Malaysian Secondary 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.

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.

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.

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.

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.

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.

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.

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.

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

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

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.

UTILISING GOOGLE CLASSROOM TO DEVELOP LINGUISTIC ACCURACY IN WRITING AMONG ESL LEARNERS

In the era of globalisation, the education system in Malaysia has undergone multiple drastic changes from time to time. A different education strategy is essential to impact students' success positively. In the Malaysian education system, Google Classroom replaced VLE-Frog to enhance teaching and learning in Malaysian schools. Technology has gained importance in all stages of education, and Google Classroom is one such tool that is free and has gained popularity quickly. The spread of COVID-19 has affected multiple sectors, including Malaysia's education sector. The decision to close schools during the Movement Control Order (MCO) has caused a severe problem for the learning environment. Therefore, the Ministry of Education (MOE) has taken proactive steps to solve this problem. Most schools carried out online teaching during this period. Teaching and learning recently emphasised online platforms, where Google Classroom is the primary application used in the Malaysian education system. As a teaching aid, Google Classroom can make learning more meaningful and effective. Therefore, this research investigates Google Classroom's effectiveness in developing linguistic accuracy in writing among ESL learners. Findings conclude that Google Classroom is a practical application to enhance linguistic accuracy in writing. Google Classroom is expected to be an essential application for learning English among Malaysian secondary school students. Currently, students have accepted using Google Classroom as a new learning norm. The positive outcomes observed in terms of linguistic accuracy suggest that Google Classroom has the potential to revolutionize the field of ESL education. However, it is essential to acknowledge that effective implementation requires thoughtful pedagogical strategies and ongoing teacher professional development. Additionally, digital access and technological literacy should be considered to ensure equitable educational opportunities for all ESL learners.

Investigating Financial Literacy Knowledge, Attitude, and Practice of Malaysian Secondary School Students

Youths are more likely to achieve financial independence and prevent intergenerational poverty with adequate knowledge about finance management. Adequate financial literacy is pertinent to enhance financial knowledge, behaviours, and overall well-being in managing finance from a young. This study aims to assess the financial knowledge, attitude, and practice among 150 high school urban students aged 13 to 17 years. The participants (N=150) completed an online survey questionnaire. The financial knowledge was assessed with 20 knowledge-based questions and 15 attitude and practice-based questions respectively using the Likert scale. Data was analysed using the chi-square test and median value. Results show a significant association between financial knowledge and financial literacy. The higher secondary students had higher scores in the three variables due to the exposure to financial literacy subjects, parental support, and peer influence in financial practices. Financial literacy was also associated with the age of the study population. The study shows that there is a need to implement a formalised curriculum to increase financial literacy among secondary students to have a more robust and positive implication on the students’ financial practices for the future. The study is significant in creating awareness and empowering the students with the necessary financial literacy skills.

Prevalence and predictors of social anxiety disorders among Malaysian secondary school students during the COVID-19 pandemic: Exploring the influence of internet gaming disorder and impulsivity.

This study aimed to investigate the prevalence of social anxiety disorder (SAD) among Malaysian secondary school students during the COVID-19 pandemic and to explore its correlations with demographic variables, impulsivity behavior, and internet gaming disorder (IGD). A total of 1574 participants from 12 government secondary schools across five Malaysian states, comprising 569 males and 1005 females, completed an online questionnaire containing validated Malay versions of the Social Interaction Anxiety Scale, Barratt Impulsiveness Scale, and Internet Gaming Disorder Scale - Short Form. The findings revealed a notable SAD prevalence rate of 40.53% among Malaysian adolescents. Logistic regression analysis unveiled significant associations between SAD and factors such as attention impulsiveness (OR = 2.58, p < .001), motor impulsiveness (OR = 1.47, p = .03), female gender (OR = 2, p < .001), Malay ethnicity, and IGD (OR = 1.08, p < .001). In conclusion, this study provides valuable insights into the extent of social anxiety experienced by Malaysian secondary school students during the pandemic, shedding light on the demographic and psychosocial factors linked to its emergence. Furthermore, the research underscores a robust link between IGD and SAD, emphasizing the need for comprehensive interventions addressing both issues concurrently. By recognizing the multifaceted nature of these associations, future interventions can be tailored to provide holistic support for adolescents' mental 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.

Enhancing Reading Comprehension for Underprivileged Malaysian ESL Secondary School Students: A Module Development

This research aims to develop a reading comprehension module to enhance the reading skills of underprivileged Malaysian ESL secondary school students. The study employs a quantitative approach consisting of a needs analysis, module development, expert evaluation, and field testing. The needs analysis phase involves identifying the specific requirements of students in terms of reading comprehension. The developed modules integrate six diverse reading comprehension activities, including reading aloud, answering comprehension questions, matching activities, filling in the blanks, categorising materials and solving puzzles based on reading texts. The materials used for module development are sourced from Malaysian English school textbooks. The expert evaluation stage involves the participation of four experienced teachers who complete a module content evaluation questionnaire and a module design validity assessment questionnaire. Their valuable insights and feedback contribute to refining and improving the modules. Adjustments and revisions are made based on the received feedback. The final phase of the research involves testing the developed modules with a sample of 30 underprivileged students from a secondary school in Klang, Selangor, Malaysia. Pre and post-tests are administered to measure the student’s reading comprehension skills before and after module implementation. This research seeks to address the educational needs of underprivileged Malaysian secondary school students by providing them with targeted reading comprehension modules. The findings from this study have the potential to inform educational practices and contribute to the development of tailored interventions aimed at improving reading comprehension skills among underprivileged students in Malaysia.

Using video blogging (Vlog) to enhance English language speaking skills in a Malaysian secondary school

Technology offers various means to enhance teaching and learning. In this study, Video Blogging (VLOG) was implemented as a tool for second language learning. The aim of the study was to investigate the use of VLOG to enhance the speaking skills of Malaysian secondary school students and to explore their experiences of using VLOG. The participants consisted of 80 Form 2 students enrolled in a Malaysian public school. This study employed a qualitative research design and collected data through open-ended questionnaires and semi-structured interviews. Data collected from the questionnaire and interview were analyzed using thematic analysis. Based on the findings, the study demonstrated that using VLOG contributed positively to the students’ speaking skills by improving their fluency, motivating them to speak in English, and enhancing their vocabulary. Considering the findings, it is recommended for teachers and practitioners to incorporate VLOG in the teaching and learning of speaking in the second language classroom.

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

&lt;p style="text-align:justify"&gt;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.&lt;/p&gt;

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.