Malaysian Journal of Learning and Instruction
Malaysian Journal of Learning and Instruction (MJLI) is abstracted in Emerging Sources Citation Index (ESCI) since 2016 and Scopus 2012. It is a double-blind peer reviewed, international academic journal published biannually (January and July) by Universiti Utara Malaysia. The aims of the journal are to communicate research and stimulate discussion, study and critique of teaching and learning, and to encourage scholarly writing on learning and instruction. Coverage of MJLI includes, but is not limited to critical examination of ecosystems and issues surrounding the processes of meaningful teaching and learning and better educational practices. These could be addressed at micro level (e.g., innovative modes of delivery, instructional design and technology, learning engagement, instructional settings) or at macro level (e.g., motivation, engaging curriculum, impact of socio-psychological and cultural factors on learning). We welcome original empirical research articles with novel perspectives and/or methodological approaches that would appeal to an international readership. We do not accept unsolicited conceptual and theoretical papers. MJLI supports open access. The electronic full text version of the journal is available free of charge.
PRIVATE SCHOOL TEACHERS’ PERSPECTIVES ON DIGITAL BADGE SYSTEM ACCEPTANCE: A Q METHODOLOGY STUDY
Purpose – This Q methodology study explores teachers' views on using a digital badge system in two private schools. It aims to understand how teachers interpret, use, and value this system for personalising their professional development and validating skills from informal learning. The research seeks to identify factors influencing the acceptance and integration of digital badge systems in private schools. Methodology – The study used Q methodology, combining qualitative and quantitative methods to explore subjectivity. Thirty teachers from two private schools participated in professional development using a digital badge system. They ranked statements about the system on a scale from -4 (most disagreement) to +4 (most agreement) to identify features that would encourage acceptance. After ranking, teachers completed an open-ended questionnaire designed to obtain respondents’ personal insights. Principal component analysis was conducted on the rankings to identify factors related to acceptance. These factors, representing different opinion clusters, were analysed with the questionnaire responses and demographic data for a comprehensive understanding. Findings – Three distinct factors emerged from the analysis, highlighting the varied expectations of private school teachers. Factor 1, “Empowered Professional Development,” focused on giving teachers a sense of empowerment over their growth. Factor 2, “Rigorous and Flexible Professional Development,” emphasized the need for challenging yet flexible learning experiences. Factor 3, “Personalised Career Advancement,” prioritised individual career growth. Together, these factors represented the teachers’ diverse views on accepting a digital badge system for professional development. Significance – These findings offer insights into teachers' diverse expectations and needs, helping to create a tailored and effective digital badge systems that private school teachers are more likely to embrace.
Hak Cipta (c) 2025 https://creativecommons.org/licenses/by/4.0
ENHANCING MEDIA AND INFORMATION LITERACY THROUGH EXPERIENTIAL GAME-BASED LEARNING
Purpose – Media and Information Literacy (MIL) education plays a crucial role in combating misinformation and disinformation in the digital era. This study explores an innovative pedagogical approach by integrating Experiential Learning Theory (ELT) into non-digital game-based learning to bridge gaps in MIL knowledge and skills among Malaysian secondary and tertiary students, while also addressing the digital divide. Given that current MIL interventions often rely solely on self-assessment, this study emphasises the need for more objective assessment methods to measure actual learning outcomes. Methodology – A one-group pre-post-test mixed-methods research design was employed. A total of 95 participants from secondary and tertiary educational institutions in Malaysia engaged in an ELT-informed MIL board game intervention. The impact on MIL knowledge was assessed using a structured MIL knowledge test and a qualitative feedback survey. Findings – Results indicate that the intervention positively influenced MIL knowledge acquisition, as indicated by statistically significant improvements in post-test scores. Qualitative feedback further revealed enhanced understanding of MIL concepts, strengthened sense of responsible digital citizenship, and affirmation of the experiential game-based approach as an effective learning method. Significance – This study offers valuable insights into the application of ELT within non-digital game-based MIL education, particularly across diverse educational levels in Malaysia. It presents a scalable and cost-effective model for fostering critical thinking and ethical media engagement, offering practical recommendations for educators, community-based organisations, and policymakers in advancing MIL education nationwide.
TEACHING THINKING SKILLS THROUGH VISIBLE THINKING ROUTINES (VTRs): SHAPING DISPOSITIONS OF PRE-SERVICE ESL TEACHERS
Purpose - The teaching of thinking skills is not only dependent on pedagogical skills, but also on dispositions. In Malaysia, the teaching of thinking skills is prominent in policy documents, yet weakly embedded in subject teaching. Therefore, the aim of this study was to understand the dispositions of ESL pre-service teachers towards Visible Thinking Routines (VTRs), which are a collection of thinking tools that facilitate different types of thinking. The goal was to identify the salient features of VTRs which shaped the dispositions of ESL pre-service teachers towards teaching thinking. Methodology - Data consisted of 117 written reflective accounts and four focus group discussions involving fifteen pre-service teachers. The participants had experienced VTRs in the following two ways: as learners and as “teachers”. Findings - Participants were largely open and positive towards VTRs. Two main themes reflected this inclination, and they were related to the inherent quality of VTRs which fostered active learning environments, and the systematic framework for teaching thinking skills that VTRs provided. At the same time, there were some less favourable dispositions which were mainly due to finding the “right” routine and implementing VTRs, which resulted in the process being time-consuming. Significance - To shape positive dispositions towards teaching thinking, pre-service teachers should be explicitly taught how to teach thinking and be immersed in a culture of thinking at the teacher education level. This might result in getting pre-service teachers’ acceptance and “buy-in” towards research-based thinking tools such as VTRs, which can be used to integrate thinking skills into subject teaching. Openness to use these tools could later result in “dispositions in action” in these pre-service teachers’ professional careers in the future.
