Malaysian School Students Research Articles

EXPLORING THE IMPACT OF USING WEBLOG AS A TOOL TO ENHANCE SECONDARY SCHOOL STUDENTS’ WRITING PROFICIENCY IN MALAYSIA

The purpose of this research is to evaluate the effectiveness of weblogs in teaching English writing skills to the secondary school students in Malaysia and to determine the students’ attitude towards the use of weblog in improving their writing abilities. In this study, the researcher interviewed nine Form 2 students who were selected at random and through face-to-face interviews the researcher asked them about their perceptions on the topic. The findings suggest that the use of weblogs enhances students’ writing skills and achieve higher results in grammar, writing structure and the use of the appropriate vocabulary. Students admitted they benefited from the feedback given through weblogs as it assisted them in enhancing their writing and also creativity with a view of writing more. Application of weblog in learning was effective and the feedback and interaction significantly helped in learning. Based on the study, it is possible to use weblogs in teaching English language with a focus on writing with proper support and supervision from the teachers. More studies should be conducted to establish weblog use in education in the long-run.

Cyber Security Awareness Model Based on NIST (National Institute of Standards and Technology) for Secondary School Students in Malaysia

As cybersecurity issues surge, it highlights the pressing need for increased awareness. In our digitally interconnected world, where information technology underpins the lives of individuals, businesses, and even national security, the threat of cyberattacks looms large. To enhance national cybersecurity preparedness, there is a critical call to action: we must promote public awareness of cybersecurity issues and bolster the ranks of trained cybersecurity professionals. This research introduces a novel cybersecurity awareness model based on the National Institute of Standards and Technology (NIST). Its primary goal is to make NIST accessible to secondary school students pursuing ICT courses and their invaluable resource, the school counselling units. The model aims to instil cybersecurity awareness in secondary school students and guide them in choosing the most suitable higher education paths, particularly in the ICT and cybersecurity fields. The study comprises three phases. In the first phase, a systematic literature review (SLR) examines globally applicable cybersecurity education models. The second phase investigates the implementation of cybersecurity education for secondary school students in Malaysia. This includes interviews with school counselling units responsible for guiding students toward higher education and surveys of students in grades four and five enrolled in ICT courses. The third and pivotal phase focuses on developing the proposed model. It involves analysing and implementing the results of the SLR, mapping them to the NIST framework, and incorporating themes from interviews and surveys. As a tangible representation of the model, a mobile application prototype has been developed. The Cybersecurity Awareness Model empowers school counselling units to seamlessly integrate career exploration with career decision-making for secondary students at any stage of their development. Moreover, it offers a means to create strategies for after-school programs, particularly in the dynamic field of cybersecurity. This model is expected to guide students in exploring academic majors and careers, preparing for higher education post-high school, initiating internships or job searches, and adapting to a world in constant flux. In doing so, it not only empowers individuals but also strengthens the nation's resilience in the face of cybersecurity challenges.

GASLIGHTING, PARENTING STYLES, AND THE MENTAL HEALTH OF SECONDARY SCHOOL STUDENTS

This study aims to identify the level of gaslighting, parenting style, and mental health of secondary school students in Malaysia. Gaslighting, as a hidden form of psychological manipulation, can have a negative impact on the mental well-being of adolescents. Parenting styles, especially those of a negative nature such as authoritarian and permissive, have also been identified as risk factors for mental health problems. A total of 273 secondary school students in the Petaling Perdana district, Malaysia were selected as respondents to this study. Data were collected using questionnaires consisting of the Victim Gaslighting Questionnaire (VGQ), Parental Authority Questionnaire (PAQ), and Depression Anxiety Stress Scales-21 (DASS-21). Descriptive analysis is used to analyse the data. The results showed that the mental health of pupils was reported to be at a normal level, however, there were a large number of those who experienced higher levels of stress, anxiety, and depression. Gaslighting among secondary school students has been detected to be at an alarming level and needs to be paid attention to by the relevant authorities. Authoritative parenting style is described as the most dominant parenting style practice among parents of secondary school students. The findings of this study contribute to the understanding of family relationships that affect adolescent mental health and can be used to plan more effective interventions and support programmes.

