ethanporcaro/eric-fulltext-meta huggingface dataset:
Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom
Author: Shafie, Hidayu
Date: 2019-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,21st Century Skills,Teacher Competencies,Technology Integration,Knowledge Base for Teaching,Foreign Countries,Secondary School Teachers

This conceptual paper explores the concept of technological pedagogical content knowledge (TPACK) in relation to the teaching of 21st century skills with a purpose of establishing a relationship between them. Due to the advancement and development of industrial revolution and technology, the education scenario also changes towards 21st century education, whereby more focus is given on the use of technology and 21st century skills. The teachers' roles change, and they are required to not only teach the core subject matters, but they also have to teach and train the students with the 21st century skills. However, not all teachers are well-trained on how to teach those skills to the students, especially when they also have to integrate technology in their teaching as well. Therefore, it is crucial to investigate whether the teachers understand and know how to teach the 21st century skills while integrating technology at the same time. Based on this needs, this paper will discuss the teachers' knowledge, understanding and application of the TPACK framework by Koehler et al. (2006) and how will this framework affect their teaching of 21st century skills in the classroom. The 21st century skills framework suggested by the Malaysian Ministry of Education called the 4C1V (communication, collaboration, critical thinking, creative thinking and values and ethics) which is based on the P21 framework is included in the conceptual framework of this study, along with the TPACK framework. This study will attempt to establish a relationship between these two frameworks through a quantitative study, and the findings from this study would contribute to the knowledge on what aspects or skills that teachers will need to improve in order to teach the 21st century skills to the students.
Assessment and Modulation of Student Behavior through Persuasive Design
Author: Ismail, Mohamad Izwan
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Behavior,Expectation,Standards,Student Participation,Learner Engagement,Game Based Learning,Incentives,Program Effectiveness,Achievement Gains,Design,Influences,Educational Games,Technology Uses in Education,Educational Technology,College Students,Agricultural Education,Foreign Countries

The education system has existed for centuries. However, despite the rapid change in our technology, lifestyle and needs in the workforce, it has failed to adapt accordingly. The current system relies heavily on industrial-age values where students are expected to follow instructions and are stripped of their agency rather than being encouraged to actively participate in their learning process. As a result, students end up lacking motivation and engagement. Persuasive design focuses on influencing human behavior to improve long-term engagement through various mechanisms. Here, we have embedded the design in the form of gamification elements into the classroom mechanic to aid in the assessment and modulation of student behavior. &quot;ExP&quot;, a points-based incentive system tied to all aspects of the classroom mechanics was designed to work in tandem with existing student behavior. Accurate balancing of the system effectively grants students agency and allows more clarity in their classroom interactions and stratagem. The study assesses the effectiveness of the system in improving the academic performance of Diploma-level students. A group of 21 repeating students was observed for an entire semester. A paired sample t-test using SPSS was performed to draw the results. The final exam scores indicates a significant difference in the scores before (M=42.52, SD= 3.82) and after (M=50.14, SD=11.23) the implementation the gamification system with p=0.004. It can be concluded that the incorporation of persuasive design in the form of gamification has potential to significantly improve students' academic performance.
Practitioners&apos; Views on Learning Using Children&apos;s Peer Interactions amongst under Three Year Old Children in Selangor, Malaysia
Author: Yunus, Farhana Wan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Peer Relationship,Interaction,Child Development,Interpersonal Competence,Child Care Centers,Play,Familiarity,Friendship,Preschool Teachers,Teacher Role

