Frog VLE Research Articles

School Authority Supports and Teacher’s Continuous Intention to Use Virtual Learning Platforms: A Multi-Group Analysis

The transformation of schools toward educational excellence involves the intervention of school authorities. In line with the Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025, the Frog VLE platforms were implemented in Malaysia as a mega-investment to connect over 10,000 elementary and secondary schools, covering over 5 million students, 500 000 teachers, and 4.5 million parents nationwide.Despite this development, usage of this platform is still quite low. In this regard, a multi-group analysis was conducted to evaluate the school authority's support in determining teachers' continued intention to use VLE platforms in primary schools. A mix of methods was used for this study. In the northern area of peninsular Malaysia, 96,748 teachers are overseeing a total of 7,418 schools. Consequently, more than 384 teachers should be included in the sample size for this study (Krejcie& Morgan, 1970) and (Salkind, 2010). For data collection, simple random sampling was applied. Based on the determined sample size, 85 schools were carefully chosen using the random calculator. From every school, ten teachers were picked as respondents. This generated 850 of the sample (85*10 = 850). Seven hundred nineteen were returned or about 84.0% response rate out of 850 distributed questionnaires. Analysis was carriedout through PLS-SEM measurement and structural analyses as well as the Multi-Group Analysis (PLS-MGA). The results showed high school authority support at mean = 3.82 and standard deviation = 0.29. The findings also found a significant correlation between the support of school leaders and the willingness of Islamic education teachers at r = 0.37. Hence, it is recommended that school leaders increase the encouragement level through motivation, monitoring and activating the Islamic Education teachers to use Frog VLE frequently so that this application will be consistent and expanded.

Relationship between Computer-mediated Communication Competence and Attitude toward Using Frog VLE among Secondary School Teachers

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

Knowledge and Skills of Using Frog VLE among Primary School Students in Mathematics Learning

Knowledge and Skills of Using Frog VLE among Primary School Students in Mathematics Learning

Teacher Trainees’ Computer Self-Efficacy: Its Relationships towards Implementation of Blended Learning

This study aimed to assessing the readiness level of Teacher Trainees (TT) or Guru Pelatih in applying the blended learning model in teaching and learning (T&L) at schools as well as identifying its relationship with teachers’ computer self-efficacy. This survey research was conducted on 201 teacher trainees who were completing their teaching practice in selected Malaysian schools. The study findings indicated that the teachers’ computer self-efficacy level (CSE) was moderate or they lacked confidence in using the learning platform Frog Virtual Learning Environment (Frog VLE) in their teaching activities. The teachers also were less involved in the implementation of blended learning which combined face-to-face learning with online teaching outside the classroom. There was a high positive relationship between teachers’ computer self-efficacy with the usage of blended learning. To ensure that teachers are competent in technology usage or any systems implemented by (KPM) at schools, the teacher trainees should be exposed directly to the current usage while at the university before they start their teaching practice at selected schools.

Factors Affecting Teachers Attitude towards Designing Virtual Learning Environment

In many developing countries, Information and Communication Technology had been introduced. Its integration with the curriculum is limited. In view of this, a survey was conducted to examine the factors that affect teacher’s attitude in adopting virtual learning environment in their classroom teaching. The result of regression analysis revealed that Perceived usefulness and Perceived ease of use, had been seen to have more considerable significance than Social Influence and Facilitating Condition in affecting teacher’s attitude to adopt Frog VLE. Together these constructs explained 57 per cent the variance in teacher’s intention to use VLE application in their teaching. Keywords: Virtual Learning Environment; ICT in teaching and learning; teacher’s attitude towards e-learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2560

School Leaders Support towards the Use of Frog VLE Application among Islamic Education Teachers

School leaders play an important role in transforming schools towards excellence in education. The application of Frog VLE is one of the educational transformations introduced to nearly 10,000 schools in Malaysia. However, the use of this application is still at a low level based on scientific studies carried out by the researchers. In this regard, this study was conducted to evaluate the support of school leaders towards the readiness of Islamic Education teachers towards the use of Frog VLE applications in schools, especially primary schools. This study conducted quantitative method using observation and questionnaire instruments. A total number of 367 respondents completed their questionnaire and analyzed through SPSS 23.0. The results showed that the support level of school leaders was high at mean = 3.82 and standard deviation = 0.29. The findings also found significant correlation between the support of school leaders and the willingness of Islamic education teachers at r = 0.37. Hence, it is recommended that school leaders need to increase the encouragement level in the form of motivation, monitoring and activating the Islamic Education teachers to use Frog VLE frequently, so that this application will be consistent and expanded.

The Effectiveness of Frog Virtual Learning Environment in Teaching and Learning Mathematics

The Frog Virtual Learning Environment (Frog VLE) is a virtual learning medium that is one of the main agendas in today's educational landscape especially in Malaysia. The main objective of using Frog VLE is to simplify and enhance teaching and learning process. This study evaluated the effectiveness of Frog VLE in primary school using the Technology Acceptance Model. The study was carried out using a quasi-experimental design involving two groups; one control group and a treatment group. The former used the chalk-and-talk approach, while the latter used the Frog VLE approach. We administered a structured questionnaire to a primary school in Malaysia to elucidate the students’ perspective on the usage of Frog VLE in teaching and learning process. The mean score analysis and paired-t test were applied to the analysis, and the results showed that the majority of the students found that the Frog VLE tool is useful and effective for learning.