The Effectiveness of STEM Education Programs on Enhancing Critical Thinking Skills Among High School Students in Malaysia

In the 21st century, critical thinking has become an essential skill, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). This study investigates the effectiveness of STEM education programs in enhancing critical thinking skills among high school students in Malaysia. Using a quasi-experimental design, the research compares the critical thinking abilities of students enrolled in STEM programs with those in non-STEM tracks. The analysis, which includes both ANCOVA and propensity score matching, reveals that students in STEM programs significantly outperform their non-STEM peers in critical thinking assessments. These findings suggest that STEM education, when implemented with active and inquiry-based learning strategies, can play a crucial role in developing the cognitive skills necessary for success in the modern world. The study’s results have important implications for educational practices and policies in Malaysia, advocating for the continued investment in and refinement of STEM curricula

A CORPUS-BASED STUDY OF SIMPLE PAST TENSE ERRORS IN MALAYSIAN LEARNERS’ ENGLISH WRITING

In mastering the English language, learners need to be able to comply with its grammatical rules. Most previous corpus-based studies about learners’ grammar errors have examined the non-Malaysian context. Therefore, the overarching aim of this study is to investigate simple past tense errors in Malaysian English as a Second Language (ESL) secondary school learners’ writing. Employing a corpus-based error analysis approach, it specifically intends to identify the types of simple past tense errors in Malaysian ESL secondary school learners’ writing and the frequency of simple past tense errors in Malaysian ESL secondary school learners’ writing. To this end, the English of Malaysian School Students (EMAS) corpus, in particular the sub-corpus of Malaysian learners’ narrative essays was analysed based on two main frameworks. The Error Analysis Framework was adapted for the error analysis procedure, while the Surface Strategy Taxonomy Framework was used for the classification of types of errors. Online corpus tools such as Part-Of-Speech (POS) the Constituent Likelihood Automatic Word-Tagging System (CLAWS) and Antconc version 3.5.8 were employed as the instruments of the study. The findings of the study showed that there are three types of simple past tense errors in the learners’ writing, namely Error of Omission, Error of Addition and Error of Misformation. Misformation is the most popular type of simple past tense error committed by the learners. The findings of the study would be useful for the Malaysian context of ESL learners’ curriculum design and pedagogy.

DO HOME-BASED TEACHING AND LEARNING, TEACHER SUPPORT AND USE OF TECHNOLOGY DURING THE COVID-19 PANDEMIC LEAD TO MENTAL HEALTH PROBLEMS AMONG STUDENTS? A QUALITATIVE STUDY

The aim of the study is to identify factors that may have influenced students’ mental health during the COVID-19 pandemic. The qualitative approach was used to obtain data from respondents. Specifically, semi-structured interviews were conducted among secondary school students in Kedah, Malaysia. The results showed that Home-Based Teaching and Learning (PdPR), teacher support and use of technology were among the factors revealed by students that influenced their mental health during the pandemic. This study adds to the literature on students’ mental health by describing the interview responses among secondary school students in Malaysia. The findings of the study can be used by stakeholders such as the Ministry of Education (MOE) Malaysia and the National Population and Family Development Board (LPPKN) to formulate several strategies to reduce students’ mental health problems in Malaysia.