Research on children's peer interactions shows many benefits for children's development especially in developing children's social competence. Drawing on a case study data from a study that investigated peer interactions among under-three year old children in three Malaysian childcare centers, this paper provides a picture of how the children's peer interactions was understood by largely untrained practitioners at the start of the project, and how the complexity of children's lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall (VSR) interviews based on children's peer interactions, and focus group discussions. The latter provided practitioners with an opportunity to deepen their thinking about children's peer interactions and to begin to see them as linked with learning. In particular, the practitioners perceived that (i) play; (ii) familiarity; and (iii) having friends constituted important learning for children during peer interactions at their early childcare centres. This has implications for understanding the roles of early childhood education practitioners to children's peer interactions as well as how practitioners can help support children's learning to make a social difference.
A Study on the Use of Humour in Motivating Students to Learn English
Author: Salmee, Sufi Amin
Date: 2019-12-00
Type: Journal Articles
Subjects: Teaching Methods,Humor,English (Second Language),Second Language Instruction,Student Motivation,Student Attitudes,Foreign Countries,College Students,Learning Motivation

Throughout the years, a lot of research has been looking at the significance of effective atmosphere in second language classroom. We often overlook the fact that humour is a vital element in attaining a supportive learning environment that can benefit students. There is limited research conducted on the effectiveness of the use of humour in ESL classroom, especially in the context of motivating the students to learn, in which the students are used as the indicator and method in gaining insights as they are the ones who experienced the learning process. Thus, this study was conducted to look at students' views towards the effects of humour on their intrinsic motivation to learn English. A survey was conducted using questionnaires adapted from Deci &amp; Ryan's (2003) Intrinsic Motivation Inventory Test (IMI) on 70 students of various programmes from the Faculty of Education, UiTM. The acquired data were then compared based on each of the programmes in the Faculty of Education, UiTM. The findings from this study revealed that majority of the respondents strongly agree that humour has positive effects on students' intrinsic motivation in learning English. The positive responses received from the respondents indicate that humour is indeed an effective teaching tool in promoting intrinsic motivation in learning second language.
iCGPA, IR4.0 and Graduate Employability from the Lens of the Academics
Author: Majid, Faizah A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,College Faculty,Employment Qualifications,College Graduates,Higher Education,Grade Point Average,Job Skills,21st Century Skills,Teacher Attitudes,Teaching Methods,Knowledge Level

This paper focuses on heated issues in the Malaysian public universities of late. Specifically, the paper uncovers the perceptions of a group of lecturers in a selected public university regarding iCGPA, IR4.0 and Graduate Employability. In eliciting relevant data, series of semi-structured interview were conducted. A total of ten lecturers from a faculty volunteered as participants. In collecting the data through the semi-structured interview, saturation stage was achieved at the end of the 5th participant. Anticipating no new themes could emerge from the subsequent interviews upon the saturation stage, it was decided that the research findings would be derived from the relevant excerpts from the existing five interviews. The interviews were done separately, and each lasted between 45 minutes and an hour. In ensuring the trustworthiness of the research findings interpretations, member-checks and an inter-rater were done. The salient findings include frustration over iCGPA implementation and a vague understanding of IR4.0 among the participants. The findings however revealed the participants' awareness of graduate employability. Most importantly, the findings concluded that though the participants were clear with the importance of graduate employability, they were unsure about iCGPA's role in enhancing graduate employability and how IR4.0 could be embedded in their syllabus to promote graduate employability. All in all, this paper has confirmed a potential gap between the three main aspects namely; iCGPA, IR4.0 and graduate employability. The implications include the need to revisit the existing curriculum in complementing the training needs of IR4.0 skills, to re-skill lecturers in their teaching approaches and to examine the implementation of iCGPA as a platform to indicate IR4.0 skills and to promote graduate employability. Various parties could benefit from the research findings such as the curriculum developer, the lecturers themselves and most importantly the policymakers.
Cross-Disciplinary Higher Education between Medialogy and Bibliology: Book Science as Degree Programme in Universities Worldwide
Author: Tsvetkova, Milena
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Interdisciplinary Approach,Media Research,Books,Educational Innovation,Educational Research,Curriculum Design,Electronic Publishing,Publishing Industry,Mass Media,Library Science

