Malaysian School Research Articles

Anxiety and Its Associated Factors among School-going Adolescents in Malaysia

Introduction: Many mental health disorders have onset during adolescence. To date, the data on the correlates of anxiety is still lacking. Therefore, this study is crucial to determine the factors associated with anxiety among school-going adolescents in Malaysia. Methodology: This study was based on 26,892 school-going adolescents from 212 selected schools in Malaysia. Anxiety was measured using Depression Anxiety and Stress Scale (DASS-21). Associations between anxiety, sociodemographic characteristics and variables of interest were examined using multivariable logistic regression. Results: Overall, 10,540 (39.7%) school-going adolescents had anxiety. Anxiety was positively associated with female (odds ratio, OR [95% confidence interval, CI] = 1.30 [1.19,1.42]) compared to male counterpart, feeling loneliness (1.78 [1.54,2.05]) compared to not lonely, unable to sleep due to worry of something (1.79 [1.56,2.05]) compared to able to sleep, being bullied (1.66 [1.48,1.87]) compared to not being bullied, physical abuse (1.33 [1.18,1.49]) compared to no physical abuse, verbal abuse (1.47 [1.35,1.59]) compared to no verbal abuse, current drinker (1.23 [1.06,1.43]) compared to not current drinker, current drug use (1.84 [1.43,2.35]) compared to not current drug use, ever had sex (1.17 [1.01,1.36]) compared to never had sex, physically inactive (1.16 [1.06,1.26]) compared to physically active and internet addiction (2.59 [2.37,2.83]) compared to no internet addiction. Chinese ethnic (0.68 [0.50,0.93]) compared to other ethnic, and Form 2 (0.78 [0.69,0.89]) and Form 3 (0.73 [0.65,0.82]) students compared to Form 1 students, were protective of anxiety. Conclusion: Prevention and intervention programs for these “at-risk” adolescents should be planned holistically towards reducing the risk factors. Keywords: Anxiety - mental health – adolescents – NHMS - Malaysia

The effects of parental autonomy on the creation of STEM career interests

<p class="Abstract">This research paper focuses on the effects of the parent autonomy factor that supports the needs of students in science, technology, engineering, and mathematics (STEM) learning and builds the interest of students in STEM careers. This was a quantitative research study that employed the parent authority questionnaire (PAQ). Based on the research objective, the questions in the PAQ were altered to evaluate the effects of parents on student interest in STEM careers and adapted to the purpose of the study. The PAQ comprises a scale of 1-10 ranging from strongly disagree to strongly agree. Research respondents included 419 upper secondary students from national schools in Malaysia, and the research used a proportionate stratified random sampling technique. The research determined parents’ autonomy towards the development of students’ STEM career interest and the data was analyzed using structural equation modelling (SEM). The results found that the autonomy of parents significantly affected upper secondary students in the development of STEM careers of students. The research question was answered by proving that the autonomy of parents is directly significant (p<001). Results showed that parents explicitly offer meaningful impacts and valuable values to motivate students of the science stream at the secondary level to ensure that their STEM career interests are well nurtured. The findings from this research provide useful insight into the learners, and lead to the value of autonomy of parents in promoting a curriculum design that suits the needs of students in the future.</p>

Exploring Occupational Stress and the Likelihood of Turnover among Two Early Career Teachers

This study aims to identify the contributing factors of occupational stress among early career teachers and the trend of turnover intention among them. This study also intended to explore the relationship between occupational stress and turnover intention. The study applied a qualitative research design using case study and semi-structured interviews. It involved two early career teachers who are teaching English subject in secondary schools located in Terengganu. The sampling method used were purposive sampling technique. The findings of the study indicate that there are four main contributing factors of occupational stress faced by early career teachers, namely the workload, working environment, internal relationship, and principal leadership. The most prevalent factor that contributes to the occupational stress is the workload, which include warden duties. It is also found that early career teachers have the intention to turnover. The present study offers insights to the Ministry of Education (MoE) regarding the contributing factors that can affect early career teachers to develop the turnover intention. A good support system is crucial in order to retain early career teachers who are at risk of leaving the profession. This study also provides an understanding on the importance of revising the duties of the wardens among teachers in Malaysian schools.

