Malaysian Secondary School Research Articles

The Identity of a Storyteller in Teachers’ Facebook Status Updates

This paper explores how teachers discursively construct the identity of a storyteller when posting Status updates on Facebook Timelines. Data were generated using participant observation where 29 Timelines belonging to Malaysian secondary school English language teachers were observed throughout a six-month period. A total of 178 teaching-related Status updates were recorded and then analyzed using a discursive analytical approach combining ‘broad discourse analysis’ and Edwards and Potter's (1992) discursive psychology. The analysis shows that most of the Status updates fit the structure of a narrative genre and the teachers use various storytelling and discursive psychology strategies to engage readers. This paper argues that teachers' Status updates are more than just an account of mundane teaching-related experiences but serve as a mechanism for them to construct desirable identities.

The Socio-Educational Model: An Evidence-Based Re-evaluation

Abstract The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.

The relations between technological knowledge, pedagogical knowledge, and inventive skills among Malay language teachers

Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interest in continuing to learn in the era of globalization which is based on the use of these information communication technology elements in the classroom during the teaching and facilitation process. Thus, this study was to identify the relationship between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, and inventive skills for teachers. The questionnaire was distributed to 400 teachers who teach Malay language subjects at Secondary schools in Malaysia. To test the hypothesis, the structural equation using a PLS-SEM framework was used. The results showed that technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge have a positive relationship with inventive skills for teachers.

Teaching Methods of Arabic Language Grammar Lessons Among Arabic Teachers at Religious Secondary Schools in Malaysia

Teaching Methods of Arabic Language Grammar Lessons Among Arabic Teachers at Religious Secondary Schools in Malaysia

Nurturing teachers’ creativity: Exploring leadership roles and constraints

Creativity research suggests the profound effect of leadership on the social environment that influences creativity within organisations. Despite numerous studies that claimed a role for leadership in nurturing creativity, the effects of instructional and innovative leadership on creativity development leading to organisational growth have remained largely overlooked. Therefore, this study examines the influence of leadership on teachers’ creativity. Data were collected from 369 teachers serving in secondary schools in Malaysia. In addition, three principals were also interviewed to understand how school leadership strategies can enhance teachers’ creativity within the school context. In addition, their challenges in supporting teachers’ creativity and innovation were explored. Results indicate that they mostly preferred instructional leadership rather than innovative leadership which aimed to influence their creativity. Findings from the structural model have confirmed that instructional leadership was the most preferred leadership practice compared to innovative leadership when enhancing teacher creativity. In exploring support for creativity, principals mainly used incentive and informal support and encouragement with teachers. In understanding principals’ constraints, senior teachers who are reluctant to change and principals’ heavy workloads and shortage of time are mentioned as challenges that principals need to face while supporting teachers’ creativity in schools. This study recommends that school leaders must possess sufficient knowledge and skill to support teachers’ creativity which requires that school leaders are open to and supportive of creative activities. The results also indicate that school leaders need to understand teachers’ requirements as providers of creative teaching and learning.

Shadow education, enabler or barrier: insights from Malaysian secondary school students

ABSTRACT Shadow education (SE) or supplementary private tutoring research has gained significant traction in the past two decades. With extensive implications of SE on the ecology of education and academic performance, this study investigates Malaysian secondary school students’ views on SE and its perceived impact on their academic performance. Eight focus groups with four schools (n = 47) were conducted with students (n = 24) who used SE and those who did not (n = 23) for a more holistic perspective. Findings revealed that all students perceived SE as beneficial for achieving improved academic performance. SE users found SE enhances their mainstream schooling performance. Nonetheless, they reported negative lifestyle impacts due to time demands. Furthermore, students from lower socioeconomic backgrounds reported that they felt educationally disadvantaged by not having access to SE due to its cost. We conclude that the inequality of opportunities requires policy responses to SE for regulation purposes in the Malaysian setting.

Investigating the Impact of Teacher Anxiety and Stereotypical Thinking on Spatial and Mathematical Education in Malaysia

This research is a case study of teacher anxiety and stereotypical beliefs' impact on spatial-mathematics education in Malaysia. It also examines how these variables are related to the quality of instruction, teacher retention, and student outcomes. In this study, 246 math and spatial education teachers and an average of seven students from 650 representative primary and secondary schools in Malaysia were included in the research. This uses both qualitative and quantitative methods. Results: It was concluded that when it comes to maths education, low teacher anxiety is considered very important on the level of effective teaching, and student-engaged Ness had a significant role in isolating gender differences. These results indicate a need to develop interventions to reduce teacher anxiety and gender stereotyping, elements that may contribute toward an inclusive classroom that supports learning. These actions are vital to the progress of student performance and the hunting of educational equity in Malaysia.

