduates for the experimental group who had experienced the PjBL speaking module. In comparison, the control group comprised 35 second-year undergraduates who received traditional speaking module. The experimental and the control groups were on two campuses of a university respectively in China. Mixed methods were used to collect data through ES pre and post-test, LA pre- and post-questionnaire, and semi-structured interviews. The ANCOVA results showed that students’ vocabulary and grammar proficiency in the experimental group were significantly higher than those in the control group. At the same time, there was no significant difference between the experimental and control groups in post-pronunciation mean scores.
The Effectiveness Of The Production-Oriented Approach In Enhancing English Writing Achievement And Motivation Among Year 8 Students In China
(2024-07)
Wang, Wenxuan
English writing is particularly crucial for students at the basic education level. This study aims to address the current issues of poor writing achievement and low writing motivation among Chinese eighth-grade students by employing a production-oriented approach (POA). The research design followed the Explanatory Sequential (QUAN-Qual) Design of the mixed-methods approach, which the qualitative findings were used to help explain and support the quantitative results. The quantitative study employed purposive sampling to conduct a quasi-experimental study with 80 students, including 40 students in the experimental group who participated in eight weeks of POA. In the qualitative study, five students from the experimental group volunteered to participate in semi-structured interviews. The quantitative results of the writing test and MANCOVA analyzes showed that the experimental groups were significantly different (p <.05) from that of the control group in terms of language, content, and structure. Additionally, the questionnaire and independent sample t-test analyzes revealed that the writing motivation was significantly different (p <.05) for both intrinsic and extrinsic motivation.

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