English Language Settings at Private Islamic Schools in Malaysia: How Interactive are The Language Classroom?

The development of Islamic schools in Malaysia has undergone a long historical strand. The traditional Islamic education in Malaysia began with the formation of community-based religious schools named ‘pondok’ which eventually were upgraded to modern integrated Islamic schools funded by both the government or the non-governmental organizations. However, these schools are not without problems. Several studies have been conducted and almost all studies share the same findings; these schools face several problems among all, financial constraints, lack of trained teachers and the schools lack infrastructure for learning facilities which eventually caused a decline in English language achievement in the country’s national exams. The mentioned constraints, if left attended, would eventually reduce the chances of students to get a place in the university enrollment and continue career as professionals. Language teachers are active, thinking decision-makers who make modifications to their educational choices on a regular basis. Classroom interaction, on the other hand, is one of the most significant tools to increase teacher-student engagement, improving understanding, and ensuring the success of language teaching and learning. This term paper suggests there is a necessity to conduct more research on the teacher-students-students classroom interaction patterns in the schools’ language settings that will lead to new discoveries that will aid teachers in improving the quality of their instruction as well as students in improving their language proficiency.

An Analysis of ‘PULSE 2’ Cultural Content and How Malaysian ESL Teachers Perceive IT

Imported English textbooks were introduced to Malaysian schools in line with Malaysia's new CEFR-aligned English language curriculum. One of the books is PULSE 2, in which concern about its foreign cultural content has been widely discussed. Therefore, this study aims to analyze the cultural categories displayed in the PULSE 2 textbook for Form 1 syllabus, investigate how foreign cultures and topics are introduced to the students, and identify the perception of Form 1 teachers of the textbook, specifically on its foreign cultural contents. This study employed mixed-method research. The first phase of the data collection involved quantitative analysis using a questionnaire administered to 30 Form 1 ESL teachers. The qualitative data were collected through content analysis and semi-structured interviews with Form 1 teachers from schools in Perak, Malaysia. The PULSE 2 textbook is culturally rich, especially with UK-centric contents. There is also an imbalance portrayal of cultural categories, and no reference is made to the Malaysian context in the book. Designing personal materials, comparing target and local cultures, and using resources such as visuals and web-based learning are the most common pedagogical methods used by Form 1 teachers in using this textbook with their students. Although the teachers positively perceived the textbook, they disclosed a mixed perception of its foreign cultural content. Despite this, PULSE 2 can still be exploited to benefit students.

Digital Age Learning Among Malaysian School Administrators on Management and Instructional Technology: NETS-A

The use of information and communication technology is a frequent approach applied in various organizations to ensure tasks are performed more smoothly. Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. In examining this phenomenon, principals are expected to have trouble organizing technology in management and instructional based in school planning. This is because the use of technology is a formative nature technical and requires certain skills so that it can be integrated perfectly. This study was conducted to examine the level of competence of school administrators consisting of principals and head teachers on the management of instructional technology especially digital age learning and validate the elements in NETS-A. In addition, the study also aims to identify the level of technological leadership among principals in day primary schools based on the five dimensions of NETS-A namely visionary leadership, digital age learning culture, professional practice excellence, systemic improvement, and digital citizenship. This study uses survey techniques to obtain quantitative data. The respondents of this study consisted of 50 secondary schools from five states namely Pahang, Perak, Selangor, Terengganu and Negeri Sembilan. The findings of the study show that the level of competence of principals and head teachers in technology management is at a moderate level. Therefore, school administrators need to give their full commitment to the use of instructional technology in order to increase productivity in teaching and learning as well as school management.