THE RECONSTRUCTION OF FUNCTIONS USING DIDACTIC TRANSPOSITION: A FOCUS ON THE TEXTBOOKS FOLLOWING THE MALAYSIAN AND INDONESIAN MATHEMATICS CURRICULA
Purpose – This study is aimed at exploring how the topic of functions was organised into knowledge to be delivered in textbooks based on the Malaysian and Indonesian mathematics curriculum, and how the topic reconstruction in both countries differed. Methodology – A documentary research method was used in this study. Study data were collected through the examination of school mathematics textbooks, specifically Grade 8 textbooks in Malaysia and in Indonesia. The data used was the sequence of tasks presented in the chapter on functions in each country’s mathematics textbooks. This study analysed data by identifying the learning objectives of functions in both countries' curricula; categorizing task sequences in textbooks using the didactic co-determinacy framework—from domain level to sector level, theme level, and task level; and examining the similarities and differences on the topic of functions and the categorized task sequences in textbooks following the Malaysian and Indonesian mathematics curricula respectively. Findings – The findings indicated that the presentation of functions in Malaysian and Indonesian textbooks followed a similar sequence, beginning with an introduction to functions, progressing to their representation, and concluding with their application in solving real-world problems. Malaysian and Indonesian textbooks both introduced functions as a subset of relations and demonstrate various representations, including arrow diagrams, ordered pairs, tables, formulas, and graphs. While both curricula shared a common foundation in the set-theoretical definition of functions, they differed in their approach to problem-solving. Malaysian textbooks emphasized the use of function graphs more extensively, whereas Indonesian textbooks frequently utilized function formulas as problem-solving tools. Significance – This comparative study provides a practical application of the didactic transposition process of knowledge organised in the mathematics curriculum of two different countries. The results also contribute to the potential pathway for learning functions by drawing lessons from two different systems of education.
ENHANCING CRITICAL THINKING IN FIQH LEARNING: THE ROLE OF STRATEGIES AND MEDIA INTEGRATION IN ISLAMIC HIGHER EDUCATION
Purpose – Fiqh learning has traditionally focused on cognitive aspects, such as recalling concepts or matching problems with answers in classical texts. Consequently, it has often neglected the cultivation of learners' critical thinking skills. This study aims to analyze students’ critical thinking practices in fiqh learning, explore the instructional strategies employed, and identify the types of technology used in fiqh learning activities. Additionally, it investigates the continuity between critical thinking, learning strategies, and technology in the context of fiqh education. Methodology – A mixed methods approach was adopted, using an explanatory sequential design. The study began with quantitative data collection and analysis, followed by qualitative exploration. A total of 254 students from eight universities in East Java, Indonesia, participated in the study. Quantitative data were collected through online questionnaires and analyzed using descriptive statistics, correlation analysis, and tests of difference. Qualitative data were gathered through observations and interviews and analyzed through data condensation, presentation, and conclusion drawing. Findings – The results indicate that students’ critical thinking practices in fiqh learning are generally neutral and somewhat inconsistent. Problem-based learning (PBL) and research-based learning (RBL) emerged as the most frequently applied strategies, with PBL noted as particularly effective in fostering critical thinking. The study highlights that these strategies are most effective when supported by various forms of instructional media. The integration of contextual learning strategies with multimedia use enhances students’ critical thinking engagement in fiqh learning. Significance – This study provides practical insights for lecturers in selecting appropriate learning strategies and media to promote critical thinking in fiqh education. While RBL and PBL strategies, supported by multimedia, show strong potential to enhance critical thinking, they are not definitive solutions. Effective strategies and media should be tailored to the characteristics and needs of students. Continued development of both RBL and PBL strategies and multimedia use is essential. Ultimately, fiqh learning in higher education should employ instructional approaches that enhance deeper understanding and critical engagement with the subject matter.
UTILIZING GRAPHIC ORGANIZERS TO ENHANCE RETENTION OF KNOWLEDGE IN ESL WRITING SKILLS
Purpose - Writing is a difficult skill to master and improve, especially for students who learn English as a second language. Thus, this study explores the impact of employing graphic organizers on the writing performance of Form Four students and their knowledge retention. These students were 16-year-olds at the time of study. Furthermore, the investigation delves into the perceptions of students on writing methods. Methodology - This study employed a quasi-experimental design. The experimental group received instructions applying graphic organizers and the control group received instructions applying the conventional method. Pre-test, Post-test 1 and Post-test 2 were utilized to collect the data. The sample comprised 120 Form Four students chosen as intact groups from two schools, there were 60 students in each group. The study lasted for 11 weeks. One-way ANOVA and Repeated Measures were used to analyze the data collected from the Pre-test, Post-test 1 and Post-test 2, while the qualitative data gathered from the semi-structured interviews were investigated using thematic analysis for emerging themes. Findings - The quantitative results indicate that the experimental group performed significantly better than students from the control group in their overall writing skills and retention of knowledge in writing. Findings from the qualitative data supported the quantitative findings which revealed that incorporating graphic organizers in writing boosted students’ motivation in writing and facilitated their learning, especially in the domain of content, organization, elaboration of ideas, and language. Significance - ESL teachers could use graphic organizers as an alternative method to improve students’ writing skills. Teacher training should prepare teachers to use methods that effectively utilize graphic organizers in the writing process.
