The Ministry of Education Malaysia commenced home-based teaching and learning during the Covid-19 pandemic. Online learning and lack of teaching aids at home affected pupils’ multiplication fact performance and their emergent behaviour in online classes. Thus, this study aims to examine the effects of Paperlator on multiplication fact performance and pupils’ emergent behaviour among two schools of Year Two and Year Three special remedial program (SRP) pupils in the state of Malacca, Malaysia. This study employed the convergent parallel design mixed method. 32 SRP pupils aged between 8 to 9 years old were involved in this study. The experimental group of SRP pupils was exposed to Paperlator intervention, whilst the control group of SRP pupils was exposed to the traditional memorisation method. Quantitative data were analysed by using descriptive and inferential statistics of independent sample T-Test and paired sample T-Test. The findings of the study showed a significant difference between the two groups. Paired sample T-Test also showed that there is a significant difference in the experimental group exposed to Paperlator. The statistical data showed that there is a positive effect of Paperlator on SRP pupils’ multiplication fact performance. Qualitative data were collected through observation of SRP pupils’ emergent behaviours when solving multiplication fact problems. The observation data supported quantitative data that most SRP pupils in experimental group were active and showed interest in learning multiplication fact. This study concluded that the use of Paperlator can improve the SRP pupils’ multiplication fact performance and positive emergent behaviours.
The aim of this study was to identify the level of efficiency among teachers in Bachang Zone and their satisfaction towards online Continuing Professional Development (CPD). The survey has been conducted among 181 respondents in Bachang Zone, Malacca in order to identify the relation between teachers' level of knowledge on ICT and their satisfaction based on gender and ages. The study showed that teacher who has more knowledge in ICT where have a high satisfaction. However, the comparative analysis found that teachers’ efficiency on ICT was varied by gender, not by age. Meanwhile, the level of CPD satisfaction were significant by gender and age. Therefore, this study suggested that various educational organizations should provide teachers with assistance in ICT and improve the training website system to be more user-friendly and the similar conducted in rural areas also mostly welcomed.
The aim of this study was to identify the level of efficiency among teachers in Bachang Zone and their satisfaction towards online CPD. The survey has been conducted among 181 respondents in Bachang Zone, Malacca in order to identify the relation between teachers level of knowledge on ICT and their satisfaction based on gender and ages. The study showed that teacher who has more knowledge in ICT has a highly satisfaction. However, the comparative analysis found that teachers’ efficiency on ICT was varied by gender, not by age. Meanwhile, the level of CPD satisfaction was significant by gender and ages. Therefore, this study suggested that various educational organizations should provide teachers with the assistance in ICT and improve the training website system to be more user-friendly and the similar conducted in rural areas also mostly welcomed.
Appropriate teaching aids can assist remedial pupils in mastering basic numeracy skills effectively. However, issues persist of remedial pupils struggling to grasp basic numeracy skills, potentially due to the lack of suitable teaching aids tailored for Malaysia’s Special Remedial Programme. Thus, this quantitative study aimed to identify remedial teachers' needs for developing new basic numeracy teaching aids in the Special Remedial Programme. This study adapted McKillip's Discrepancy Model to guide the needs analysis. A quantitative survey methodology was used with 143 remedial teachers respondents in Melaka state, Malaysia. A validated questionnaire measured the levels and discrepancies in remedial teachers’ utilisation, perceptions, constraints, and skills regarding proposed basic numeracy teaching aids by the Ministry of Education Malaysia. Descriptive statistics were calculated. Findings showed moderate utilisation, high positive perception, moderate constraints, and high skills levels in using existing basic numeracy teaching aids. Discrepancies were identified in each construct, indicating the need for improvements tailored for better remedial learning. The results suggest modifying and developing new basic numeracy teaching aids that meet remedial pupils’ learning characteristics, fostering their creative thinking, facilitating self-directed learning activities, improving time efficiency in teaching and learning mathematics, providing various customisable teaching aid templates that are easy to reproduce with affordable everyday materials, and developing user-friendly technology teaching aids. Addressing these needs can enhance remedial teaching practices and pupils’ numeracy achievement. This study provides an important initial evidence base for designing and developing appropriate basic numeracy teaching aids based on remedial teachers’ current needs.
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