Comprehensibility of English And Language Learning Goals: A Quantitative Study

This study highlights the motivation and comprehensibility of English among secondary school students in four selected schools in Malaysia. It explored the relationship that may exist between one of the components of instrumental motivation which is goal and students’ comprehensibility of English. A quantitative correlational research design was used. 100 Form Four students from four secondary schools in Kedah were involved. Random sampling method was utilised to select the schools involved. A questionnaire and a test battery were used to collect data for the study. Conclusions were drawn using the multiple variable analysis. It is found that participants’ language learning goals have a significant negative correlation with their comprehensibility of English. A majority of the participants have a reasonably high score for language learning goals but their comprehensibility of English is rather low. The study’s findings suggest that students with lower language motivation have better comprehensibility of English.

Realizing Citizen Science Action in Tree Planting with Malaysian School Children Virtually

Realizing Citizen Science Action in Tree Planting with Malaysian School Children Virtually

INFORMATION GAP TASKS: MOTIVATING AND ENCOURAGING TALK IN ENGLISH CLASSROOMS

This study examines how the use of information gap tasks in an English language classroom promoted the use of wh-questions among learners and increased interaction among learners. Literature shows that there is a tendency for language teachers to control the patterns of classroom communication as well as control talk in the classroom, thus limiting interaction and talk among learners. In second language acquisition, learners need to interact in the target language as studies show that learners need to learn to talk and also talk to learn (Tsui, 1995; 2017). Questioning is an important pathway for learners to learn as well as create a talk to acquire language. This paper examines the use of information gap tasks to encourage and promote interaction via wh-questions among learners in a primary vernacular public school in Malaysia. The study adopts a mixed method approach to datacollection where pre-and post-tests were used to analyze the effects of information-gap tasks on wh-questions use. Interaction analysis was also done to examine how learners from different levels of proficiency interacted during the information-gap tasks. The findings of this study revealed that the use of information-gap tasks improved the learners’ use of interrogative pronouns in terms of constructing questions to obtain their desired answers as well as encouraging interactions. Information-gap tasks are suitable tasks and tools to be used in the language classroom to encourage talk and interaction amongst learners to aid language development.

A CONCEPTUAL FRAMEWORK FOR EVALUATING THE EFFECTIVENESS OF ROBOTIC GAME APPROACHES TO MOTIVATION AND PERFORMANCE IN GEOGRAPHY

In 2017, the standard secondary school curriculum (KSSM) replacing the previous curriculum was introduced as a continuation of curriculum changes in the 21st century. However, these changes still make Geography a compulsory subject for middle and upper secondary subjects. As a result of this change, fewer schools in Malaysia offer geography in the upper middle class and if so, the choice is given to middle school students. This situation is especially critical as most Geography teachers still practice conventional teaching methods in the classroom. The implication is that students are less motivated to study Geography and this phenomenon has also influenced their geographical achievement. Therefore, various 21st century teaching methods have been introduced in classroom learning and facilitating activities. One of the things that started to catch the attention of teachers was the game method. This is because the use of the game approach as a teaching tool has a positive impact on students' engagement and motivation to learn geography. However, unlike in Malaysia, the game's approach has been less widely introduced, especially in geography learning and facilitation in secondary schools. This is due to the lack of appropriate resources and the ability of teachers to apply the skills in learning and facilitating. Therefore, this conceptual framework was developed to evaluate the effectiveness of using a robotic game approach in improving student motivation and achievement in secondary school.

Determinants of Teachers’ Continuance Intention to Adopt Virtual Learning Environment within Malaysian Schools

The adoption of virtual learning environment (VLE) has started to gain serious attention worldwide including Malaysia, where its usage during the Covid-19 pandemic outbreak has become a necessity. Nevertheless, the extent to which teachers have adopted the VLE and which factors are most influencing the continuance intention to adopt VLE post pandemic remain ambiguous. The objective of this conceptual study is to provide a conceptual framework in investigating the factors that most influence the continuance intention to adopt VLE among teacher in Malaysian school. This study overviews several important variables that may influence the continuance intention to adopt VLE from three contexts (technology, organization and environment) which include relative advantage, compatibility. observability, technological infrastructure, school support, technical support and government support. Finally, this study can improve the understanding about which factors that may encourage or hinder the continuance intention to adopt VLE in Malaysian school to enhance education quality for societal change.