APPROACHES TO TEACHING ESL ACADEMIC WRITING: A MULTIPLE CASE STUDY
Purpose - Academic writing skills are fundamental for students at tertiary level. Possessing these skills can aid students in their studies as they are mostly assessed based on their proficiency in writing skills. Due to this, the teaching of English academic writing has become pivotal for English as a second language (ESL) lecturers in ensuring students’ abilities to write academically, while at the same time achieving the course learning outcomes. Therefore, this study aims to explore the teaching approaches employed by ESL lecturers in teaching English academic writing at Malaysian universities. Methodology - Grounded in a multiple case study, four ESL lecturers from four different universities (i.e., two public and two private universities) were purposively selected as the research participants. Data collection was done through in-depth interviews, lesson observations, and document analysis. The data were analyzed thematically using thematic analysis and cross-case analyses which compare differences and similarities across cases. Findings - Findings indicate that Malaysian ESL lecturers at public and private universities employed various teaching approaches, such as teacher-centered traditional approach, process-genre approach, humanistic approach, and collaborative writing approach in teaching English academic writing. These teaching approaches were employed by the ESL lecturers based on their knowledge of pedagogy, teaching experience and exposure to English academic writing, while at the same time adhering to the syllabus of their universities when catering to various students’ writing proficiency. Significance – This study provides insightful guidance to ESL/EFL lecturers teaching English academic writing. The findings will help them to select suitable teaching approaches to meet their students’ needs, proficiency levels and to achieve learning objectives. ESL lecturers are also urged to enhance their content, pedagogical, and technological pedagogical content knowledge in meeting the needs of 21st century students.
WAQF AND ZAKAT AS PHILANTHROPIC FUNDRAISING INSTRUMENTS IN HIGHER EDUCATION: EVIDENCE FROM MALAYSIAN PUBLIC RESEARCH UNIVERSITIES
Purpose – Since 2008, government funding for higher education institutions (HEIs) has declined globally, resulting in reduced quality, higher tuition fees, and increased reliance on philanthropic contributions. This issue has been further exacerbated by the COVID-19 pandemic, prompting many PHEIs to turn to philanthropic fundraising. This study explores how Malaysian public research universities (MRUs) utilise Islamic philanthropic instruments—specifically waqf and zakat—to support student teaching and learning. It examines the successes and challenges of these initiatives and proposes a framework for optimising the use waqf and zakat as sustainable fundraising strategies in Malaysian public higher education institutions (PHEIs). Methodology – A qualitative case study approach was employed. In-depth interviews (both in-person and online) were conducted with nine informants from five selected MRUs, representing four key roles: vice chancellor, bursar/chief financial controller, director of university advancement office/waqf centre, and university legal advisor. Thematic analysis was conducted using both deductive and inductive coding informed by existing literature and emerging themes. Findings – The study revealed two major outcomes: (1) MRUs have successfully mobilised waqf and zakat for fundraising, and (2) these funds have been effectively channelled to enhance teaching, learning and student welfare. Two categories of challenges were also identified: general challenges, such as weak culture of giving and limitations within the tax regime; and specific challenges linked to governance and management of zakat, waqf, and university foundations (yayasan). The study proposes several initiatives to improve financial sustainability, including public awareness campaigns, tax policy reforms, strategic collaborations with State Islamic Religious Councils (SIRCs), and formalised agreements on fund allocation. Significance – This study contributes to the growing body of knowledge on Islamic philanthropic fundraising in higher education. The insights provided offer practical implications for Malaysian PHEIs seeking to enhance financial sustainability through waqf and zakat. In doing so, it supports the broader objective of achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education.
EXPLORING THE EXPERIENCES AND PERSPECTIVES OF STUDENT TEACHERS TEACHING IN MABOLO NATIONAL HIGH SCHOOL, CEBU CITY, PHILIPPINES
Purpose - To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology - Semi-structured, in-depth focus group discussions with student teachers were conducted employing a research design using Colaizzi’s approach. Eight groups of student teachers participated in the focus group discussions (FGDs). Each group comprised five students, with 40 participants in total. Findings - According to the findings, student teachers often struggle with the practical realities of teaching in public school and real-world scenarios instead of controlled training environments. Additionally, teaching-related learning experiences are crucial for adapting to diverse student characteristics and developing teaching styles. A mentoring program is found to be essential, despite issues of communication and confidence. Moreover, having supportive mentors play a significant role in helping student teachers to become effective educators. The study also emphasized the need to enhance the teaching and learning setting through digital tools. Significance - This study provides important insights into the obstacles and potential for improving teacher education quality in the Philippines and expanding the teaching practice program.
