Pusat Pengajian Ilmu Pendidikan - Tesis

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The Development And Evaluation Of Stem 5e Model Module In Enhancing Scientific Literacy And 21st-Century Skills Among Ninth-Grade Students In Doha, Qatar
(2025-02)
Waqfi, Emran Jamal Fayez Al
This study investigates the low scientific literacy and 21st-century skills of ninth-grade students in qatar, highlighting the ineffectiveness of current teaching methods. To address this, the researcher develops the stem-5e module and evaluates its effectiveness in enhancing students’ scientific literacy and 21st-century skills, focusing on the waves unit. The stem-5e module, systematically designed using the addie instructional model, which includes analysis, design, development, implementation, and evaluation phases, was validated by experts and tested in a pilot study with 30 students. Scientific literacy was assessed using a test developed based on the pisa 2018 scientific literacy framework, while 21st-century skills were measured using a test adapted from elbaz (2013) to align with qatar's curriculum. Both instruments were also validated by experts and then tested in the same pilot study, showing high reliability (cronbach’s alpha > 0.93) and appropriate difficulty and discrimination indices.
Improving Thai Tourism Students’ English Language Abilities Using A Hybrid Problem-Based Learning Approach Module
(2025-03)
Yusoff, Anumat
The importance of english language ability in hospitality field is crucial in order to promote the tourism industry in thailand. For this reason, thai students in the tourism program are required to have a mastery of using english language skills to fulfill the requirements of the tourism industry, which demands good language abilities. However, thai students in the tourism program are struggling to use language skills in relation to real-life situations, and they fail to perform well in their english exams. For this reason, the hybrid problem-based learning approach (hpbla) module was used as an intervention in this study. The hpbla module is a combination of the problem-based learning approach and language learning strategies. The study used a pre-test and post-test quasi-experimental research design employed with a single group. The study deployed two instruments namely, pre- and post-tests and questionnaires on english language learning strategies. The participants were 39 thai students in the tourism program. The study used a single group as the experimental group, and the intervention was conducted for eight weeks (four hours per week lessons) and the paired-samples t-test was used to compare the mean scores of the pretest and post-test. Multiple linear regression was used to test the relationships between the variables.
The Relationship Between English Teachers’ Knowledge, Attitude, And Practices, And Integration Of Sustainable Development Goals In Senior High School English Teaching In Shanxi, China
(2025-01)
Wei, Yiran
English teachers play a key role in fostering students’ understanding and awareness of sustainable development issues. However, the way teachers implement sdgs in the classroom, and the relationship between their knowledge, attitude, and actual teaching practices, has not been thoroughly investigated. To address this research gap, the present study examines the relationship between english teachers’ knowledge, attitude, and practices concerning the integration of sdgs into english teaching at senior high schools in shanxi province and explores the impact of these factors on teaching behavior. This study underscores the significance of the knowledge, attitude, and practice (kap) model in analyzing english teachers’ integration of sdgs into their teaching practices. The kap model provides a framework for understanding how teachers’ knowledge of sdgs influences their attitude and how these attitudes, in turn, shape their teaching behaviors. This study adopted a mixed-methods research approach, combining quantitative questionnaires with qualitative interviews and classroom observations, surveying english teachers in public high schools across shanxi province. The results indicate that english teachers possess a high level of sdgs knowledge, a medium level of attitude, and a low level of practice.
The Development And Effectiveness Of The Lwpbl Module Towards Motivation, Self-Efficacy And, Literature And Writing Achievement Among Higher Vocational College Students In China
(2025-01)
Tang, Shenlong
As a critical component of higher education institutions, college chinese course in higher vocational colleges still adopt traditional teaching methods, which makes students lack motivation and self-efficacy, and their literature and writing (lw) achievement is poor. Therefore, this study aims to develop a literature and writing problem-based learning (lwpbl) module and to investigate its effectiveness towards motivation, self-efficacy, and lw achievement among higher vocational students in china. Constructivist learning theory and situated learning theory provide a comprehensive theoretical framework for this study. A quasi-experimental design incorporating pre-test and post-test was used with students who were divided into two groups of classes, the lwpbl module (70 students) and the lw module (70 students). The addie model and pbl model were utilized to design and develop the lwpbl module. The result revealed a significant difference between the control and experimental groups in the post-test and between the experimental groups in the pre-test and post-test for motivation, self-efficacy, and lw achievement.
Development And Validation Of Reading Comprehension Test For Year 4 Esl Students By Using Gdina Model
(2025-01)
Nallasamy, Renukha
This study aims to develop a cognitive diagnostic assessment (cda) for the primary-level reading comprehension assessment. The cda can evaluate students’ cognitive learning strengths and weaknesses and help identify potential intervention areas for students with learning challenges. This study involved five experienced primary english teachers and 900 year 4 primary school pupils. Qualitative data was collected via a think-aloud interview session, and quantitative data was collected through paper and pencil tests. Three phases were involved in developing cda, phase i: identification of attributes, development of attribute hierarchy, and item design. Meanwhile, phase ii involved two stages: assessment administration and statistical analysis of the data collected using the gdina model. The panel of english teachers reviewed the learning objectives and outcomes specified in the english year 4 curriculum specifications, the high-stake examination (upsr) and textbook items to identify and describe the relevant cognitive attributes and their hierarchy and developed the cognitive processing model.

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