Managing Diversity in Malaysia: Readiness of Non -Malay Youths to Join the Malaysian Armed Forces

This article examines the readiness level of non-Malay youths in Malaysia in joining the Malaysian Armed Forces (ATM) with regard to several factors, namely attitude, subjective norms and perceived behaviour control. The findings presented are based on a quantitative study involving a total of 1033 respondents who are currently pursuing formal education at selected secondary schools in Malaysia. In general, the study discovered that attitude and subjective norms of respondents towards the ATM are at a moderate level while their perceived behavioural control towards joining the ATM in the future is low. There is a significant difference on respondents’ attitudes, subjective norms and perceived behaviour control towards the ATM based on where they live permanently. Respondents residing in rural areas were seen to have a slightly higher readiness than respondents residing in urban areas in joining the ATM in the future based on the attitudes, subjective norms and perceptions of behaviour control factors among them. To summarise, the findings of the study verify that the issue on the involvement of the non-Malay in the ATM, in particular among the youths, is indeed a national issue that has previously been raised. In fact, the findings of the study indicate that this issue will remain relevant as a subject of interest that can be studied further from time to time. Therefore, the current study suggests that efforts to foster positive attitudes and increase subjective norms and perceived behavioural control for a career in the ATM should be carried out continuously in a more structured and systematic way to increase the readiness of non-Malay youths in Malaysia to join the ATM. This is important in order to celebrate ethnic diversity in the nation defense sector as well as to foster the spirit of patriotism among non-Malay youths in Malaysia.

Current and future trends in the teaching of removable partial dentures in dental schools in Malaysia: A cross sectional study

AimsTo investigate, using a validated questionnaire, the teaching of removable partial dentures (RPDs) in dental schools of Malaysia. Materials and methodsA validated questionnaire to investigating trends in the teaching of RPDs in dental schools in Oceania was emailed (in English version form) to Heads of Restorative/Prosthodontics/course coordinators in the 13 dental schools in Malaysia. Follow-up reminders were sent and participants were given six weeks to complete and return the questionnaire. Data was entered into an Excel spreadsheet and results compiled and analyzed. ResultsCompleted questionnaires were received from 13 dental school – a 100% response rate. All schools (n = 13) provided a preclinical technical course in RPD design. In most schools (n = 9, 69.2%), course work was supervised by senior lecturers while rest of the institutions made use of associate professor/professors. There were significant differences (p<0.05) between dental schools in terms of the contact hours dedicated to preclinical teaching. Students received an average of 62 h of instruction. Didactic instruction was the primary focus with practical (78 h) and didactic teaching (32 h). All dental schools (n = 13) provided practical surveyor design teaching (8 h). The staff student ratio for formal lectures (1:61), tutorials (1:29) and lab demonstrations (1:12) were recorded. Majority of the schools (n = 11, 84.6%) employed paired teaching in clinical sessions. All schools (n = 13, 100%) emphasized on increased teaching of RPD design and prescription writing in future clinical RPD courses. ConclusionTeaching of RPDs in Malaysia may be considered sufficient and comparable to the teaching in other parts of the world. Clinical significanceWhilst the teaching of partial dentures at Dental Schools in Malaysia provides the core competencies involved in partial denture design and construction based on sound fundamental, scientific principles they should address the challenges of teaching partial dentures and other areas of dental education including improving working conditions for dental professionals.