Hak Cipta (c) 2024 https://creativecommons.org/licenses/by/4.0
VISUAL ART AS A TOOL TO LEARN ABOUT LITERATURE
Purpose - Art forms such as music and drama are among some recognised tools used by educators. This has sparked interest in how art can be used in education, making it a fertile field for educational research. However, there is a missing connection in how drawing can be used as a tool for English as a Foreign Language (EFL) students to learn about literature. Methodology - This paper will incorporate an Arts-Based Research (ABR) method to determine how visual art, particularly drawing, can be used as a tool to advance EFL students’ understanding of a selected literary text, Edgar Allan Poe’s “The Tell-Tale Heart” (2015) This qualitative study, viewed through the lens of Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML), involved 10 EFL participants and revealed strategies for integrating drawing that are absent in traditional approaches. Additionally, Hameed’s (2022) elements of art, Yenawine’s (2014) Visual Thinking Strategies (VTS), and Showalter’s (2003) concepts of literature learning will be included to ground the framework of the intervention. Findings - This study can be regarded as a method to liberate traditional teaching practices into contemporary approaches, serving as a tool to merge cultural knowledge while improving confidence, higher-order thinking skills, and expression. It also allows educators to be flexible and provoke more reflection and participation. The data discusses three main strategies in exploring how integrating drawing can help EFL students learn about literature: mining to trigger thoughts, engaging with the senses, and giving permission to wonder. Visual art allows individuals to create their responses by exploring new ideas and representing emotions, confirming plans, and comprehending the deeper level of literary texts. Significance – The study will offer insight and work as an alternate strategy for educators and learners alike to utilise visual art as a tool in teaching and learning literature. The findings will also ease the alarming condition where literature teaching and learning are stereotyped as daunting.
EXPLORING SCIENCE TEACHERS’ TRANSLATION OF NATURE OF SCIENCE (NOS) KNOWLEDGE TO PEDAGOGICAL CONTENT KNOWLEDGE (NOS PCK)
Purpose - This study is part of a comprehensive investigation conducted in Malaysia, examining science teachers' understanding of the Nature of Science (NOS) and their ability to translate this knowledge into Pedagogical Content Knowledge (PCK) for NOS. This paper specifically examines how teachers apply their NOS knowledge to develop NOS PCK in classroom settings. Methodology - A qualitative approach was employed, involving observations of both practical and non-practical lessons, as well as semi-structured interviews with five in-service science teachers from a school in Petaling Perdana, Selangor. The teachers were chosen based on their experience in teaching science and their understanding of NOS. Lesson observations were guided by a structured checklist, while thematic analysis was used to interpret interview data, providing insights into the rationale behind their teaching methods related to NOS PCK. Findings - The study found that Malaysian in-service science teachers face significant challenges in translating their understanding of NOS into effective teaching practices. There is a noticeable gap between teachers' conceptual knowledge of NOS and their PCK implementation. Teachers frequently missed opportunities to integrate key NOS concepts into their lessons and often portrayed scientific methods as fixed procedures while presenting science as static knowledge. These practices reflect a limited understanding of NOS principles. Significance - The findings underscore the urgent need for ongoing professional development to improve teachers' NOS knowledge and their ability to integrate it into their teaching. The science curriculum should include clear guidelines to support the incorporation of NOS concepts, ultimately fostering improved scientific literacy among students.
THE MEASUREMENT OF HIGHER-ORDER THINKING SKILLS: A SYSTEMATIC LITERATURE REVIEW
Purpose - This article comprehensively examines the existing body of literature about the assessment tools employed for evaluating higher-order thinking skills (HOTS) in mathematics within the last five years. The study endeavors to offer a comprehensive overview of measuring instruments for HOTS in mathematics, utilizing precise and up-to-date global data. Methodology - The research adheres to the PRISMA methodology, employing the systematic literature review (SLR) technique, encompassing ten distinct steps. By utilising the Scopus database, this review comprehensively analyses 18 scholarly articles written in English. Findings - The results emphasize the significance of implementing a thorough evaluation approach that integrates standardized exams alongside other assessment methods to measure students' cognitive capacities in advanced mathematical reasoning precisely. The tendencies that have been observed provide valuable insights for the development of evaluation tools that can effectively measure effectiveness in many academic domains. Educators can augment instructional efficacy and foster heightened levels of cognitive reasoning in students by comprehending the equilibrium between evaluative and non-evaluative elements, while recognizing the significance of Bloom's taxonomy. Furthermore, this research presents opportunities for additional investigation, enabling scholars to delve into novel approaches and metrics, thus contributing to breakthroughs in education and improving student proficiencies in critical thinking and problem-solving. Significance – This research provides the opportunity to enhance our comprehension of incorporating higher-order thinking skills in education, thereby promoting holistic cognitive growth.
ENHANCING PROFESSIONAL DEVELOPMENT THROUGH INTERNATIONAL COLLABORATIVE DIALOGUE: A STUDY OF MALAYSIAN AND AUSTRALIAN PRE-SERVICE TEACHERS
Purpose - Despite the comprehensive nature of pre-service teacher training programs in Malaysia, the first year of teaching remains a challenging period for novice educators. Effective practices to support the transition to professional life is therefore crucial for teacher retention. This paper presents findings from a prospective study of an ongoing project model developed collaboratively by academics from an Australian public university and a Malaysian public teacher education provider. Together, they facilitated a series of international, dialogue-focused workshops designed to foster collaboration and conversation between Malaysian and Australian pre-service teachers. Methodology - Pre-service teachers from Australia and Malaysia identified key areas of concern within their respective educational systems. Through virtual classroom sessions, they collaboratively discussed these issues and shared strategies for addressing them. Employing a qualitative approach, the project conducted semi-structured interviews with 10 Malaysian pre-service teachers to explore their participation in the virtual dialogues. The interviews also examined the participants’ key takeaways, classroom teaching applications, and the challenges of engaging in online discussions. Findings - Analysis of the interview data revealed six key themes: (1) Games in the Classroom, (2) Inclusive Mindsets, (3) Planning in Teaching and Learning, (4) Computer-Mediated Communication (CMC), (5) International and Comparative Education, and (6) Workshop Sustainability. Significance - This study highlights the potential of the online collaborative project model to enhance pre-service teachers’ international collaboration skills. It underscores the model’s value as a sustainable professional development tool and a supportive framework for easing the transition to professional teaching.
