Volume 06 - Issue 01
This study investigated the behavioural intentions of Nigerian Students With Disabilities (SWDs) to adopt Mobile Learning (ML). The descriptive survey design was used. Data were collected through structured, validated and reliable questionnaires from a total of 104 purposively selected SWDs. Two research questions and one null hypothesis guided the study. Multiple Regression Analysis (MRA) and Independent t-test were used for data analysis. Findings revealed that the five factors namely computer self-efficacy, perceived usefulness, computing skills, ease of use, and enabling environment jointly contributed 5.3% to the variance in behavioural intention to adopt mobile learning among SWDs. Also, the relative contributions of each of the explanatory variables in order of importance are computer self-efficacy (β=.331), perceived usefulness (β=.201), computing skills (β=.111), perceived ease of use (β=.086), and enabling environment (β=.012). Significant differences in behavioural intentions to adopt mobile learning among SWDs were established based on gender (t-cal =. 303; df =102; p<.05). Although, mobile learning is still considered as a new technological innovation worldwide, its usage has grown tremendously. It is therefore recommended among others that ML providers should develop more friendly and easy to use ML systems and devices for the SWDs. The SWDs should develop positive computer self-efficacy beliefs and improve upon their computing skills.View it in PDF
National and Universal Values Specific to Mathematics Education from the Perspective of Prospective Mathematics TeachersMihriban HACISALİHOĞLU KARADENİZ
The purpose of this study is to reveal opinions of prospective teachers about national and universal values specific to mathematics education. 230 prospective teachers attending 1st, 2nd, 3rd and 4th year Mathematics Teaching Program, Faculty of Education, Giresun University during fall semester of 2015-2016 academic year. The study utilizes the qualitative research approach. The data were analyzed via the descriptive and content analysis methods. Eleven different themes were obtained as a result of the data analysis: love and value, righteousness, protecting cultural heritage, placing importance on aesthetics, fairness, patriotism, humility, leadership, creativity and success, sharing, independent and free thinking. It was found as a result of the study that prospective teachers sufficiently internalized national and universal values specific to mathematics education. In conclusion, it is expected that prospective teachers, who will be implementers of the curriculum in near future, possess values specific to mathematics education.View it in PDF
Teachers’ and Students’ Perceptions on the Problems of Effective Teaching and Learning of Science and Technology in Junior Secondary SchoolsGimba R. W., Hassan A. M. Yaki A. A. Chado A. M.
It has been observed that students shy away from the study of Science and Technology even though Science and Technology occupies a central position in the development of the nation. This shows the negative attitude and poor performance of students in Science and Technology. This has prompted the research into teachers and students’ perceptions of the problems of effective teaching and learning of Science and Technology in junior secondary schools. The study aimed at identifying the problems and proffering solution to them. Consequently, two research questions were raised. Some factors which revolved around physical facilities, quality and quantity of teaching investigated. Data were collected by means of two different questionnaires administered to (350) students and (35) Science and Technology teachers drawn from seven (7) secondary schools in Bosso Local Government of Niger State. Four-points Likert rating scale was used in administering it and it was analysed using percentage. Some of the findings that emerged are: the foundation of most Science and Technology teachers in Science and Technology is poor. Based on the findings, it was recommended that: The State government should as a matter of urgency send Science and Technology teachers for training and seminars for effective teaching and learning.View it in PDF
This study examined EFL learners’ attitudes and motivation (CBI) towards learning English through content-based instruction at a university in Thailand. Eighty-one university students, majority sophomores, answered a 6-Likert scale questionnaire on attitudes and motivation. Statistical analysis showed that students in general held a positive attitude towards the course and their English learning motivation was at a moderate level. Significant differences in attitudes between students from faculty of nursing and those from faculty of medicine and that between females and males were found. However, their overall attitude towards the course was not significantly correlated with their learning motivation. It is recommended that CBI teachers adopt motivational strategies to enhance both students’ instrumental motivation and integrative motivation. It is advisable that further study may investigate learning environment, learner identity and learner engagement in the CBI classroom.View it in PDF
The Analysis of Cultural and Intercultural Elements in Mandarin as a Foreign Language Textbooks from Selected Malaysian Higher Education InstitutesChan Suet Fong Dorothy DeWitt Chin Hai Leng
Language cannot be taught outside the culture of the society. A foreign language learner needs to learn the context and the cultural elements to avoid conflicts and misunderstanding arising from differing values, beliefs, and customs. Hence, foreign language instruction needs to emphasise intercultural communicative competence and include cultural and intercultural elements. Teaching materials such as textbooks and learning modules should also include cultural elements to develop students’ intercultural communicative competence. Mandarin as a foreign language (MFL) courses has gained popularity among non-native speakers in higher education institutes (HEI) as the enrolment for this course has risen. However, there does not seem to be studies determining whether cultural elements are incorporated in the course and in the textbooks used. This study investigates whether the cultural and intercultural are incorporated elements in MFL textbooks from seven selected public HEI in Malaysia. Directed content analysis is used based on the cultural and intercultural framework for communication. The findings indicate that there were insufficient cultural and intercultural elements in most of the sampled textbooks. This means that in future, textbooks written for MFL should include cultural and intercultural elements for better understanding of the language.View it in PDF
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.
Professor Datuk Dr. Sufean Hussin, University of Malaya, Malaysia
Editor in chief