Measuring teacher profession as career of choice among top fully residential school students

Fully residential schools (FRS) or boarding schools in Malaysia produce quality candidates with towering personalities. This study seeks to explore the choice of career as well as the parents and gender influences on the career as a teacher among top FRS students in Malaysia. A survey design, which is mainly quantitative in nature, was used in this empirical study. A self-designed questionnaire was used in collecting data from 305 participants from three top FRS in Malaysia. This study revealed that only 6.2% of students selected 'teacher' as a career of choice. Other respondents opted for different professions such as medical doctors, engineers, and scientists. Of the students who chose ‘teacher’ as their career of choice, 31.6% have one or both parents from a teaching background. The study also found that the influence of gender on the career as a teacher was not significant with t(303) = 0.446, p = 0.656. Several recommendations were made. This study suggests further increasing the FRS students' exposure to the teaching career with the recommendations proposed.

Technology Leadership In Malaysian Schools- The Way Forward To Education 4.0

Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.

THROUGH THE LENS OF YOUNG SARAWAKIAN ENGLISH AS SECOND LANGUAGE LEARNERS: IDENTIFYING THEIR LANGUAGE LEARNING STRATEGIES

Background and Purpose: Different language learners have varying capacities to acquire L2, where some learners develop their learning strategies faster than others. Hence, it is critical for instructors to examine the degree of understanding and ability obtained by the learners through the investigation of their language learning strategies particularly on the type of schools the learners attend. This study, therefore, reveals frequently employed learning strategies in ESL classrooms based on the type of school the learners attend, notably the distinction between Cluster School of Excellence (CSE) and non-cluster primary school in Malaysia.&#x0D; &#x0D; Methodology: This quantitative research gathered information through the administration of a survey questionnaire. In total, 112 young ESL Malaysian learners (CSE:56; Non-CSE:56) aged 11 were chosen through stratified random sampling in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) that consist of 50 questions was used to collect information and SSPS Version 25 was used to interpret an independent t-test to determine the significant in strategies employed by the respondents.&#x0D; &#x0D; Findings: The data revealed that the most prevalent Language Learning Strategy (LLS) used by young Malaysian ESL learners are metacognitive strategies that allow learners to manage their learning. Learners in non-CSE school adopt learning strategies more than learners in CSE school and there is no significant difference in the type of learning strategies employed by both learners.&#x0D; &#x0D; Contributions: School’s environment reflects a significant impact on the academic success of students and the result of the investigation helped throughout the educational process to tailor teaching strategies to help learners achieve common educational goals. Teachers from both schools should use this chance to conceive, construct, or assign tasks that will push students to reach their full potential in language learning.&#x0D; &#x0D; Keywords: Language learning, language learning strategies, type of school, Malaysian young learner.&#x0D; &#x0D; Cite as: Sani, S., &amp; Ismail, H. (2022). Through the lens of young Sarawakian English as second language learners: Identifying their language learning strategies. Journal of Nusantara Studies, 7(2), 399-423. http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423

The CEFR-Aligned Curriculum Execution in Malaysia and Other Countries: A Conceptual Paper

The Common European Framework of Reference for Languages (CEFR) impacts language education, learning and evaluation in the European nations as well as in different nations around the world. The recently presented CEFR-aligned educational plan through the Malaysian English Language Roadmap (2013-2025) could set up a fundamental and reliable arrangement of learning guidance and evaluation in Malaysia. As the CEFR has been broadly embraced by numerous nations before its selection in Malaysia, there is a need to look at the issues faced by different nations to guarantee a superior arrangement of the CEFR in the Malaysian educational program. This paper aims to examine the executions of the CEFR in a few nations to satisfy their respective education policies in order to compare with the development and execution of the CEFR in Malaysian schools and universities. In this investigation, a review of 25 research papers published in journals from the year 2010 to 2019 related to the CEFR transformation and execution issues for English language from different nations all around the world, including Malaysia, was conducted. Utilising Google Scholar, these papers were selected with important keywords such as “CEFR” and the name of the chosen country. In view of the current writing, a few differences just as qualities and constraints of the CEFR-aligned executions were underscored, which propose required data to rethink the execution of the CEFR in the Malaysian education curriculum in order to accomplish the significant goal of refining English instructing, learning and assessment. The paper ends with proposals on the need to normalise academic practice to improve the CEFRaligned educational program change endeavours.