NILAI PENDIDIKAN MATEMATIK YANG TERTERAP DALAM KALANGAN MURID SEKOLAH RENDAH

This study aims to identify mathematics education values applied among primary school students in Malaysia. This study involved three fourth year students from three different schools in the state of Sarawak. Qualitative data was obtained through classroom observations, individual interviews, field notes and learning documents. All learning sessions were recorded using a video recorder while interviews were recorded using an audio recorder. The findings of the study show that not all the mathematics education valuss are applied explicitly in mathematics learning. All the students involved explained about the value of education applied in learning only when asked in pre-learning and post-learning interviews. Applied mathematics education values in mathematics learning implicitly include formalistic values, activist values, instrumental values, theoretical values, accessibility values and evaluation values. Furthermore, all students show a low tendency in relational values and reasoning where these values are important to promote critical and active thinking among students. Based on the findings of the study, it is hoped that this study will continue to obtain information about the mathematics education values applied in mathematics learning by emphasizing the active involvement of students in the classroom.

Peace Culture Practices Based on Islamic Values Among Secondary School Students in Malaysia

Peace Culture has been discussed widely especially in the education field to improve the well-being of students and society. However, the level of Peace Culture practices based on Islamic values among school students are still not widely researched. This study investigates the level of Peace Culture practices based on Islamic values among school students in Malaysia, and also the levels of Peace Culture dimensions which comprising (a) Refrainment (b) Forgiveness (c) Humility (d) Collaboration (e) Communication and (f) Peace. This article also examines teachers’ perspectives on the level of Peace Culture among school students. A total of 298 students from 9 secondary schools participated in the study. The instrument used in this study is the Peace Culture instrument which was used in Uman’s et al (2019) research. The findings of the study show the practices of Peace Culture among secondary school students is at a high level (min=3.62). As for the dimensions of Peace Culture, the highest level is Communication (min=4.12), followed by Humility (min=4.10), Peace (min=4.06), Refrainment (3.97), and Forgiveness and Collaboration (3.93). It is hoped that the findings of this study can give an overview on the level of Peace Culture among secondary school students in Malaysia thus can assist prompt activities to enhance and sustain the harmony and peace among school students in Malaysia.

Secondary Students’ Awareness on Renewable Energy: A Comparison Between Malaysia and Oman

This study responds to the critical imperative of strengthening renewable energy (RE) education and fostering sustainable development awareness among secondary school students in Malaysia and Oman. It investigates the feasibility of using the mobile learning module named "MyREL" to enhance students' understanding, awareness, and interest for RE and sustainable development. The research findings underscore significant improvements in students' knowledge levels post-implementation of the "MyREL" module, with a more substantial increase observed in Oman. Developed content within "MyREL" plays a pivotal role in enhancing students' awareness of RE and climate issues, addressing the initial low levels of awareness in both countries. Notably, the study reveals a remarkable boost in students' interest in pursuing higher education and careers in the RE sector, highlighting the module's effectiveness in nurturing interest. While acknowledging study limitations, such as a small sample size and a brief intervention period, the research encourages future exploration to refine content, employ diverse teaching strategies, and conduct long-term assessments for knowledge and interest retention. Ultimately, this feasibility study underscores the significance of technology-enhanced learning, exemplified by "MyREL," in advancing RE literacy and advancing global efforts to combat climate change while facilitating the transition to cleaner energy sources

Information Visualization on the Reading Comprehension for Elementary School Students in Malaysia

Visualization strategies are strategies that utilize images to help strengthen the students' understanding of reading comprehension. Through this strategy, students will describe the meaning obtained from the text in the form of rough sketches. The use of these images allows the students to be more focused on the continuation of reading because they understand the meaning more clearly. This study aims to investigate the impact of information visualization techniques on reading comprehension performance among elementary school students in Malaysia. The study adapted quantitative study through a quasi-experimental design and survey questionnaire. 300 students from Standard 4 to Standard 6 (10 to 12 years old) were chosen as the participants of the study. They were divided into Experimental Group (n=150) and the control Group (n=150). The experiment has been done in 2 classes per week, in a total of 6 weeks. The participants in the Experimental Group were taught reading comprehension using visualization technique, while the students in the Control Group were taught using conventional method. The reading comprehension score for all the students were recorded both in pre-test and post-test. After the experiment, the students in Experimental Group were asked to answer a set of questionnaires. The finding shows that the student in the Experimental Group has higher increment in terms of their reading comprehension score compared to the students in the Control Group after the experiment. Statistical analysis of Pearson correlation found a very weak significant positive correlation between visualization technique and reading comprehension score (r=0.188, p<0.005). The analysis of Multiple Linear regression also shows that visualization technique has a small effect only on the reading comprehension score (R2=.275, R2Adj=.233, p<0.001). It was also found that there is a significant difference on the information visualization technique on the reading comprehension score based on gender. The study concludes that there are other factors that affect the students’ level of reading comprehension such as the students’ cognitive ability, and the environment of study, in which visualization technique is only a fraction in improving the reading comprehension.