Examining challenges and strategies in implementing STEM education in Malaysian secondary schools: perspectives of teachers and students

This study examines the obstacles hindering the complete integration of STEM education in secondary schools, considering perspectives from both teachers and students, and proposing effective strategies. Employing a quantitative survey approach, the research involves 30 STEM teachers and 70 secondary school students. Findings demonstrate a consensus among participants, emphasizing issues such as inadequate teaching equipment and facilities as significant barriers to comprehensive STEM implementation. Educators favor technology-integrated teaching methods, while students show enthusiasm for incorporating these tools into their learning. Proposed effective strategies include enhancing internet accessibility and infrastructure. The study underscores the importance of engaging diverse stakeholders—teachers, parents, societal actors, and governmental bodies—to fully understand challenges and promote successful STEM integration in secondary education.

UNDERSTANDING THE CHALLENGES OF TEACHING COMPUTER SCIENCE SUBJECTS FROM SCHOOL TEACHERS’ PERSPECTIVE

The implementation of Computer Science (CS) in Malaysian secondary schools aims to develop digital proficiency among youths. Despite this, Kedah state has seen fluctuating enrolment in CS elective subjects for the Sijil Pelajaran Malaysia (SPM) exam between 2018 and 2021, which contrasts with the increasing popularity of CS programs in higher education and the rising demand for CS skills.Addressing the challenges teachers face in delivering CS subjects is crucial, including issues like inadequate training, limited resources, language barriers, and diverse student backgrounds. This study uses a quantitative approach with self-developed questionnaires distributed among experienced CS teachers in Kedah to identify these challenges and propose solutions. Findings reveal a mix of experienced and less experienced teachers, mostly with medium-level proficiency. The study highlights difficulties in teaching Form 4 and Form 5 content and suggests improvements through professional development, collaboration, hands-on experiences, and updated resources to enhance teaching effectiveness and better align secondary education with higher education and job market needs.

Back to school after COVID-19 pandemic: Resumption or transitional disruption?

Since its onset in 2020, the COVID-19 pandemic has globally disrupted school operations, leading to a shift to some form of homeschooling arrangements. After two years, in March 2022, the government of Malaysia officially reopened all schools, ending its homeschooling program. In this paper, we exploit a purposefully designed, nationwide, cross-sectional survey of government-owned primary and secondary schools in Malaysia to document student learning experiences during the early months of the home-to-school transition. Our empirical analysis and choice of indicators is guided by a conceptual framework that distinguishes between two competing hypotheses related to school reopening experiences: resumption vs transitional disruption. We find that 59 % of secondary and 72 % of primary level students report that they are happy to be back in school. School reopening also coincides with a significant reduction in educational-related worries (e.g., concerns over dropout, learning loss, and loss of interest in study) and indices of negative emotions (i.e., feelings of being tense, depressed, and restless), particularly among secondary school students. More importantly, those satisfied upon return to school report a statistically significant reduction in worries related to learning loss. These correlations support the resumption hypothesis. Yet our data highlights an important puzzle: Even after school reopening, one-third of students report that they do not learn more, at least one-fifth report a struggle to catch up on studies, and up to 40 % are concerned about learning loss. The majority of learners additionally report not receiving more support from teachers and parents. Recipients of public aid as well as private (i.e., parental) support report being happy about school reopening and are less likely to report “not learning more.” We conclude by discussing these somewhat paradoxical findings and the need for remedial measures beyond financial support for struggling learners to minimize post school reopening, transitional disruptions.

