Volume 04 - Issue 01

January 2016

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Informal And Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents Among Students in a Polluted Area

Baniah Mustam Esther Sarojini DANIEL
Pages: 1-8

The study explored Environmental Education infusion among students by teachers and parents in two schools located in a highly polluted area. Qualitative data was collected through observations, interviews and an open-ended questionnaire. Participants of the observations and interviews were 6 Secondary 4 students, 6 teachers and 6 parents. Participants for the open-ended survey consisted of 60 Secondary 4 students, 30 teachers and 30 parents. Data from the three sources were triangulated to identify how Environmental Education infusion happened through formal and informal education in school and at home. Findings indicate that parents and teachers do make an effort to infuse elements of environmental education through different ways.

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Formative Feedback in a Malaysian Primary School ESL Context

Sedigheh Abbasnasab Sardareh
Pages: 9-20

The idea of providing students with formative feedback is a crucial part of formative assessment. Teachers need to provide students with feedback that improves their learning. In other words, formative feedback should provide learners with information that help them bridge their learning gap. As formative assessment itself is a newly introduced product in an innovative transformation introduced by the Ministry of Education, Malaysia, it would be particularly interesting to investigate how formative feedback which is the main component of formative assessment is being implemented. To answer this main question, classroom observations were conducted and Focus Group Discussions (FGDs) were carried out with a group of primary school ESL teachers in Malaysia. The results indicated that using feedback systematically to support learning is rare and teachers are not aware of strategies to implement formative feedback to improve students’ learning and use the information in their future instruction.

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Malaysian Mathematics Teachers’ Beliefs about the Nature of Teaching and Learning

Nuraini Mohd Zikre Leong Kwan Eu
Pages: 21-29

Teachers play a vital role in nurturing and shaping learners in school. Extensive researches have been conducted showing that beliefs in the nature of teaching and learning held by the teachers will affect their actual classroom practices. In Malaysia, not many studies have been done on mathematics teacher's beliefs at the national level. The purpose of this study is to investigate the beliefs of Malaysian mathematics teachers at the secondary level. The sample of this study consisted of 39 mathematics teachers who were randomly selected from all the secondary schools in Malaysia. This is a quantitative study using descriptive statistics and mean differences to interpret the data. The finding showed that constructivist beliefs are stronger than the direct transmission beliefs both the male and female teachers. In addition, there was no significant difference in the direct transmission beliefs and constructivist beliefs by gender.

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The Relationship Between Anxiety and Test-Taking C-Test and Cloze-Test

Pages: 30-42

Anxiety has an important role in teaching and learning. If teachers can recognize which kind of tests create high anxiety then they will be able to omit these kinds of tests. Then, the results of test can probably show the students’ knowledge more carefully. The subjects of the present study were sixty Iranian female junior university students. They were given three kinds of test: an anxiety test, a C-test and a Cloze-test. Descriptive statistics for subjects' performance on the Cloze-test and C-test were used to compare the mean score of the subjects in both tests. Finally, the results of anxiety test and C-test were correlated and then the results of anxiety test and Cloze-test were also correlated. The anxious students feel more anxiety while taking C-test than Cloze-test.

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Self-Efficacy and Chemistry Students’ Academic Achievement in Senior Secondary Schools in North-Central, Nigeria

Pages: 43-52

Self-efficacy reflects the extent to which students believe that they can successfully perform in school. It usually positively correlated with outcome expectations but it is possible that a student’s has high self-efficacy does not transform into a high academic achievement. This study sought to find out the relationship between chemistry students’ self-efficacy and their academic achievement in senior secondary schools in North-central, Nigeria. The study is an ex-post facto research and is a descriptive survey. The subjects of the study were one thousand one hundred and fifty (1150) senior secondary school III chemistry students selected from Kogi, Kwara and Niger States of Nigeria. The data collected were analyzed using descriptive and inferential statistics of mean, percentage and Pearson Product Moment Correlation. The findings revealed that no significant relationship existed between self-efficacy and the academic achievement of the chemistry students. The study concludes that students’ self-efficacy needs to be complemented with a host of other factors to achieve high academic achievement in Chemistry. It is therefore recommended that attention be paid to other factors necessary for better students’ achievement in chemistry to complement students’ high self-efficacy, so that a combination of these factors could result in high academic achievement in Chemistry

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The Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences. In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.