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Sokongan budaya pembaikan sekolah dan kebolehterimaan guru kemahiran hidup bersepadu pertanian terhadap amalan penaksiran untuk pembelajaran pendidikan teknik dan vokasional
Get PDFAmalan Penaksiran untuk Pembelajaran adalah penting dalam bidang Pendidikan Teknik dan Vokasional (PTV) yang memberi penekanan kepada penaksiran kompetensi murid. Amalan ini juga menjadi salah satu fungsi utama bagi Pentaksiran Berasaskan Sekolah (PBS) yang diperluaskan kepada semua mata pelajaran peringkat menengah rendah mulai kohort Tingkatan 1 pada sesi persekolahan 2012. Kemahiran Hidup Bersepadu (KHB) Pertanian sebagai mata pelajaran berelemen PTV yang wajib kepada semua murid menengah rendah turut menuntut guru untuk mengamalkan Penaksiran untuk Pembelajaran seiring dengan aktiviti pengajaran mengikut konteks PBS. Kesepaduan antara hasrat PTV dengan pelaksanaan PBS perlu dicapai melalui amalan Penaksiran untuk Pembelajaran yang konsisten demi meningkatkan kualiti keberhasilan murid PTV. Maka kajian ini bertujuan untuk mengenal pasti tahap amalan Penaksiran untuk Pembelajaran PTV dalam kalangan guru KHB Pertanian dan perbezaannya berdasarkan faktor demografi terpilih. Kajian ini juga memfokus kepada sokongan yang berupaya mendorong amalan Penaksiran untuk Pembelajaran PTV di sekolah iaitu kebolehterimaan guru KHB Pertanian serta empat sokongan lain yang meliputi kepimpinan transformasional, penglibatan dalam membuat keputusan, amalan kolaboratif dan penyeliaan pengajaran, dalam konstruk sokongan budaya pembaikan sekolah. Responden kajian ini dipilih melalui prosedur persampelan kelompok dua tingkat daripada populasi yang meliputi semua guru yang sedang mengajar mata pelajaran KHB Pertanian bagi murid Tingkatan 1 hingga 3 di Sekolah Menengah Kebangsaan (SMK) pada sesi persekolahan tahun 2016 di seluruh Malaysia. Instrumen kajian ini adalah satu set borang soal selidik yang mengandungi empat bahagian utama. Soal selidik yang ditadbir melalui pos memperolehi kadar pulangan sebanyak 82.2% dengan melibatkan seramai 352 orang guru KHB Pertanian daripada seluruh Malaysia. Data kajian ini dianalisis menggunakan statistik deskriptif (frekuensi, peratusan dan min) dan inferensi (ujian-t, ujian ANOVA Sehala dan ujian Faktorial ANOVA) dengan bantuan perisian IBM SPSS Statistik 21 pada aras signifikan p = .05. Majoriti guru KHB Pertanian didapati hanya mengamalkan Penaksiran untuk Pembelajaran PTV pada tahap sederhana. Majoriti guru KHB Pertanian juga menunjukkan kebolehterimaan terhadap amalan Penaksiran untuk Pembelajaran PTV pada tahap sederhana sementara mengalami kepimpinan transformasional, penglibatan dalam membuat keputusan, amalan kolaboratif dan penyeliaan pengajaran dalam konstruk sokongan budaya pembaikan sekolah pada tahap sederhana. Dapatan ini menunjukkan amalan Penaksiran untuk Pembelajaran PTV, kebolehterimaan guru KHB Pertanian dan sokongan budaya pembaikan sekolah belum mencapai tahap yang dikehendaki. Amalan Penaksiran untuk Pembelajaran PTV seterusnya didapati berbeza dan signifikan berdasarkan salah satu faktor demografi guru KHB Pertanian terpilih iaitu peringkat kelulusan tertinggi di mana guru yang berkelulusan ijazah didapati mengamalkan Penaksiran untuk Pembelajaran PTV yang lebih kerap berbanding dengan guru yang berkelulusan bukan ijazah. Dapatan kajian juga menunjukkan kesan utama yang signifikan bagi tahap amalan kolaboratif dan tahap penyeliaan pengajaran yang dialami oleh guru KHB Pertanian terhadap amalan Penaksiran untuk Pembelajaran PTV di sekolah. Kesan interaksi yang signifikan turut didapati wujud di antara kebolehterimaan guru KHB Pertanian serta kepimpinan transformasional dan penyeliaan pengajaran yang mereka alami terhadap amalan Penaksiran untuk Pembelajaran PTV di sekolah. Dapatan keseluruhan kajian ini telah mendedahkan keperluan yang kritikal untuk menambah baik pelaksanaan amalan Penaksiran untuk Pembelajaran PTV peringkat sekolah terutamanya dalam kalangan guru KHB Pertanian yang berkelulusan bukan ijazah. Ia juga membuktikan kepentingan kebolehterimaan guru KHB Pertanian serta kepimpinan transformasional, amalan kolaboratif dan penyeliaan pengajaran dalam konstruk sokongan budaya pembaikan sekolah yang dialami sebagai sokongan pelaksanaan amalan Penaksiran untuk Pembelajaran PTV di sekolah. Justeru, usaha pembaikan amalan Penaksiran untuk Pembelajaran PTV peringkat sekolah wajar ditumpukan ke arah meningkatkan tahap kebolehterimaan guru KHB Pertanian sementara mengoptimumkan tahap sokongan kepimpinan transformasional, amalan kolaboratif dan penyeliaan pengajaran yang praktikal secara berterusan
Agricultural integrated living skills teachers' receptivity to assessment for learning practices in Malaysian secondary schools
Get PDFThis study employed a cross-sectional survey research design to determine the receptivity to assessment for learning practices among Agricultural Integrated Living Skills (ILS) teachers in Malaysian secondary schools. The instrument used is a set of questionnaire which engaging Agricultural ILS teachers in secondary schools of Malaysia as samples. The purpose of this study specifically focused on the level of teacher receptivity and its difference towards assessment for learning practices among Agricultural ILS teachers in Malaysian secondary schools. The findings shows that the level of Agricultural ILS teachers’ receptivity to assessment for learning practices were mostly at the moderate level in secondary schools. Furthermore, there are significant differences in assessment for learning practices among Agricultural ILS teachers in regards to the level of receptivity. Several recommendations are made based on the findings especially for the improvement of teacher receptivity to assessment for learning practices in schools
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A systematic review of factors influencing student interest in online homework