Academic Vocabulary Learning in EMI Classrooms: Challenges and Strategies

This study investigates English as a Second Language (ESL) learners’ challenges in understanding academic science vocabulary in Malaysian secondary schools’ English-medium instruction (EMI) classrooms. Based on cognitive load theory, the research explores ESL learners’ strategies to acquire scientific terminology and manage the associated cognitive difficulties. Previous research on EMI across different subjects has often overlooked the specific hurdles presented by technical terms in the scientific vocabulary, creating a knowledge gap that impedes the development of effective teaching methods for science educators in EMI settings. In response, the study adopts a two-stage qualitative design, commencing with an online survey involving 103 participants, followed by group interviews with individuals from diverse linguistic backgrounds. The findings indicate that ESL learners in EMI science classrooms encounter significant obstacles due to unfamiliar scientific terminology, abstract concepts, and limited prior exposure to the subject matter. This results in a high cognitive load that inhibits comprehension. Nevertheless, the research identifies various vocabulary learning strategies students employ, including contextual clues and active engagement with scientific vocabulary within relevant contexts. These findings underscore the need for more inclusive learning environments supporting vocabulary development for ESL learners in EMI settings. Recommendations encompass creating instructional materials featuring clear and concise language and integrating scaffolding strategies to simplify complex scientific terms. This comprehensive approach has the potential to facilitate successful vocabulary development and enhance the overall learning experience for ESL learners in EMI science classrooms.

Needs Analysis for The Development of Financial Literacy Model in Mathematics Education for B40 Malaysia Secondary School Students

Financial literacy is a form of basic skills and understanding related to financial concepts. Individuals need to have a good foundation of financial literacy to face the increasingly complex and challenging global economic environment. Studies on the level of financial literacy of secondary school students, especially the B40 group, were not explored much. As a result, this research identified the need to develop a financial literacy model for Malaysian B40 secondary school students. The data were analyzed through descriptive statistics based on percentages, mean values, and standard deviations. The findings indicated that school leaders perceived that the financial literacy model is needed and important for B40 Malaysian secondary school students. A strong foundation of financial literacy will provide the students with the knowledge and skills to confidently make financial decisions and manage personal finances efficiently and wisely in choosing the best financial products and services.

Translanguaging in Malaysian Secondary Schools: ESL Teachers’ Practices and Perceptions

Translanguaging in Malaysian Secondary Schools: ESL Teachers’ Practices and Perceptions

Effectiveness Of The Process-Genre Approach In Writing Instruction On The Narrative Essays Of ESL Students

The significance of writing in language learning and development is undeniable and this is recognised globally. Among Malaysian secondary school students, the recognition of subpar performance, especially in English essay writing, highlights the need for a comprehensive reassessment of teaching methods. This study's primary goal is to investigate the influence of ‘training Malaysian ESL students in applying process-genre writing knowledge and strategies, particularly’ within the context of narrative essays. The focus is on evaluating the efficiency of process-genre-oriented writing instruction in enhancing students' proficiency in organizing and developing content, critical aspects of proficient essay writing. The research design employed in this study is quasi-experimental, encompassing both a pre-test and post-test. Thirty students from a Form Four class in a suburban secondary school engaged in process-genre-oriented writing practices over a 10-week period. The research aims to shed light on the benefits of incorporating process-genre writing approaches into Malaysian ESL classrooms and their subsequent impact on students' writing skills. The findings indicate a positive impact of the process-genre approach on students' writing skills.

Moral Emotion and Moral Identity on Moral Judgement Maturity Among Malaysian Secondary School Students

In preparation for the challenges of the real world and life after school, moral judgement stands as a pivotal skill among Malaysian secondary school students. Understanding the moral motivating factors contributing to the development of moral judgement maturity is imperative. Therefore, this study aims to analyze the relationships between moral motivation components—specifically, moral emotion (guilt and shame) and moral identity—and moral judgement among Malaysian secondary school students. A sample of 393 students (170 males, 223 females; M age = 16 years) from Selangor state participated in the study. Structural equation modelling (SEM) was utilised to analyse the predictive associations between these constructs. The findings revealed positive correlations among moral emotion, moral identity, and moral judgement. Notably, both guilt and shame, as well as moral identity, were found to be significantly related to students' moral judgement maturity. These results suggest that the tendency for experiencing guilt and shame, along with a heightened moral identity, play pivotal roles in shaping the moral judgement maturity of secondary school students, potentially fostering their moral development. This study contributes valuable insights into the mechanisms linking emotions and identity to moral judgement maturity, offering significant implications for the field of moral psychology.