Leveraging Technology for Environmental Awareness: Insights from Experimental Research with Middle School Students in Malaysia

Embedding environmental concepts in the minds of young students within a traditional classroom setting poses challenges due to the abstract nature of these concepts and the temporal dilemma associated with environmental change, as students are unable to observe the immediate consequences of their actions directly. To address this, innovative instructional methods incorporating technology were explored. Based on socio-constructivism, a quasi-experimental study employed a web tool to teach environmental concepts. The experimental group utilized the 7E constructivist learning model, while the control group followed traditional instruction. The results of the data analysis indicated a statistically significant disparity in students’ motivation levels to learn about environmental challenges, with active learning strategies receiving the highest scores due to engaging students in online discussions and collaborative tasks. The active and constructive learning techniques encouraged collaboration and cooperation and also embraced the students’ autonomy. Furthermore, students felt motivated to act and solve community issues, fostering civic responsibility for long-term growth and a sustainable future. The learning performance in the posttest significantly increased for the experimental group. These findings suggest the importance of integrating technology and active learning approaches to enhance environmental education among young students.

Evaluating the Technical Quality and Pedagogical Affordances of an English Language Learning (ELL) Website Using a Methodological Framework

Websites are commonly regarded as valuable educational resources that extend beyond the confines of the traditional classroom setting. The primary challenge lies in the identification of reputable online sources. The aforementioned concept underscores the imperative necessity of conducting website evaluations. The use of methodological frameworks as an evaluative instrument can effectively examine the potential of a website within a specific context, as frameworks possess descriptive qualities. Despite the extensive body of studies done concerning website evaluation, there are still a significant number of unresolved issues. Therefore, in order to address these significant deficiencies, this qualitative study aims to evaluate the efficacy of an English Language Learning (ELL) website by examining its technical and pedagogical dimensions. The LearnEnglish Kids website was chosen due to its adherence to all of the screening criteria. The evaluation process was conducted in accordance with the methodological framework. Despite the limitations identified, the LearnEnglish Kids proves to be a suitable English Language Learning (ELL) website for integration within the Malaysian educational context. The examination of the six evaluation aspects provides a comprehensive guide for the Ministry of Education in the development of open educational resources (OER) for primary school students in Malaysia.

Spirituality and nature connectedness as mediators between exposure to nature and psychological well-being of school students

Spiritual meditations practiced within green environments develop a perceived interconnection between the self and nature that influences physiological well-being. This study investigates spirituality and natural connectivity as mediators between exposure to nature and psychological well-being in Malaysian school students. This study involved 293 students (178 female and 115 male) from four secondary schools in the Johor Bahru district with survey findings on the Exposure to Nature Scale, Connectedness to Nature Scale, Spiritual Values Scale, and Psychological Well-being Scale. The students in the study fell within the age range of 13 to 16 years, and the average age of the sample was 11.86 ± 2.32 years. Structural equation modeling indicated that high spirituality and nature connectedness mediated the relationship between exposure to nature and psychological well-being. Spirituality significantly influenced the relationship between exposure to nature and psychological well-being more than nature connectedness. These findings indicate that practitioners appreciate the value of certain aspects, like exposure to nature, nature connectedness, and spirituality, as a possible path for enhancing school students’ psychological well-being.