The Use of Electronic Frog VLE in Assisting Reading Comprehension Activities

Reading is an essential language skill that equips pupils with knowledge by introducing them a selection of texts and contexts. Pupils’ path in reading comprehension involves the ongoing acquisition of the language, the written word and the necessary skills to decode and comprehend the text. In Malaysia, Frog Virtual Learning Environment (Frog VLE) is one of the web-based electronic tools to enhance teaching and learning in an ESL classroom. Thus, the paper aims to identify the Year 5 Primary ESL pupils’ perception of electronic Frog VLE in assisting reading comprehension activities. The study employed a survey research design and data were collected from questionnaire distributed to 30 Year 5 Primary ESL pupils and in semi-structured interview with three pupils from a sub urban school. The findings revealed that respondents enjoyed completing the five types of reading comprehension activities using electronic Frog VLE and benefited from it. Nevertheless, the respondents were optimistic about the most challenging task, the high order thinking skills questions. The respondents were also positive about the implementation of reading comprehension activities through electronic Frog VLE web despite the challenges and obstacles perceived. The findings are hoped to provide insights in the integration of virtual learning environment in reading comprehension activities.

Integrating ICT In ESL Classroom: a survey on teachers’ perceptions in using Frog VLE for English lesson

Integrating ICT In ESL Classroom: a survey on teachers’ perceptions in using Frog VLE for English lesson

Accustoms Gamification in Education Improves Student Motivation, Engagement and Academic Performance

Gamification involves game-thinking and game mechanics process to encourage user motivation, engagement and influencing them to achieve problem solving. Gamification in education refers to the use of game mechanics and dynamics as a strategy to infuse ordinary activities or processes to support 21st century learning and facilitation process. Through Malaysia Ministry of Education 1BestariNet project, a virtual learning environment labelled as Frog provided by YTL Communications Sdn Bhd was introduced to support elearning in Malaysian government schools. Frog VLE combines conventional education concept with cloud computing technologies where learning and facilitation can be done ubiquitously twenty-four hours a day and seven days a week, via computing devices with Internet connection. This article describes gamification in education through Frog VLE module known as FrogPlay to infuse students motivation, engagement and academic performance

Use of Frog Vle in Science Learning

Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st- century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

Integrating Animations in Chinese Character Writing Based on Cognitive Theory of Multimedia Learning to Promote Students’ Writing Skills

<p class="0abstract">The complexity of Chinese character caused students facing learning difficulty in mastering the Chinese character writing skills. This study aimed to investigate the effect and students' perception on the implementation of animation in teaching and learning of Chinese character writing based on Cognitive Theory of Multimedia Learning (AniCC Online Learning) via Frog VLE platform. Meanwhile, the relationship of implementation of AniCC Online Learning and pupil's writing performance was also studied to have further insights into the Chinese character teaching and learning situation. Pre-experimental one group pre-test and post-test design were adopted and thirty three Year 1 students were selected as the respondents in this research which involved four types of instruments. There was a significant different (p = 0.013) between the scores of pre-test and post-test for students' writing performance after performing paired samples t-test. The study also showed an increase in the means scores of students' writing skills and an increase in the percentage of students' writing skills ranking at rank 4 or above although no significant different (p = 0.180) was observed between the pre writing assessment and post writing assessment after Wilcoxon Test was performed. The students overall showed high acceptance towards integration of AniCC Online Learning with overall mean score 0.90 (maximum = 1). In sum, the design of AniCC Online Learning via Frog VLE platform is able to improve writing performance as well as to help students in their writing skills.</p>

Challenges in using frog VLE in teaching english to ESL learners: a review of past studies

In the era of 21st century teaching and learning, technology has been widely used among educators especially in teaching of English Language. Many studies have proven that teaching through the use of technology such as media socials, video conferencing, Frog Virtual Learning Environment and other mediums help in increasing the knowledge and usage of the English Language. This paper aims to review challenges encounter by teachers when using Frog VLE in teaching English to English as a Second Language (ESL) learners particularly in primary and secondary schools in Malaysia. This paper reviews journal articles, books and other researches to identify the challenges in using technology especially the use of Frog VLE. The review of past studies has shown that challenges did occur during the implementation of Frog VLE. Thus, this paper puts forth a proposition that more research should be conducted on teachers’ perceptions towards the use of Frog VLE in classroom teaching. Add on sentence to conclude and highlight the implication.

Peer Assessment in Writing Using Frog VLE in a Secondary School ESL Classroom

The study attempted to shed some light on the effects of using Frog VLE for peer assessment in writing in a secondary school ESL classroom and the students’ perception towards using Frog VLE for peer assessment in writing. A total of 50 Form Four students were involved in this study. A pre-test was given to identify their performance in writing essays. Later, they used Frog VLE for their writing tasks as well as to assess their friends’ work. The teacher posts many rubrics and guidelines for students’ reference in the Frog VLE. At the end of the study, a post-test on writing was given together with a questionnaire to find out the students’ perception on using the Frog VLE for peer assessment. The data collected were analysed using paired t-test while a descriptive analysis was used to find out the perception of students in using Frog VLE to do peer assessment in writing. The results revealed that students perceived using Frog VLE for peer assessment as very useful, enjoyable and their writing proficiency has improved. Some suggestions were given for further research.