Design and Development Research (DDR) Approach in Designing Design Thinking Chemistry Module to Empower Students' Innovation Competencies

Design and evaluation processes to provide an empirical basis for producing instructional and non-instructional products, tools, and new or improved development models. This method uses various methods, including qualitative and quantitative techniques, and thoroughly examines the literature. The design and development of this chemistry module using design thinking to empower students' innovation competencies are described in this article. The main challenge for the teaching implementation process that is capable of mastering the skills of generating new ideas and solving problems in the real world is preparing teaching materials, consuming time, and putting pressure on the teacher. Teachers need more support resources to translate the expected teaching practices. This effort aims to generate a new perspective in education, especially chemistry education, in developing student innovation competence in secondary schools in Malaysia. Therefore, this study aims to discuss the design and development research (DDR) approach used to develop a design thinking chemistry module using a DDR approach. The researcher will go through three study phases and use several different research approaches in each phase. In the first phase, the researcher investigated the teachers' needs in their pedagogy used in teaching and students' innovation competencies. The second phase is the design and development phase, involving the consensus of twelve experts in various fields, such as chemistry/science, technology, engineering, and mathematics (STEM), curriculum development, module construction experts, and research and innovation planning experts. Consequently, the final phase is implementation and evaluation, focusing on determining the module's effectiveness in teaching and learning. Expert consensus is the primary input in developing modules in Malaysian chemistry education. Malaysian education needs to bring a different educational paradigm and teaching strategy, which includes the impact of teacher pedagogy through design thinking in the future. The conclusion of this article proposes a conceptual framework for the research to contribute to the advancement of design thinking and chemistry education.

Exploring The Landscape of Food Safety Knowledge and Practice among Malaysian Secondary School Students

Exploring The Landscape of Food Safety Knowledge and Practice among Malaysian Secondary School Students

Teacher`s Self Efficacy (TSE) and Teaching Competency (TC) of Malaysian Secondary School Teachers in Drug Education

Teacher`s Self Efficacy (TSE) and Teaching Competency (TC) of Malaysian Secondary School Teachers in Drug Education

Knowledge and Attitudes of Human Papillomavirus (HPV) Vaccination among Secondary School Students in Selangor, Malaysia

Cervical cancer is a significant cause of female mortality in Malaysia, primarily linked to Human Papillomavirus (HPV) infection. To address this, the Malaysian government launched a HPV vaccination program targeting secondary school students. This study aimed to investigate the level of knowledge and attitude toward HPV vaccination and its association with demographics as a determinant among Malaysian secondary school students. A survey study using random sampling was conducted for 182 secondary school students in Selangor between the aged 13-17 years old. A validated questionnaire was used to collect data on demographics, knowledge, and attitudes toward HPV vaccination. The students demonstrated moderate knowledge (M=3.75, SD=.85) and generally positive attitudes (M=3.48, SD=3.57) towards HPV vaccination. Gender (χ2=6.39, p=.011), ethnicity (χ2=6.57, p=.037), religion (χ2=15.51, p=.004), and age (χ2=12.61, p=.013) were statistically significant factors affecting knowledge. Gender (χ2=8.44, p=.004) and family income (χ2=11.63, p=.040) significantly influenced attitudes. The Malaysian national HPV immunisation program has been effective, but improvements are needed. These include adopting a gender-neutral approach, educating parents to foster positive attitudes, and promoting acceptance of HPV vaccination. Strategies like introducing sexual education and collaboration with the Ministry of Health School Health Unit (UKS) are vital for enhancing public awareness and understanding of HPV vaccination.

The Impact of Schoolpreneur Model on Effectiveness of Entrepreneurship in Malaysian Secondary School

Purpose: The implementation of entrepreneurship development among youths can commence early in their education, particularly targeting secondary school students. Thus, forming a comprehensive entrepreneurship model in secondary schools would facilitate the systematic and organised conduct of entrepreneurial activities. The primary objective of this study is to determine the relationship between the schoolpreneur model and the effectiveness of entrepreneurship in secondary schools. Methods: The research encompassed a sample of 391 student participants chosen from 14 MRSM and 50 PROTUNe schools in the Perak, Selangor, and Negeri Sembilan regions in Malaysia. Result and Conclusion: Research has proven that the schoolpreneur model has six distinct components: individual personality, incubators, role models, mentors, talent skills, and family background. This model has also demonstrated a significant relationship towards the effectiveness of entrepreneurship in secondary schools. Research Implications: This finding indicates that the school entrepreneurship model has the potential to act as a guideline to drive strategies aimed at increasing the practicality of executing entrepreneurial activities in secondary schools. Originality/ Value: Schoolpreneur model improves the design of entrepreneurship program at secondary school.