Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.
This study aims to investigate the factors that influence entrepreneurial intention among engineering technology students at the Malaysian Institute of Information Technology (MIIT), Universiti Kuala Lumpur (UniKL). Many universities have introduced entrepreneurship education to inculcate interest among students to become future entrepreneurs. Aligned with the UniKL vision to be the leading entrepreneurial technical university in Asia, this study observes the relationship between entrepreneurial intention, self-efficacy and the need for achievement among MIIT students. In this study, a total of 52 semester one bachelor students from Bachelor of Business Technology in Computer Entrepreneurial Management (BCEM) programme were involved and the data was gathered using a single questionnaire. Descriptive and inferential statistical analyses were used to analyse the research questions. The research findings reveal that there is a significant relationship between entrepreneurial intention, the need for achievement and self-efficacy. However, the results show that there is no significant relationship between parents' occupation and entrepreneurial intention. When we consider all the factors, the results show that self-efficacy appears to be the only significant factor that influenced students' intention in entrepreneurship. However, the results do not show any difference between male and female students in entrepreneurial intention. It is hoped that the findings of this study will serve as meaningful guidelines for future development of ways to improve students' intention towards entrepreneurship as a career.
Frog VLE is an educational innovation that uses multimedia materials to support student learning. The purpose of this study was to determine students' knowledge and skills regarding the use of Frog VLE in mathematics learning. 150 fifth-year students were chosen at random to be the respondents of the study. The research instrument is a set of questionnaires with consist of three constructs that include knowledge, skills, and use of the Frog VLE. The descriptive statistics, t-test, and Pearson correlation were used to analyse the data which was conducted using SPSS 23.0 software. The findings of this study revealed that Frog VLE knowledge and skills are at a moderate level among the respondents. The t-test result indicated that there was a significant difference in knowledge of how to use Frog VLE based on gender, but there was no significance difference in skills of how to use Frog VLE based on gender. Pearson correlation test results show a strong and significant positive relationship between Frog VLE knowledge and skills and Frog VLE use in mathematics learning. The findings show that the greater a student's knowledge and skills of Frog VLE, the greater his or her use of Frog VLE in mathematics learning. These implies that using ICT in mathematics teachings requires students’ knowledge in skill in order to enhance students’ learning.
2 Abstract: Mathematics teaching and learning is an important factor that leads to the success of the students' achievement. Since mathematics is one of the important subjects at Malaysian Institute of Information Technology (MIIT), Universiti Kuala Lumpur, this study aims to investigate on ICT application in learning mathematics among engineering technology students. The use of e learning and internet resources including social networking medium is integrated in traditional approach teaching mathematics. Ten bachelor students from Networking System program were selected to be the research participants. Semi-structured interviews and documents analysis were used to gather the information on their experience in learning mathematics using the ICT. The research findings revealed that the ICT could assist students in their understanding of the mathematics concept and were able to solve problem solving. This research also draws conclusion and recommendations to improve lecturers' style of teaching by using ICT equipment as a tool to make the teaching and learning environment more meaningful and interesting.
Student engagement is a multidimensional construct that predicts learning performance. However, student engagement receives limited attention, especially in mathematics. Thus, this study conducts a survey to determine the influence of student engagement on mathematical achievement. Stratified random sampling was employed to select secondary school students (n = 1000). Questionnaires and end-of-year examination grades were collected as data on student engagement and respective mathematics achievement. The findings indicate that there is a significant relationship between cognitive engagement, affective engagement, behavioural engagement, and mathematical achievement. The results of multiple linear regression analysis show that affective engagement is the largest predictor of mathematical achievement (β = 0.743, p < 0.001), followed by behavioural engagement (β = 0.585, p < 0.001), and cognitive engagement (β = −0.375, p < 0.01). This suggests that policymakers should formulate a curriculum that enables the improvement of affective and behavioural engagement. Furthermore, this study recommends that school administrators and teachers plan and implement activities that stimulate such engagement.
Kelas berbalik merupakan sejenis pembelajaran teradun yang disyorkan oleh Kementerian Pendidikan Malaysia (KPM) untuk digunakan oleh guru matematik sewaktu pasca pandemik COVID-19. Namun keberkesanan pendekatan pedagogi ini sangat berkait rapat dengan tahap kesediaan murid. Sehubungan dengan itu, kajian ini dijalankan bagi meneroka kesediaan murid tahun satu menggunakan model kelas berbalik sebagai sebahagian dari kaedah pembelajaran mata pelajaran Matematik. Kajian kualitatif ini dijalankan menggunakan reka bentuk kes tunggal terhadap 5 orang murid Tahun 1 dari sekolah harian biasa di Kuala Lumpur. Peserta kajian ini di pilih dengan menggunakan kaedah pensampelan bertujuan. Pengumpulan data dibuat menggunakan pemerhatian di dalam kelas dan temu bual separa berstruktur peserta kajian. Data kajian telah dianalisis menggunakan perisian NVivo 12. Dapatan kajian ini menunjukkan bahawa kesediaan murid tahun satu dipengaruhi oleh faktor dalaman seperti efikasi kendiri terhadap teknologi, regulasi kendiri, kecenderungan kaedah penyampaian dan aktiviti pra kelas. Manakala faktor luaran seperti kemudahan peranti elektronik dan perkhidmatan internet. Selain itu faktor persekitaran seperti perhatian ibu bapa dan kerjasama ahli keluarga yang lain turut dikenal pasti. Kesannya, walaupun murid masih mudah terkesan dengan faktor-faktor tersebut, kajian mendapati terdapat perubahan dari segi minat dan tingkah laku yang positif sepanjang mereka mengikuti model pembelajaran ini. Limitasi dan kajian lanjutan turut dibincangkan meliputi aspek-aspek yang perlu diambil kira oleh penyelidik bagi menambahbaik kajian dalam konteks yang serupa pada masa hadapan. Justeru, hasil dapatan daripada kajian ini diharap membantu kepada usaha untuk memantapkan lagi kualiti penyampaian mata pelajaran Matematik melalui kelas berbalik di sekolah rendah.