DIGITAL INTEGRATION IN PRIMARY SCHOOL ISLAMIC EDUCATION: TEACHERS’ PERSPECTIVES ON ITS IMPACT ON STUDENTS’ LEARNING
Purpose - This study explores how the integration of digital technology in Islamic education impacts primary school students’ learning, from the perspective of Islamic education teachers. It aims is to highlight the potential benefits of digital integration in the classroom and to address the gaps between Islamic education teachers' perceptions and students’ digital competencies. Methodology - Using a qualitative case study design, the study involved five Islamic education teachers proficient in digital technology, selected through a snowball sampling technique. Data were collected via interviews, classroom observations, and audio-visual analysis. Thematic analysis was conducted using NVIVO 14 software, guided by the framework of Miles, Huberman, and Saldaña (2020). Trustworthiness was ensured through triangulation, member checking, peer review, detailed audit trails, and inter-rater reliability. Findings - The analysis revealed five major themes: enhancing motivation, fostering independent learning, revealing digital prowess, optimizing digital interaction, and promoting collaboration. These themes reflect students’ increased engagement and competitiveness, development of self-directed learning skills, mastery of digital tools, improved communication—including English language—and collaborative teamwork in learning tasks. Significance - This study offers Islamic education teachers a renewed perspective on the value of integrating digital technology into their teaching practices. By showcasing practical insights and pedagogical strategies, the findings aim to empower educators to create dynamic, student-centred learning environments aligned with the demands of 21st-century education and national aspirations for a digitally literate generation.
ENGLISH AS A MEDIUM OF INSTRUCTION IN CONTENT COURSES: EXPLORING THE CHALLENGES AND PRACTICES THAI TEACHERS FACE
Purpose - Previous studies have generally focused on TESOL teachers in English as a Foreign Language (EFL) classes, this study however, investigates English Medium of Instruction (EMI) in non-English language teaching contexts. This study fills a gap in the current literature on EMI by analyzing the problems and practices of 46 Thai university lecturers who use English as the medium of instruction in various subject fields. Method - Utilizing an explanatory mixed-method study design, data was gathered through a survey questionnaire and interviews. This methodology facilitated the acquisition of a thorough comprehension of the perspectives and obstacles encountered by Thai lecturers using EMI in content courses. Findings - The results of the study indicate that Thai lecturers generally hold different attitudes towards the use of EMI. Their apprehension stems from the degree of readiness of the students, including a perceived deficiency in skills and linguistic proficiencies, and the extent of help provided by the institution. Despite the challenges, Thai lecturers demonstrated flexibility by employing several pedagogical approaches within the classroom setting to accommodate the distinct requirements of their subject matter. Significance - The study's relevance resides in its implications for policy formulation, curriculum design, and teacher professional development initiatives. The results of this study have highlighted the significance of providing customized assistance to lecturers and the necessity of implementing comprehensive approaches to enhance the efficacy of EMI in other academic fields.
A BIBLIOMETRIC ANALYSIS OF VIDEO-BASED FEEDBACK IN HIGHER EDUCATION (2003-2022): TRENDS, GAPS AND FUTURE DIRECTIONS
Purpose – Video-based feedback presents a unique approach characterised by a conversational narrative and instructor screen captures, enriching students' learning experiences and fostering stronger instructor-student connections. While this innovative methodology has the potential to revolutionise feedback practices in higher education, its full benefits and practical implications for improving learning outcomes remain unexplored. Methodology – This study employs a bibliographic analysis to examine the emerging landscape of video-based feedback research in higher education from 2003 to 2022. Data was systematically curated from the Dimensions database. Out of an initial 25,747 publications, 1,532 publications were selected for final analysis after refining the keyword search to ensure relevance to the subject. VOSviewer was used for bibliographic coupling, keyword co-occurrence, clustering, and co-citation analysis of countries. Findings – The bibliometric analysis reveals a significant increase in publications on video-based feedback in higher education, peaking at 286 publications in 2022. The United States, Germany, and the United Kingdom are identified as leading contributors, with China emerging as a prominent player in Asia. Keyword analysis uncovers potential research gaps, including the need to extend studies beyond medical education, address the specific requirements of adult learners, and investigate the socio-emotional dimensions of video-based feedback. Significance – This study provides a significant contribution to understanding video-based feedback in higher education, positioning it as a dynamic and rapidly evolving field driven by the proliferation of online learning. The insights from this analysis offer valuable guidance for future research directions and practical applications, such as developing evidence-based best practices for creating effective video feedback and exploring its impact on student engagement, motivation, and academic achievement.