Assessing Self-Discipline and Mathematics Achievement among Upper Secondary School Students in Malaysia during Home Online Learning Initiative: A Gender Comparison

In response to the COVID-19 Movement Control Order, the Malaysian Ministry of Education launched the Home Online Learning initiative, offering a viable alternative to traditional in-person schooling. However, the successful implementation of Home Online Learning relies heavily on students’ self-discipline to effectively absorb and retain the knowledge being delivered. This study aims to explore the level of self-discipline among upper secondary students and its correlation with their mathematics achievement in the national examination (SPM). The study additionally investigates any gender differences in self-discipline and mathematics achievement during the Home Online Learning initiative. Descriptive and inferential analyses were employed in this study, utilizing a quantitative, non-experimental, cross-sectional survey design. Data were collected through an online questionnaire from a sample of 165 high school students. The results revealed that most students displayed a high level of self-discipline, which positively influenced their mathematics achievement. Regarding gender differences, the analysis revealed that there was no significant disparity in self-discipline levels between male and female students during the Home Online Learning period. Both groups displayed similar abilities in managing self-discipline effectively, although specific items indicated that male students exhibited stricter adherence to avoiding social media distractions, postponing negative thoughts, managing interruptions, maintaining concentration, and effectively utilizing study time. However, there was an equivalent degree of self-discipline observed among both male and female students. This study contributes to a better understanding of the challenges and mathematics achievement among upper secondary school students. The findings emphasize the importance of cultivating self-discipline during Home Online Learning and provide valuable insights for educators and policymakers to develop effective strategies and interventions. Students’ eagerness to engage in online learning was evident, indicating their readiness to embrace virtual learning, especially during the implementation of the Home Online Learning initiative.

Exploratory Factors and Reliability Analysis of Active Learning Techniques Instruments to Assess Business Subjects of Secondary School Students in Malaysia

<p style="text-align:justify">Active learning (AL) techniques invite students to participate actively, either physically or mentally, in the learning process so that they can change their behavior efficiently to achieve great achievement. Still, there is insufficient knowledge concerning the dimensions of AL techniques for business subjects of secondary school students in Malaysia. Thus, the research’s goal is to assist in the determination of the instruments’ reliability to measure the AL techniques measurement scale for business subjects’ students using exploratory factor analysis (EFA) as well as reliability analysis. Moreover, this research conducted a self-administered survey among secondary school students who have taken business subjects as their elective subjects. From secondary schools in Negeri Sembilan, Malaysia, 123 respondents were randomly chosen for the sample. To measure the AL constructs, the study retained 30 items developed because no items have been omitted since the factor loading turned out higher than the 0.50 cut-off point and was used as a tool for data collection. Essentially, this research empirically validates the dimension which helps lead to AL techniques in business subjects that are improved, and the findings are particularly beneficial to secondary school students in Malaysia.</p>

Review of Physical Education Curriculum Design for Primary and Secondary School Students in Malaysia for the Purpose of Health Promotion in the Past Ten Years

Among both primary and secondary school students, physical education (PE) plays a critical role in encouraging pupils to take responsibility for their own health on multiple levels. This narrative literature review focuses on examining the design of the PE curriculum for health promotion within the Malaysian context over the past decade. Employing a narrative literature review approach, a total of 118 articles were scrutinized from an initial pool of 157. This comprehensive analysis aimed to uncover key variables influencing PE curriculum design and its role in health promotion. The review identified critical variables shaping health promotion through PE. Curriculum content, teaching methods, teacher training, professional development, stakeholder involvement, and health promotion outcomes were all included. The evaluation emphasized how important it is to have curriculums that are based on evidence, to use effective teaching methods, and to give teachers chances to improve their skills. These factors emerged as essential contributors to promoting health among students. Furthermore, the study highlighted the importance of involving various stakeholders in the curriculum design process and emphasized the necessity of evaluating health promotion outcomes. There is a clear need for further investigations into the intricate relationships between these variables and health promotion outcomes. Additionally, it suggests the formulation of comprehensive policy guidelines and standards for PE within the Malaysian educational system. In conclusion, this literature evaluation may help practice and policymakers create effective PE programs. Malaysia may improve student health through physical education by using evidence-based curriculum design, teacher training, and stakeholder interaction.

