MOJES: Malaysian Online Journal of Educational Sciences

ROLE OF COLLABORATIVE INTERACTIONS BETWEEN MEMBERS OF A KNOWLEDGE COMMUNITY IN A TRIALOGICAL ENVIRONMENT

Eugene Loh — 2025-04-14

The trialogical approach to learning offers a framework for fostering novelty and innovation. However, the framework lacks the details needed to guide practitioners. More studies should understand how it can be effectively adapted into instructional practices. This study addresses this gap by examining collaborative interactions’ role in a trialogical learning environment. Through action research, this study analysed qualitative data collected from implementing an instruction that was designed using trialogical design principles. This instruction was implemented in a pre-university creative thinking module at a Malaysian private university. By analysing artefacts such as reflection and discussion logs, this study aimed to identify collaborative interactions and describe how they supported or hindered the participants’ engagement with the trialogical-based learning activities of the implemented instruction. The findings suggest that effective collaborative interactions are essential for the students to successfully co-develop shared objects in a trialogical learning environment. Besides that, the findings suggest that the collaborative interactions must be epistemic, focusing on the exchange and co-construction of knowledge.

COMPETITIVE SPORTS PARTICIPATION, PERSONALITY ON RESILIENCE AND COPING MECHANISM: A CROSS-SECTIONAL STUDY AMONG MALAYSIA STUDENTS

Farah Lee Xu Jiang — 2025-04-14

In the 21st century, developing resilience and coping skills is crucial for personal progress, a fact underscored by the COVID-19 pandemic. Past research has shown that participation in competitive sports and individual personality traits significantly influence the development of these skills. However, limited studies have explored this in Malaysia's secondary school students. This study examined differences in resilience and coping mechanisms among Malaysian secondary students based on competitive sports participation and personality traits. Data from 100 secondary students were collected through online surveys and analysed using the Big Five Inventory, Resilience Scale (RS-14), and Brief COPE instruments to assess personality, resilience, and coping styles. Findings revealed that students engaged in competitive sports displayed higher resilience levels and preferred adaptive coping strategies. Positive correlations were found between resilience and personality traits like conscientiousness, extraversion, agreeableness, and openness, while neuroticism had a negative but no statistical correlation. Similarly, adaptive coping showed positive correlations with openness, agreeableness, conscientiousness, and extraversion, with negligible correlation observed for neuroticism. Maladaptive coping was positively correlated with neuroticism, openness, and extraversion. It was negatively correlated with conscientiousness and agreeableness. However, openness, extraversion, and agreeableness showed no statistical correlation with maladaptive coping. Resilience displayed a strong positive correlation with adaptive coping and a weak negative correlation with maladaptive coping. These findings suggest that stakeholders should consider interventions to enhance resilience and encourage adaptive coping mechanisms among students, with the understanding of how sports participation and personality traits interplay.

THE INFLUENCE OF COMPUTER-BASED SIMULATION IN TEACHING DIRECT CURRENT CIRCUITS ON IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES

Seuth Borliboune — 2025-04-14

This study investigates the influence of computer-based simulations on students’ academic achievement and attitudes toward learning Direct Current (DC) circuits in physics. A quasi-experimental design was employed, involving 40 secondary school students divided into an experimental group (20 students) and a control group (20 students). The experimental group was taught using computer-based simulations, while the control group received traditional instruction. Pre- and post-tests were administered to measure academic achievement, and attitude surveys were conducted to assess students’ motivation, interest, and confidence. The results revealed a statistically significant improvement in the experimental group’s post-test scores (M = 78.60, SD = 12.63) compared to the control group (M = 68.80, SD = 11.24), with t(19) = 2.421, p < 0.05. Additionally, the experimental group reported significantly higher attitude scores (M = 3.67, SD = 0.49) than the control group (M = 3.38, SD = 0.64), with t(19) = 2.179, p < 0.05. Feedback from students in the experimental group highlighted the engaging and interactive nature of simulations, which helped them visualize abstract concepts and build confidence in performing electrical experiments. These findings underscore computer-based simulations’ effectiveness in enhancing academic performance and attitudes toward learning physics. The study recommends the integration of simulations into physics education to foster deeper conceptual understanding, improve problem-solving skills, and create a more engaging learning environment. Future research should explore the long-term impact of simulations on students’ academic trajectories and investigate strategies for scaling their implementation in diverse educational contexts.

RISING TO THE CHALLENGE: SOUTH AFRICAN LIFE SCIENCES TEACHERS SHOWING CREATIVITY AND RESILIENCE DURING COVID-19

Yemisi Deborah Ali — 2025-04-14

The outbreak of the Coronavirus Disease (COVID-19) brought many changes and perspectives to the world of education. Some areas experienced a complete halt in academic activities, especially when complete shutdowns were pronounced, losing some weeks or months out of their academic years. However, factors that empower those who thrive during this adversity are worthy of note. This paper explores how South African Life Sciences teachers demonstrated resilience and creativity during the COVID-19 pandemic. This is a descriptive qualitative study underpinned by a sociocultural framework. The data were collected from eight teachers in four under-resourced public schools using semi-structured interviews. A thematic data analysis was conducted after transcribing the recorded interviews. The findings revealed that teachers in rural schools were fearful at the inception of the outbreak. However, some teachers could continue teaching during the lockdown period despite requiring more sophisticated Information and Communication Technologies (ICT). Teachers' dispositions, such as a sense of responsibility, resilience, relationships, determination, and creativity, were the emerging concepts that ensured their ability to continue during difficult times. Therefore, the implication is that although technology is essential in teaching and learning, we should not underrate teachers' persistence and creative power in ensuring successful teaching in dire times. We recommend improving teachers' professional ability and creativity through in-service and pre-service teacher training.

PERCEIVED BENEFITS OR BARRIERS? THE ONLINE LEARNING EXPERIENCE OF BANGLADESHI UNDERGRADUATE STUDENTS

Rubayat Kabir — 2025-04-14

Online learning has enabled universal access to higher education, eliminating obstacles such as employment, geographical location, and other disruptions. However, the transition from traditional classroom settings to online classes without any prior knowledge or training can be a significant challenge. This study investigated students' experiences with online learning by identifying the aspects perceived as benefits and barriers of online learning. We surveyed 266 undergraduate students from a private university in Bangladesh to gain a comprehensive understanding of their online learning experiences. The study utilized a qualitative research design, gathering data through narrative inquiry and analyzing it with a thematic analysis technique. The findings highlighted that academics, technology, health, concentration, and communication problems are perceived as barriers to online learning. On the other hand, the benefits include the flexibility of online learning and the acquisition of new knowledge and skills. Overall, the perceived barriers outweigh the benefits. Hence, the findings of this study will help researchers and policymakers to understand the opportunities and challenges of online teaching and learning in a poor resource-setting country like Bangladesh.