A COMPARATIVE STUDY OF COGNITIVE PROCESSING IN ORAL MATHEMATICS TESTS AMONG MALAYSIAN ORANG ASLI PUPILS
Purpose – This study investigates the mathematics performance of Orang Asli pupils across two cognitive domains—Knowing and Applying—using three oral mathematics tests developed in different languages: the academic language (Bahasa Melayu) (OBM), the academic native language (Bahasa Semai) (OSL), and the tribal native language (Bahasa Temiar) (OTL). Methodology – Adopting a quantitative approach, the study involved 225 Year 4 Orang Asli pupils who were assessed using a 20-item mathematics computation testlet. The analysis focused on pupils’ performance across the Knowing and Applying domains in the three oral test formats (OBM, OSL, and OTL). One-way Analysis of Variance (ANOVA) was used to compare performance differences across the cognitive domains and test formats. Findings – In the Knowing domain, pupils performed best in the OSL test, followed by OBM and OTL. Conversely, in the Applying domain, pupils excelled in the OTL test, followed by OSL and OBM. ANOVA results indicated significant differences between OSL and OTL, as well as OBM and OTL in the Knowing domain. However, no significant difference was found between OSL and OBM. For the Applying domain, a significant difference was observed only between OTL and OBM, with no significant differences between OTL and OSL, or between OSL and OBM. Significance – The findings highlight the potential of oral mathematics tests in native languages—particularly Bahasa Semai—as a culturally responsive and equitable assessment method. This approach enables Orang Asli pupils to better demonstrate their mathematical proficiency helping to address linguistic barriers in mathematics assessment.
RESEARCH TRENDS OF AUGMENTED REALITY IN BIOLOGY LEARNING: CONTENT AND BIBLIOMETRIC MAPPING ANALYSIS
Purpose - Through the use of content analysis, this study was aimed at identifying the patterns in research conducted during the past decade and investigating the bibliometric outcomes of articles focused on augmented reality (AR) utilization in biology learning. Methodology - This study conducted a bibliometric analysis. To perform the bibliometric mapping analysis, 116 articles were reviewed. A total of 111 articles published between 2014 and 2023 in the Scopus database were selected for the content analysis. The bibliometric analysis centered on 69 selected articles. Findings - The most frequently used keywords in these articles were “AR,” “development,” and “application.” Furthermore, among the articles reviewed, it was observed that there was a recent focus on marker-based material on paper. This finding indicates that the focus of the latest articles is AR media modeling, use, comparison with conventional media, and AR development in a biology learning context. Saidin, Iftene, and Bonete were the most frequently cited authors in this field. The content analysis shows that development and practical guidance have been the most extensively examined variables in the articles. Development and experimental studies were the most frequently used research designs in the last ten years. Significance - Future research in this field will be improved by using mixed-methods examining variables that enhance students’ interpersonal skills, and not just by developing and knowing the extent to which users can operate AR applications.
EFL LEARNERS’ MOTIVATIONAL BEHAVIOR: A COMPARISON ACROSS TEN GRADE LEVELS
Purpose – Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners’ motivational behavior and its predictors vary with grade level. Methodology – A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings – The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners’ intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance – In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners’ motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.
PERCEIVED IMPACT OF CHANGE AS A MEDIATING VARIABLE FOR CHANGE READINESS IN HIGHER EDUCATIONAL GOVERNANCE
Purpose – Adapting to technological advancements and fostering competitiveness poses compelling challenges for universities worldwide, including Indonesia. This prompts the implementation of varied policies, reshaping financial and managerial aspects across academic and non-academic spheres. In this transformative process, cultivating readiness for change across all organizational levels, including among non-academic staff, is crucial. This study aims to identify factors predicting readiness for change within non-academic staff, with perceived impact of change acting as a mediating factor. Methodology – This quantitative study collected the data through surveys conducted among non-academic staff from Indonesian universities under general state financial management (n = 290). The examination focused on predictors encompassing openness to change, organizational trust, and communication climate. Path analysis was employed to examine the role of perceived impact of change among exogenous and endogenous variables. Findings – The findings revealed a compelling correlation: nonacademic staff who exhibit higher levels of openness to change, harbor trust in their organization, and perceive a positive communication climate are predisposed to being more prepared for change. Moreover, the study underscored the significance of a mediating variable in influencing readiness for change, offering an imperative avenue for further exploration. Significance – Practically speaking, for universities operating under general state financial management and preparing to embark on governance changes, this research would help non-academic staff understand the change process and its effects on them.
NEXUS MODELING OF TRAINEES’ SATISFACTION IN A SCIENTIFIC WRITING CONTEXT: AN EMPIRICAL INVESTIGATION
Purpose – Scientific writing is one primary way scientists disseminate their discoveries to the broader scientific community. International journals’ extensive scope and stringent peer review procedures have earned them the gold standard for academic publications. However, writing in reputable international journals and publishing them is no easy task. This prompted various online courses to assist researchers in overcoming writing obstacles and raising the caliber of their work to the point where it is acceptable for publication in esteemed publications. The study had two goals: (i) to investigate the correlations between perceived self-efficacy, enjoyment, motivation for courses, online course design, time management, Technology Acceptance Model (TAM), and satisfaction with E-courses, and (ii) to examine whether the motivation for courses and perceived self-efficacy moderate time management. Methodology – This study employed a quantitative approach and randomly selected 184 trainees from Indonesia who took online courses for scientific writing. The questionnaire to gather the quantitative data used a five-point Likert scale format. Descriptive statistics were obtained using IBM’s SPSS 25 statistical software. The statistical program Smart-PLS 3.0 was used to handle the data analysis, and it used structural equation modeling to assess the measurement model and test the hypotheses. Findings – The measuring methodology supported the study constructs' convergent and discriminant validity. Three factors directly impacted Indonesian trainees' perceptions of the ease of use of e-courses: perceived self-efficacy, enjoyment, and online course design. Furthermore, there was a negative and significant moderating effect on motivation and the relationship between time management and perceived enjoyment. However, the relationship between online course design and time management was positively moderated by perceived self-efficacy. It was found that 69.9% of the variance in online course satisfaction could be explained by exogenous factors, such as perceived self-efficacy, enjoyment, and online course design, influencing perceived ease of use. Significance – E-courses in scientific writing assist in improving writing and getting published in reputable journals. Apart from enhancing the academic quality of one’s writing, they helped in networking and gaining a reputation abroad. Besides, it encourages Indonesian researchers and the Indonesian Ministry of Education, Culture, Research, and Technology to develop a more evidence-based national development framework that serves as a basis for more effective policy development and decision-making. The impact of perceived self-efficacy on perceived usefulness was found to be negligible. On the other hand, perceived usefulness and simplicity were positively and directly impacted by both perceived enjoyment and online course design. The TAM was not significantly affected by course motivation, although time management was. The satisfaction of trainees was also positively and indirectly impacted by the following four external factors: perceived self-efficacy, perceived enjoyment, course motivation, and online course design.