Object of the study: The broad object of this study is the academic field of the book and the book as an area of interdisciplinary teaching. Purpose: to prove that the 21st-century cross-media and hybrid media ecosystem emancipates Book Science from the rest of the sciences in whose objects it can partake only as a constituent using one of its elements, properties or attributes. Tasks: to identify and summarise the theoretical and methodological differences between conventional Book Studies and the specific Book Science; to update and conceptualise the understanding of the book as a traditional means of communication in the light of the modern perspectives of digital transformation; to offer a framework of an innovative media science of the book. Hypothesis: Returning to the matter of the book as a medium, the hypothesis to be tested in this study is: &quot;the book is set to be vindicated as a basic scientific category and be studied by a science of its own as an agent of communication, while the scientific book -- as a communicator of &quot;good&quot; science. Methods: analytic and synthetic processing of primary and secondary resources, the selective monographic method, systematisation and summarisation of data from scientific-methodical and normative-legal documents on the issue examined. Results: Based on a working hypothesis, this study provides theoretical knowledge in Book Science and proposes points of support toward future fundamental and applied research in Book Science. Significance of the study: Overall, our findings suggest that 1) the research on the new theoretical views about the book will facilitate an increase in the academic interest in book-related professions, encourage the design and update of university curricula and programmes in Book Science, to support interdisciplinary research of book and digital media culture; 2) it is expected that the present text will provide the factors militating against the introduction of innovations in higher education and doctoral programmes in Book Science insofar as books as products of the publishing industry, and thus subject to market forces, drive back business interest in higher education toward book-related professions; appropriate measures to overcome the challenges outlined have been suggested.
Millennial Learners&apos; Acceptance and Satisfaction of Blended Learning Environment
Author: Seman, Sharidatul Akma Abu
Date: 2019-12-00
Type: Journal Articles
Subjects: Age Groups,Blended Learning,Student Attitudes,Management Systems,College Freshmen,Educational Quality,Cognitive Style,Computer Attitudes,Anxiety,Teacher Effectiveness,Teaching Methods,Course Descriptions,Foreign Countries

Teaching in an era dominated by millennials represents a challenging task for educators in Institutes of Higher Learning (IHLs). One distinct feature in teaching millennials is the advancement in digital learning which has improved learning styles in higher education. Besides face-to-face interactions with the instructors, the blended learning approach has been introduced in many courses to cater to the needs of millennial learners. This study aims to provide an insight into on students' acceptance and satisfaction towards the use of Learning Management System (LMS) in a blended learning environment. An online survey was administered to 167 respondents. The majority of the respondents are below 22 years of age and first-year students who are fresh and new to the blended learning concept. This study measured factors like technology experience, computer anxiety, service quality, system quality, information quality, course quality, and instructor to determine the students' overall satisfaction. The model was analysed using the partial-least-squares structural modeling approach. The result shows that service quality, instructor quality, and course quality are among the critical factors towards students' acceptance and satisfaction. Therefore, to ensure LMS's effectiveness and students' satisfaction, decision-makers at the higher institution should consider these factors before implementing a blended learning initiative via LMS as the platform.
Social Cognitive Theory (SCT) and Students&apos; Failure in Bachelor of Corporate Administration Programme
Author: Khudzari, Julizaerma Mohamad
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Cognition,Social Theories,Academic Failure,Undergraduate Students,Bachelors Degrees,Business Administration Education,Foreign Countries,Attendance Patterns,Study Habits,Time on Task,Student Participation,Knowledge Level,Academic Persistence,Course Content,Course Descriptions,Teaching Methods,Time Factors (Learning),Student Evaluation,Environmental Influences