WhatsApp Conversations and Relationships: A Focus on Digital Communication Between Parent-Teacher Engagement in a Secondary School in Putrajaya

Long before Covid-19 transitioned in our lifestyle and the ‘New Normal’ began, digital communication through instant messaging application in smartphones has been used over the conventional way of communicating in Malaysia. WhatsApp is the most preferred application when it comes to communicating with peers, friends and family and that is also true for schools in Malaysia, especially in the Klang Valley. The present study aims to investigate the use of digital communication focusing on parent-teacher engagement in a public school in Putrajaya, Malaysia that uses WhatsApp as the application of choice. This qualitative research employs in-depth interviews to collect data to describe the themes that have emerged in the discussion between parents and teachers on WhatsApp as a medium of communication in parent-teacher engagement process. This study incorporates theories such as Uses and Gratifications Theory (UGT) and Epstein’s Theory of Overlapping Sphere’s of Influences (TOSI) in describing the data. The results suggest that both parents and teachers agree on the importance of using digital platform for communication and engagement between them. The versatility of digital communication, convenience, speed and cost effectiveness are the reasons for using digital communication. However, the challenges for teachers that have been identified in the use of digital communication are increase of stress, distractions of messages and abuse of working time. Theoretical and practical implications for academics, parents, teachers and students were also included in the study. Keywords: Parent, teacher, digital communication, WhatsApp, engagement.

EFFECTS OF BACKGROUND MUSIC IN COMPLETING ACADEMIC TASKS AMONG CHILDREN

Majority of adolescent read, study for test, and complete their homework while listening to music. Listening to music while studying is known as multitasking. Focus and ability to multitask play a large role whether or not adolescents listen to music while studying. Previous studies on the effect of background music on the performance of certain tasks have shown positive, negative, and neutral effects. The purpose of this quantitative study was to explore the effects of background music in completing academic task in Malaysian schools. A total of thirty-eight (N = 38) secondary school students completed the test papers, under the no music condition and with background music condition. An analysis of variance (One-Way ANOVA) determined that there is no significant difference in test scores between the two groups. Thus, the learning condition without music or learning condition with music does not have any effect on the students’ test scores. Results are important for students, parents, and educators to enhance and improve students’ academic achievement through students’ learning styles.

Development and Validation of Huffaz ProHealth 1.0©: A Module to Improve the Well-Being of Tahfiz Students in Selangor, Malaysia.

The increase in the number of Tahfiz schools in Malaysia indicates a high demand from the community for Tahfiz education. Tahfiz schools provide a Quran memorization syllabus as the main part of the curriculum at the primary and secondary levels. There is no holistic module that combines learning and health for Tahfiz students in Malaysia. Huffaz ProHealth 1.0© Module is a health intervention module developed explicitly for Tahfiz students by a group of researchers from Universiti Kebangsaan Malaysia Kuala Lumpur (UKMKL). The module encompasses educational and motivational components for the Tahfiz students, and acts as a guide for their teachers and staff to improve the students’ health and quality of life. The module consists of three components: physical health, nutritional and psychological well-being. Each component is divided into several units with specific activities. The Sidek Module Development Model (SDMM) was used as a reference model. The study involved two phases: the development (Phase I) and evaluation (Phase II). In Phase I, a needs assessment was conducted among students and teachers from Tahfiz schools to evaluate their knowledge, attitude, and practice on the related topics. Meanwhile, the module’s validity and feasibility were assessed by healthcare experts and Tahfiz teachers in Phase II. The item–content validity index (I–CVI), content validity value, Tool to Evaluate Materials used in Patient Education (TEMPtEd) score, and expert feedback were evaluated. In conclusion, the Huffaz ProHealth 1.0© module was successfully developed and evaluated. Strong validity values were observed in all components, indicating high suitability to be employed at Tahfiz schools.