The influence of gender on STEM career choice: A partial least squares analysis

Students’ participation in science, technology, engineering, and mathematics (STEM) is still one of the most critical worldwide educational challenges despite efforts to promote STEM. Debates about gender disparities in STEM careers also remain perpetual. Early documented literature suggested shifts in students’ STEM choices were due to students’ significant others, media exposure and attitude. Therefore, the first aim of this paper was to examine the direct and indirect relationships in a proposed model, and analyze the mediating roles of media exposure and students’ attitude in the relationship between subjective norms and STEM career choice intention. The second aim was to analyze the moderating role of students’ gender. Respondents of this study were 806 secondary school students in Malaysia. Based on the results from partial least squares structural equation modeling, (i) subjective norms had both direct and indirect influence on students’ career choice intention in STEM, (ii) media exposure and students’ attitude were significant mediators between subjective norms and career choice intention in STEM, and (iii) gender moderated the influence of subjective norms on media exposure. The findings drawn from this study provide insights into the design and development of STEM initiatives for parents, teachers, and peers by considering the importance of the media, students’ attitude, and gender. Recommendations for policy and practice enhancements were suggested for future research directions to support STEM interventions in Malaysia.

Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Exploring the influence of student leadership on self-resilience for national secondary school students in Malaysia

<span lang="EN-US">Students are the backbone to future leadership and the catalyst for the success of a country. Hence, student leadership with high self-resilience should be shaped and built as early as possible. Student leaders with low self-resilience will portray negative feelings and not able to play a full role. To identify student leadership practices and their relationship with national secondary school students’ resilience in the eastern zone states of Malaysia, this quantitative survey study used questionnaires adapted from the inventory of student leadership practices (S-LPI) to measure the dimensions of student leadership on 394 students selected through cluster random sampling while a self-resilience questionnaire was used to measure students’ level of self-resilience. Using the statistical package for social science (SPSS) version 26 for descriptive data and partial least squares structural equation modelling (PLS-SEM 3) for inferential statistics, the results showed that the dimensions of inspire a shared vision, challenge a processes and enable to act were dimensions of student leadership practices that had significantly affected self-resilience while student leadership practices with flexible, orderly self-resilience and prioritizing social relationships in organizations were factors for shaping future leaders.</span>

Effect of Self-Hypnosis on Test Anxiety among Secondary School Students in Malaysia

ABSTRACT Test anxiety comprises cognitive, physiological, and behavioral reactions due to anxiety about failure or a lower academic performance score on an exam or evaluation. This study examined the effect of self-hypnosis on reducing test anxiety among upper secondary school students using a quantitative methodology with a pre-experimental design. The prevalence of test anxiety was measured using the Friedben Test Anxiety Scale (FTAS) and students’ demographic data were collected. Twenty-two 16-year-old students with moderate to high test anxiety were selected for a self-hypnosis intervention over a period of 5 weeks. The FTAS questionnaire was administered 4 times: at baseline, 3rd week, 5th week, and at follow-up (3 weeks after the intervention). Students’ test anxiety differences were statistically significant across 4 time points. Self-hypnosis intervention decreased students’ overall test anxiety scores and in the 3 constructs: social, cognitive, and tenseness. The outcomes indicate that self-hypnosis training can help students cope with test anxiety and should be further explored for managing test anxiety in school settings.