MOJES: Malaysian Online Journal of Educational Sciences

PROGRAM STRUCTURE AND COMMUNICATION MECHANISM FOR ONLINE DISTANCE LEARNING (ODL) IN A POSTGRADUATE PROGRAMME

Kushairi Rashid — 2025-02-24

Substantial growth was seen in Open Distance Learning (ODL), and the COVID-19 pandemic has accelerated the expansion of online learning across all levels of education. The preferences on the program structure and communication mechanism and fundamentals of quality of education received are not widely documented. Considering the vacuum, the study aims to explore the potential of offering a postgraduate Doctor of Philosophy program through an open distance learning (ODL) module. The study primarily explores program structure preferences and communication mechanisms to meet the needs and expectations of prospective students. The quantitative-based research, using an online questionnaire survey technique as the main research strategy, was conducted between January and February 2023 and gathered feedback from 163 respondents representing potential and recently graduated PhD students, academia, and education agencies. The findings indicate that responders largely acknowledge mixed-mode programs, blended delivery methods that combine online classes with conventional face-to-face teaching mechanisms, and synchronous online teaching. Hence, they should be widely used in establishing new postgraduate programmes. The ODL programs will offer flexibility in scheduling and pace, allowing students to balance their studies with personal and professional responsibilities.

EFFICACY OF THE LAB COURSES IN DEVELOPING EFL LEARNERS’ LISTENING AND SPEAKING SKILLS: A PERCEPTION STUDY

Marium Jamila — 2025-02-24

Laboratory courses and theoretical ones are widely used worldwide to develop second or foreign-language learners’ language and communication skills to meet the multi-dimensional needs of this globalized world. This study focused on the tertiary-level students’ perceptions of the efficacy of the laboratory courses in developing their English listening and speaking skills. This study collected data from 77 English department students at a public university in Bangladesh to analyze the learners’ perceptions of the lab-based language courses. The findings of this mixed methods study revealed that laboratory courses have substantial positive impacts on developing the listening-speaking skills of English as a Foreign Language (EFL) learners, namely removing learning anxieties, accelerating learning mode, and removing grammatical errors. Some barriers and challenges were also identified that the students commonly faced, namely technological problems, interrupted electricity, lack of technological knowledge, and poor internet connection. In addition, this study found several feasible solutions to make laboratory courses more effective and learner-friendly. Hopefully, these findings associated with lab-based classrooms will support policymakers, educators, and future researchers in EFL contexts in reevaluating their lab-based classroom practices and reshaping the policies to ensure effective foreign language teaching-learning practices.

INVESTIGATION OF SECONDARY SCHOOL STUDENTS' CONCEPTUAL UNDERSTANDING LEVELS IN ASTRONOMY SUBJECTS ACCORDING TO GRADE LEVELS

Önder Şensoy — 2025-02-24

This study aims to compare the alternative concept and achievement scores of secondary school students in the subjects of the structure of celestial bodies, celestial events and the motions of celestial bodies in terms of grade levels. The survey model, one of the quantitative research methods, was used in the study. To identify alternative concepts, the quantitative data collection tool of the research, the 20-item Alternative Concept Identification Test (ACIT), each consisting of three stages, was created. The test development stages were followed for ACIT, the necessary validity and reliability studies were conducted, the KR-20 value was found to be 0.82, and the Cronbach-Alpha value was found to be 0.83. The study group of the research consists of 332 students studying in the 5th, 6th, 7th and 8th grades in a province in Turkey. The sample in the study was determined by the monographic sampling method, one of the non-probability-based methods. The study created five score types to compare students' alternative concept and achievement scores according to grade levels. Reliability analyses were performed for these score types, and Cronbach-Alpha values for all were found. When secondary school student's achievements in the subjects of the structure of celestial bodies, celestial events, and the motions of celestial bodies were compared in terms of the grade level variable, the correct scores showed a significant difference. In contrast, the Alternative Concept Score mostly did not show a significant difference.

CRITERIA OF ASSESSMENT FOR MALAYSIAN SCHOOLS’ MURAL PAINTING

Fauziah Mohammad — 2025-02-24

The research aims to identify criteria to evaluate mural painting in schools to improve the school environment and define the criteria most recognized as integral in creating high-quality mural paintings. This study used visual analysis to examine 20 mural designs with the topic of Malaysia Unity Road Safety, as well as another 10 murals with various themes from Malaysian secondary schools. This study also included in-depth interviews with three expert mural painters, observations, and document analysis. The results indicate that mural paintings can be assessed based on 11 major criteria: theme and message, originality, subject matter accuracy, creativity, colour, craftsmanship, mood, teamwork, environment, landscape, and scale. These criteria contribute to producing high-quality school murals and enhancing the school environment. However, six of these eleven criteria were particularly favoured by experts in the mural rubric assessment: theme and message, creativity, originality, craftsmanship, teamwork, and mood. Landscape criteria are defined as factors that enhance the beauty of a painted mural. Three-dimensional components are regarded as very valuable creative aspects. Rubrics and handbooks for instructors and students to develop great murals to beautify the school have been recommended.

THE EFFECT OF ANALOGIES AND MODELS APPROACH ON UNDERSTANDING OF NUCLEAR RADIATION AMONG SCIENCE TEACHERS

Haziemah Harun — 2025-02-24

Education in nuclear science and technology faces challenges in enhancing teachers' understanding of nuclear radiation. The lack of understanding among teachers regarding nuclear radiation, which impacts student learning and teaching attitudes, warrants further research. International comparisons and the local context in Malaysia emphasise the importance of deeper teacher education to ensure accurate knowledge dissemination and shape a positive public perception of nuclear technology. Therefore, this study aimed to evaluate the effect of using analogies and models to address these challenges. A quasi-experimental study involved 60 secondary school science teachers teaching Form 3 and 4 in Malaysian public secondary schools, equally divided into experimental and control groups. The experimental group was taught using analogies and models, while the control group followed traditional lecture methods. This study used ANCOVA to adjust for pre-test scores and analyse post-test results. The findings revealed significant improvements in understanding in the experimental group. The experimental group achieved a mean post-test score of 67.63, higher than the control group's 55.24 (F(1, 57) = 29.699, p < 0.001, η² = 0.343). These findings demonstrate that the analogy and model approach effectively enhances teachers' understanding of nuclear radiation, with important implications for improving science education. Using analogies and models significantly enhances teachers' understanding of nuclear radiation, supporting the theories of constructivism and conceptual change. This approach is effective not only for teaching complex topics but also for improving the quality of education in schools. Additionally, these implications guide policymakers to integrate analogy and model-based training into professional development programs, strengthening teachers' capacity to teach challenging science topics.