A SYSTEMATIC REVIEW OF MOBILE-ASSISTED VOCABULARY LEARNING AND TEACHING IN ESL/EFL CONTEXT
Purpose - The integration of mobile technology in ESL/EFL contexts has garnered significant attention from contemporary researchers, teachers, and learners due to the advancements in technology, dynamic features, and multimodal applications. With this growing interest, there is a need to synthesize the existing literature and identify current trends in the field. Methodology - This study reviewed research on mobile-assisted second language (L2) vocabulary learning and teaching through two approaches. First, a bibliometric analysis was employed to provide a comprehensive overview of the field, encompassing 774 publications retrieved from the Scopus database. Second, 20 empirical articles were analyzed to determine technological and pedagogical trends in MAVL studies. Findings - The analysis identified the most frequently used keywords, influential authors, and the most productive countries in MAVL research. Key areas of focus in L2 vocabulary learning and teaching included learners’ performance and perceptions, with gamification emerging as a predominant technological feature in recent empirical studies. Significance - Although the findings are preliminary, they offer valuable insights for conducting future research, emphasizing emerging trends and unexplored areas within MAVL.
RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON
Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.
ADVANCING UNDERSTANDING OF SERVICE-LEARNING: A CASE STUDY OF A UNIVERSITY IN MALAYSIA
Purpose – This study aims to advance the understanding of service-learning within the context of Malaysian higher education, employing multiple qualitative approaches to source information relating to student perspectives whilst critically analysing findings through triangulation. The study explores how service-learning is conceptualized, experienced, and implemented from the viewpoints of university students through focus group interviews, complemented by a systematic examination of institutional documents related to service-learning programmes and policies, and observations of service-learning events. Methodology – The research utilized an exploratory-triangulation design, blending focus group interviews with document analysis and observations to gather comprehensive data. Data was collected through a primary source, involving focus group interviews with 15 students across five groups. The data were triangulated through a document analysis of three course syllabi, 10 faculty websites, 72 news articles, 112 university news publications, three university reports, and the observations from six service-learning events. Data collected from the focus group interviews were analyzed using the thematic analysis method, while those collected using document analysis and observations were used for the purpose of triangulation. Findings – Three themes were constructed relating to the students’ perspectives towards service-learning and they comprised the following: (1) experiential learning activities; (2) academic course; and (3) serving the community. There were a total of 14 sub-themes. It was found that students perceived service-learning as an effective experiential learning tool, combining academic learning with community service, though its adoption is not extensive across the campus, highlighting a need for broader implementation in the curriculum. Significance – It addresses a significant gap in the existing literature by offering insights into the perspectives of students in a non-Western context, particularly the context in Malaysia. In addition, this study provides a nuanced understanding of service-learning in a non-Western context, thus offering valuable insights for educators, policymakers, and practitioners aiming to optimize service-learning practices and align them more closely with student needs and institutional goals. The findings inform a comprehensive strategy for the design and execution of service-learning as an educational approach in higher education.
EXAMINING ORAL TEST ACCOMMODATION IN ASSESSING MALAYSIAN ORANG ASLI PUPILS’ MATHEMATICS PERFORMANCE FOR COMPUTATION AND WORD PROBLEM TESTLETS
Purpose - The language load within mathematics test items can lead to inaccuracy in assessing Orang Asli pupils’ mathematical ability due to their struggle in comprehending the academic language. This study aims to determine the validity of using test accommodations in the form of oral academic language and oral native language when administering mathematics computation and word problem test items among the Orang Asli pupils. Methodology - By employing a quantitative approach, this study utilised random equivalent group design to examine the validity of using oral test accommodations among 334 Grade Four Orang Asli pupils. Three testlets were constructed and used in this study: written test in the academic language (WAL), oral test in the academic language (OAL), and oral test in the native language (ONL). The three testlets comprised Paper 1 and Paper 2, each consisting of 20 mathematics computation and 20-word problem test items, respectively. One-way ANOVA was used to analyse and examine if there were differences in the mathematics performance between the three groups of tests administered to the Orang Asli pupils. Findings - The results indicated that the test scores of the pupils on the oral tests were higher compared to the written test administered to the pupils for both mathematics computation and word problem items. For computation items, the pupils performed better in the OAL testlet, followed by the ONL testlet. On the other hand, the pupils obtained the highest test scores in the ONL testlet compared to the OAL testlet for word problem items. Furthermore, the results illustrate that there is a difference in the mathematics performance of the Orang Asli pupils between the oral tests in both languages and written tests in the academic language. Significant - This study clearly shows that language plays a prominent role in affecting the Orang Asli pupils’ mathematics performance. By utilising the oral test as a promising test accommodation, this measure could help address the language barrier faced by the Orang Asli pupils in mathematics testing.
