Pusat Pengajian Ilmu Pendidikan - Tesis

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Belief Representations And Differentiated Instruction Among Mainstream Teachers In Inclusive Schools In Bisha City Saudi Arabia.
(2024-09)
Alaklabi, Lamyaa Saad F
Inclusive education, which aims to cater to all students regardless of their backgrounds and abilities, faces challenges due to varying definitions and implementations globally. Teachers' beliefs towards inclusion and their beliefs in their roles and self-efficacy as well as practices of differentiated instruction are crucial factors in promoting inclusive practices, especially for students with learning difficulties. However, research on teachers' beliefs and practices of differentiated instruction in mainstream settings for students with learning difficulties is limited. This study aimed to examine teachers' beliefs and their implementation of differentiated instruction practices. The relationship between these factors as well as teachers’ demographic factors were also investigated. This study employed the mixed methods design that contains a cross-sectional survey using an online questionnaire in which a number of 162 Saudi school teachers were purposefully sampled. Second, semi-structured interviews with the eight teachers were conducted to support the questionnaire's findings. Inferential statistics, such as the T-test, ANOVA, Correlation, and Regression, were employed for the analysis of survey data, whereas thematic analysis was utilized for the analysis of semi-structured interviews data. The findings specifically emphasized the importance of teachers' beliefs about inclusive education, particularly their understanding of responsibilities as a crucial component. They also displayed strong beliefs in their protective role for students with learning disabilities and exhibited confidence in motivating students to collaborate.
Reka Bentuk Dan Pembangunan Multimedia Interaktif Bahasa Melayu (Myscore Pemulihan) Dalam Meningkatkan Kemahiran Membaca Dan Minat Murid Pemulihan Khas
(2024-06)
Hamzah, Reza Rasfan
Kewujudan teknologi seperti multimedia interaktif dalam pengajaran telah memberikan penguasaan sesuatu pembelajaran itu lebih cepat dan berkesan. Kajian kuantitatif yang dijalankan ini bertujuan untuk mengenal pasti kesan penggunaan MyScore Pemulihan terhadap murid pemulihan khas dalam meningkatkan penguasaan mereka dalam kemahiran membaca kvkv, kvkvkv dan kvkkv. Selain itu, kajian ini juga bertujuan untuk mengkaji minat murid pemulihan khas dalam penggunaan MyScore Pemulihan dalam pembelajaran. Reka bentuk kajian ini menggunakan reka bentuk kuasi eksperimen. Sampel kajian melibatkan 30 orang guru pemulihan khas dan 30 orang murid pemulihan khas di 15 buah sekolah rendah sekitar Kulim Kedah Darul Aman. Kajian ini mengadaptasi Teori Kognitif, Teori Konstruktivisme dan Teori Kognitif Pembelajaran Multimedia Mayer sebagai kerangka teori kajian. Model ADDIE dijadikan panduan dalam membangunkan MyScore Pemulihan dengan lima peringkat iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian. Hasil kajian menunjukkan terdapat peningkatan penguasaan responden antara ujian pra dan ujian pos iaitu sebanyak 81% (kvkv), 85% (kvkvkv) dan 86% (kvkkv) setelah menggunakan MyScore Pemulihan dalam pembelajaran Bahasa Melayu. Kesimpulannya, kajian ini menunjukkan bahawa MyScore Pemulihan adalah bahan bantu mengajar yang efektif untuk digunakan dalam pembelajaran murid-murid pemulihan khas bagi menguasai kemahiran membaca.