The history of mathematics (HoM) is important for mathematics to be enriched, in the evaluation of the development of the mathematics based on scholars and subjects. However, many students often have a bad impression of Mathematics. Therefore, a lot of alternatives have been used by Mathematics educators to change this sceptical view of Mathematics. One of the methods is by using the history in Mathematics in the teaching and learning process. Therefore, this study aims to identify Mathematics teachers' views towards the integration of the HoM and the implementation of HoM in teaching and learning in a systematic literature review context. Using the guidelines by Preferred Reporting Items for Systematic Review and Meta-Analyzes (PRISMA) and the combination of keywords such as "integration of History of Mathematics", "using History of Mathematics", "implementing History of Mathematics" and "integrating History of Mathematics". 30 out of 1412 articles used in this study were chosen from two electronic databases which are ERIC, and Google Scholar without restricting the year of publication. The article selection was done based on a few criteria such that the variables in previous research were focused on the views and opinions of teachers about the usage of HoM and the usage of HoM in Mathematics education. Extraction of data was based on the name of the researcher, year, country, title, sample size, instrument used, field of study, methodology and analysis and findings. The findings reveal that Mathematics' teachers have positive views about the integration of HoM in teaching and learning. Teachers did not use HoM in class due to problems such as lack of knowledge and skill to integrate HoM, insufficient materials, resources and time and exclusion of HoM in the Mathematics syllabus and examination. To conclude, Mathematics teachers should consider integrating HoM in their teaching and choosing history as an alternative way to teach Mathematics. As for future works, Mendeley, Scopus and Web of Science are highly recommended to be databases of the study using should extensive related keywords.
Quality control tools in Six Sigma have not been extensively explored in systematic improvement for quality improvement in education. Therefore, this conceptual paper aims to introduce five quality control tools such as Suppliers, Inputs, Processes, Outputs, and Customers (SIPOC), the Pareto diagram, the fishbone technique, Failure Mode and Effect Analysis (FMEA), and Statistical Process Control (SPC) in each phase of the Six Sigma DMAIC model to improve the quality of teacher teaching. The Six Sigma DMAIC model consists of five phases, namely identify, measure, analyze, improve, and control. Quality control tools are generally presented for improving the quality of teaching and learning in schools. As such, quality control tools are applied by educational institutions for a deeper understanding of the educational process and methods to be improved to meet the desired quality goals. Quality improvement and enhancement through the Six Sigma DMAIC model with the use of various quality control tools in the field of education has a high potential in transforming the quality of education. In addition to reducing non-value-added activities, this effort is also able to increase operational efficiency. The idea behind this conceptual paper is to introduce sustainable quality control tools that can be considered by future researchers to solve problems and issues faced in teaching quality. Additionally, the implications of this study can increase a person's thinking power to be more dynamic, deep, and creative in facing a problem. Teachers can also use quality control tools in Six Sigma to evaluate their teaching, either among colleagues or independently. Ultimately, this idea can be developed further through studies across fields and institutions. This effort also encourages educational institutions to be more open in training their academic staff to use quality control tools in Six Sigma to transform teaching quality.
Computational Thingking (CT) dan entrepreneurship membutuhkan pemikiran matematika, begitu pula pada pembelajaran matematika membutuhkan pola pikir CT dan karakter entrepreneurship. Penelitian ini bertujuan mengekplorasi potensi CT dilihat dari karakter entrepreneur. Penelitian menggunakan pendekatan kualitatif deskriptif. Tiga mahasiswa calon guru Matematika menjadi subyek terpilih dari duapuluh subyek penelitian. Pengambilan data melalui data tes, angket dan wawancara. Hasil penelitian mengungkapkan bahwa aktivitas CT dari karakter entrepreneur tinggi dan sedang ditemukan aktivitas CT dengan komponen abstraksi, algoritma, kreativitas, dekomposisi, dan generalisasi. Kuatnya karakter enterpenur berupa kreativitas memunculkan komponen baru dalam menyelesaikan masalah matematika. Kreativitas direkomendasikan menjadi salah satu komponen CT dalam pembelajaran matematika. Computational Thinking (CT) and entrepreneurship require mathematical thinking, as well as learning mathematics requires a CT mindset and entrepreneurial character. This research reports on an educational research study that explores the potential of CT in terms of entrepreneurial character. Research using a descriptive approach. Three prospective mathematics teacher students were selected from the twenty subjects of this study. Data collection through data tests, questionnaires and interviews. The results of the study revealed that CT activity had a high entrepreneurial character and moderate CT activity was found with components of abstraction, algorithm, creativity, decomposition, and generalization. The strong character of the entrepreneur in the form of creativity raises a new component in solving mathematical problems. Creativity is recommended to be a component of CT in learning mathematics.
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