No full textOnline homework has been emerging with the popularity of online learning. The significance of online homework has been recognised, especially during the outbreak of COVID-19. Although it is regarded as one homework format, studies explicitly targeted at online homework are limited till now, particularly in student interest. As interest is defined as the driver of student learning, it is important to explore the factors influencing student interest in online homework to promote this technology use. Thus, a systematic review of the literature was conducted to identify studies on student interest in online homework with the guide of PRISMA. Based on 23 selected studies, this study unveiled the included studies characteristics and the informed factors influencing student interest in the online homework system or the homework assigned or completed online. The findings of this study showed that background variables, adult guidance and monitoring, and the role of students in the process impact student interest in online homework. As online homework is delivered via technology, other factors, such as content design, the ability of technology use and homework submission methods, are also associated with student interest in online homework. Relevant educational implications are elaborated. Further studies and limitations are also included in this study
Chinese Students' Intention to Use Online Homework Systems for English Learning: Interest and Hedonic Motivation in the UTAUT Model
Get PDFThe emergence of online homework systems supplements the requirement of online education for learning consolidation. However, there is a lack of exploration of intention to use this facilitator for English learning at the secondary education level of Chinese students. Hence, this study proposed an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model with interest and hedonic motivation to explore the determinants behind the intention to embrace online homework systems for English learning. Data were randomly collected from 277 out of 1,466 Chinese secondary school students via validated questionnaires. Correlational analyses showed that five out of six postulated variables were significantly related to students' behavioral intention when using an online homework system for learning. Positive and significant associations existed between interest, facilitating conditions, performance expectancy, hedonic motivation, social influence and behavioral intention. However, there was a nonsignificant relationship between effort expectancy and behavioral intention. Additionally, interest was found to be the strongest factor related to the acceptance of the system among students. Enhancing interest and hedonic motivation, providing sufficient facilitating conditions and social support, as well as customizing reachable performance expectancy may promote the acceptance of online homework systems for English learning among Chinese secondary school students
The development of engineering TVET instructor standard teaching competency framework for vocational college
No full textIndividual competency consists of a set of knowledge, skills and personnel characters to execute specific responsibilities and designated tasks. A competent person upholds the highest integrity and ensures perfection to fulfill self-satisfaction and meeting the standard. Competency can be classified into myriad components, known as generic and specific skills. In light of the daunting issues on lack of skills among graduates claimed by the industries, Technical and Vocational Education and Training (TVET) educators have been pointed out to resolve the issue. The key aspect discussed on TVET instructor competency components is to empower graduates' employability. Thus, TVET instructors are requested to comply with the necessity to upgrade their theoretical and practical knowledge content and become adroit to compensate for the 21st- century teaching and learning environment. Emphasizes are from the development of teacher professional characteristics and specific competency traits in pedagogical aspects as well as soft skills training to synchronize with the ever changing educational milieu. This research employed a qualitative strand of a case study by compiling the narrative collected from the structured interview to obtain research data. The participants were selected among teachers, students, and vocational college directors in Selangor, Malaysia. The objective of the study is to explore the required competency components of the TVET instructors in engineering-related courses. The data was compiled using NVivo software and thematically analyzed by extracting and determining the ‘meaning-making process’ of participants to answer the formulated research questions. The findings of the study incited personality and values, ethics and professional practices, knowledge-development, professional skills, effective management, socializing skill, and pedagogical skill as pivotal themes emerged from the analysis. It is hoped that the findings will initiate a significant impact particularly to the Engineering TVET instructors at the vocational colleges. More importantly, it is to execute the competency components and drive instructors’ motivation to remain in the teaching profession and enhance the quality of TVET education as well as demonstrate professionalism among instructors
A systematic review of factors influencing students’ behavioral intention to adopt online homework
No full textAs a format of homework delivery, online homework promises the usage of technology to help students learn better in the modern era. However, evidence has shown that many students are reluctant to adopt online homework for learning. Behavioral intention is acknowledged as a critical factor predicting the adoption of technology among users. Relevant studies targeted specifically on online homework in terms of behavioral intention are scattered till now. Thus, a review of the literature was conducted to identify factors influencing students’ behavioral intention to adopt online homework. Abiding by the inclusion and exclusion criteria with the guide of PRISMA, 25 articles were selected from four databases. In the current study, the included studies’ characteristics were outlined first. Then, based on the UTAUT model, the findings showed that performance expectancy, effort expectancy, social influence, and facilitating conditions impact students’ behavioral intention to adopt online homework. Other factors, such as content design, functions, attitudes, and so on, are also associated with students’ behavioral intention to adopt online homework. Further studies and limitations are also included in this study
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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