Explaining Eating Disorder Behaviour Among Chinese University Students Using The Extended Theory Of Planned Behaviourexplaining Eating Disorder Behaviour Among Chinese University Students Using The Extended Theory Of Planned Behaviour
(2024-09)
Gao, Zeng
Adolescents’ unhealthy eating leads to them to adopt certain measures such as a diet, fasting and other behaviours that are likely to reduce body weight. The measures in turns lead to eating disorders and series of complications, such as impaired digestive system function, endocrine disorders, amenorrhea, hypoglycaemia, malnutrition, or physiological damage to various organ systems, and even life-threatening. It will affect the physical and mental health of the young and incurs high medical costs in one's country. In the long term it will be a physical and mental health issue that will increase medical expenses to treat it. Therefore, using the Theory of Planned Behaviour, this study was conducted to identify the factors that influence eating disorders among university students in the province of Gansu, China. Data was analysed using IBM SPSS and PROCESS 4.0 to answer all research questions developed. Results showed that there was significant difference in attitude towards physical activity, subjective norm, perceived behavioural control, body shape, self-esteem, and intention to engage in physical activities. between gender and body mass index (BMI). Gender and BMI also moderate the relationship between intention, body shape, self-esteem, and eating disorder. However, different gender and BMI in different attitudes (AT), subjective norms (SN), perceived behavioural control (PBC), body shape (BS), self-esteem (SE), and intention (IN) scores have significance. Family incomes only have a significant in self-esteem (SE).
The Effectiveness Of Reflective Enrichment Program (Rep) In Enhancing Reflective Thinking And Metacognitive Skills Of Jordanian Gifted And Talented Students (Gts)
(2021-07)
Abusaif, Radwan Abdalsalam Radwan
The Reflective Enrichment Program (REP), an entirely new enrichment program, was developed and tested in this study to fill in the research gaps on intervention that train higher order thinking skills among gifted and talented students (GTS) in Jordan. REP was designed specifically to enhance GTS’ reflective thinking and metacognitive skills. This study has six research objectives that tested the effectiveness of REP in enhancing GTS’ overall reflective thinking and metacognitive skills, as well as its dimensions. A Pre-test Post-test Control Group Design was carried out in this experimental study. The research design included an experimental group (n=32) and a control group (n=32). The experimental group has undergone 24 sessions of REP program while the control group experienced the traditional enrichment activities. Reflective thinking among GTS was measured by the Reflective Thinking Questionnaire (RTQ), while their metacognitive skills were gauged by the Metacognitive Skills Questionnaire (MSQ). Both descriptive and inferential analyses were carried out. The results of Analysis of Covariance (ANCOVA) showed that five out of six null hypotheses tested were rejected. The results demonstrated that REP has positive effects on GTS’s overall reflective thinking [F (2.37) = 32.56, p (0.00) < 0.05)] as well as in its knowledge [F (2.38) = 9.57, p (0.00) < 0.05)] and application dimensions [F (2.36) = 44.32, p (0.00) < 0.05)]. As for metacognitive skills, REP has significantly improved overall metacognitive skills [F (2.28) = 11.76, p (0.00) < 0.05] and metacognitive knowledge [F (2.32) = 12.44, p (0.00) < 0.05)].
Influences Of Learning Environment And Basic Psychological Needs On Self-determined Learning Of Postgraduate Students: The Mediating Effects Of Heutagogical Activities
(2024-09)
Tiew, Chia Chun
This study aims to investigate the influence of the learning environment and basic psychological needs on self-determined learning among postgraduate students. The mediating effect of heutagogical activities on the relationship between these two variables was also examined. A mixed-methods study was conducted at a research university in Malaysia to achieve the research objectives. A total of 664 postgraduate students were sampled through an online questionnaire. Four highly valid and reliable instruments were used to collect data namely Postgraduate Self-Determined Learning Questionnaire, Learning Environment Scale, Basic Psychological Needs Satisfaction Scale, and Heutagogical Activities Scale. Next, qualitative data were obtained through semi-structured interviews with 28 postgraduate students. Descriptive analysis results showed that postgraduate students had a high level of self-determined learning (M=3.18; SD=0.41). The involvement of students from medical, dental, and health, engineering, and arts programs in explore heutagogical activities was high, while their participation in learning activities requiring connection with others and information sharing were low. The structural equation modeling (SEM) results indicated that the learning environment (β=0.150, p< 0.01) and basic psychological needs (β=0.379, p< 0.01) had a direct effect on self-determined learning. Furthermore, heutagogical activities had a significant mediating effect on the relationship between these two variables.

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