Students' failure is one of the most debatable topics in tertiary education in Malaysia. Failure in certain courses might delay students' progress to graduate-on-time (GOT). This will result in increased cost, time and resources to both the university and student. From an academic perspective, a higher rate of failure will give a negative impression that the course is tough for students to pass. This study aims to investigate the factors contributing to students' failure based on the Social Cognitive Theory (SCT). The students of Bachelor of Corporate Administration (BCA) from the Faculty of Administrative Science and Policy Studies, UiTM were selected to participate in an online survey. SCT has identified three main factors that influence students' failure namely, behavioural, environmental and personal factors. Findings of the study showed that for behavioural factors: students' attendance, total hours spent to study, participation in the classroom, understanding level and students' effort to complete the course are among the reasons that lead to the failure. Additionally, the nature of syllabus, teaching techniques, students' learning time and assessment methods are the environmental factors that may lead to failure. Finally, personal factors are represented by individual roles, dispositions and commitment to perform in a particular course. This study concludes that the use of SCT can explain student failures more systematically. The result of the study is able to help the university and lecturer to enhance the teaching and learning approach, revise the assessment method and redesign the programme curriculum. These efforts are deemed pivotal in reducing student failures while maintaining its quality.
Relevance of the National Research Agenda to the Research Initiative of a Higher Education Institution in the Philippines
Author: Ramoso, Maura Gina D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Higher Education,Relevance (Education),Student Attitudes,College Students,College Faculty,Teacher Attitudes,Accreditation (Institutions),Educational Quality,Quality Assurance,Foreign Countries,Outcomes of Education,Aviation Technology

This study used survey research design to determine the relevance of the National Higher Education Research Agenda (NHERA) to the research initiatives of a specific Higher Education Institution (HEI) in the Philippines. It employed universal sampling of faculty and administrative staff as well as students to analyse discrepancy in the perceptions regarding the degree of applicability, importance and urgency of the NHERA to the HEI's research initiatives. Result of Mann-Whitney U Test revealed no significant difference between the ratings of the employees and students regarding the degree of relevance. This indicates that the respondents were all in agreement with the set of research agenda themes that should be prioritised by the institution. These themes include those related to the program curricular studies; institutional development studies; manpower demand/supply studies; policy-oriented studies on accreditation and quality assurance mechanisms, among others. These are the NHERA themes that need to be given much emphasis in the research agenda and initiatives of the institution as these are all for the sake of achieving their institutional learning outcomes towards developing skilled and competent manpower in the country's aviation industry.
Perceived View of Teachers towards &quot;Pentaksiran Tingkatan Tiga&quot; (PT3) (Form Three Assessment) English Language: A Case Study
Author: Sabbir, Fatima binti
Date: 2019-12-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Foreign Countries,Language Tests,Guidelines,Rating Scales,Teacher Attitudes,Language Proficiency,Teaching Experience,Course Descriptions,Standards,Educational Change,Alignment (Education)

The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the &quot;Common European Framework of References&quot; (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards &quot;Pentaksiran Tingkatan Tiga&quot; (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain broader perspective on perceived view of teachers towards PT3 English Language.
Empirical Study on Financial Education. Case Study of Public Accounting Graduates in Veracruz, Mexico
Author: García, Elena Moreno
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Accounting,College Graduates,Money Management,Student Attitudes,Budgets,Knowledge Level,Mexicans,Foreign Countries,Credit (Finance),Gender Differences,Age Differences,Income,Salaries,Occupations

The purpose of the study was to assess the level of education that public accounting graduates in Veracruz, Mexico have regarding financial topics. Financial education has become an essential skill in people's lives as a result of the evolution of financial markets. It is logical to think that for graduated in the area of accounting it is essential to have a high level of education in financial matter to be able to perform in their professional field. To carry out the research, the survey designed by Moreno-García, García-Santillán, and Gutiérrez (2017) was used. The populations surveyed were students in the course about fiscal topics carried out in the College of Public Accountants of the State of Veracruz. Descriptive techniques were used to measure the data and the hypothesis test was contrasted with the Z statistic of proportions. The main findings suggest that accounting graduates present an adequate level of education towards financial issues on interest rate calculation, inflation, credit card management, savings, and budget.
The Design, Development and Evaluation of TPSACK Courseware to Facilitate the Art and Design Education Students Artistic Skills Knowledge
Author: Anuar, Roslaili
Date: 2019-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Computer Software,Instructional Design,Correlation,Design,Art Education,Skill Development,Visual Arts,Art Teachers,Teaching Methods,Course Content,Likert Scales,Usability,Student Attitudes,Preservice Teacher Education

This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students' artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.