EFFECTIVENESS OF MOBILE LEARNING IN NARRATIVE WRITING AT SECONDARY SCHOOLS
Purpose – Mobile learning has several applications that can be advantageous in the field of education. They play a significant role in technology assisted learning. Employing mobile learning in teaching writing skills offers communication, collaboration, and fun learning. It also creates a conducive learning environment among the students. Integration of mobile learning in teaching writing skills allows educators and students to enter the digital era, as the technology used in teaching and learning writing skills via mobile learning is more effective than the conventional approach. Methodology – The mixed-method research design was used to analyse the effectiveness of integrating mobile learning for Form 4 students in Malaysia when they are learning narrative writing skills. A pre-test and a post-test were used to gather quantitative data, while participant observation and focus group interviews were used to collective qualitative data. Findings – The findings elucidated that the students were able to develop their narrative writing skills by using mobile learning as there was an improvement in the post-test when compared with the pre-test. Significance – This study has recommended that mobile learning should be included in teaching various types of writing skills in Malaysian national schools, and appropriate writing materials could be created via mobile learning. Future researchers would need to create a specific writing application which can be employed via mobile learning to enable students to improve in their overall writing skills. This could be a non-conventional teaching method that could be used in the future.
NAVIGATING THE GLOBAL LANDSCAPE ON PROJECTBASED LEARNING AND 21ST-CENTURY SKILLS RESEARCH (2020–2023): A BIBLIOMETRIC ANALYSIS
Purpose – This study aims to conduct a thorough examination and bibliometric analysis of the scholarly articles on PjBL (Project-Based Learning) and 21st-century skills published from 2020 to 2023. The analysis will specifically concentrate on the global distribution of these articles and identifying any prevailing research patterns or trends. Methodology – Utilizing “PjBL” and “21st-century skills” as search terms, the Scopus database was employed for the analysis encompassing annual publications, nations, institutions, authors, journals, references, and keywords in the field. This analysis was facilitated by VOSviewer and Microsoft Excel 2019 software. Findings – There has been a significant increase in publication volume between 2020 and 2023. Among the 2,472 articles within the Scopus database by the end of October 2023, Indonesia emerged as the primary contributor of publications among all nations. The VOSviewer indicates that the key issues revolve around, project-based learning (PjBL), pedagogy, critical thinking, education, sustainability, higher education, and 21st-century skills. Significance – A comprehensive analysis of the global landscape concerning project-based learning (PjBL) and, between 2020 and 2023, aims to uncover pivotal trends, emerging issues, influential authors, and seminal works in educational research. The anticipated outcomes hold the potential to offer multifaceted insights into PjBL and 21st-century skills, contributing to the exploration of innovative educational methodologies. Additionally, this study’s investigation of specific research inquiries aims to provide a holistic overview, further enriching the understanding of these crucial educational paradigms.
MEDIATING ROLE OF SCHOOL CLIMATE AND JOB SATISFACTION IN TOTAL QUALITY MANAGEMENT AND SCHOOL PERFORMANCE
Purpose – Due to the dynamic nature of schools, the Department of Education currently faces significant issues including low teaching quality, teacher shortages, absenteeism, poor school climate, lack of well-trained and motivated instructors, and instability. Total Quality Management (TQM) is often linked to the school environment, teacher satisfaction, and performance, playing a crucial role in improving the quality of education. This paper aims to identify how teacher job satisfaction and school climate influence the relationship between TQM and school performance. Methodology – A total of 346 teachers from Pakistan’s highperformance schools and low-performance schools, with diverse positions and wage scales, were chosen as participants in this study using stratified random sampling. Data was collected quantitatively using a survey inquiry and SPSS version 24 was utilized to analyze the data and answers the study questions. The mediation procedure was evaluated using the Sobel test. Findings – Findings showed that the TQM variable has the highest mean value (mean=4.87) compared to the other variables tested, namely job satisfaction, school performance and school climate. According to the study’s findings, TQM, job satisfaction, and school climate all have a favourable and significant direct influence on school performance. Additionally, school climate and job satisfaction variables were found to be partial mediators linking TQM and school performance. Significance – This study significantly enhances school quality management through a positive environment and capable human resources. The findings are also anticipated to encourage the Pakistan government to establish organizational management and educational leadership training courses to emphasise the significance of TQM and its most efficient use in the education sector.
A DISCOVERY ON MALAYSIAN ESL TEACHERS’ ADHERENCE TO POLICY MANDATES IN CLASSROOMBASED ASSESSMENT PRACTICES
Purpose – Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers’ practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology – Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews, classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of the Malaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at the secondary level. The data collected were analyzed through thematic analysis procedures. Findings – This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observed in teachers’ practices during the implementation phase. Despite employing various assessment methods, teachers predominantly leaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learning objectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students’ diverse capabilities. At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students’ grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance – This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities.
THE EFFECT OF PROJECT-BASED LEARNING AND PROJECT-BASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY FOR BUSINESS ENGLISH COURSE AT HIGHER VOCATIONAL COLLEGES
Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two approaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to cultivate talents in higher vocational education.