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Impact of lesson study on mathematics anxiety and mathematics achievement of Malaysian foundation programme students Hosseinali Gholami; Ahmad Fauzi Mohd Ayub; Aida Suraya Md Yunus; Nurzatulshima Kamarudin
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.20502

Based on many researches, there is negative relationship between mathematics anxiety and achievement. However, there is no study about mathematics anxiety and achievement in Malaysian foundation centers. This research studied the impact of Lesson Study (LS) on mathematics anxiety and achievement of students in a Malaysian university. A total of eight lecturers were involved in planning the LS which was experimented on 44 students as experimental group, while 42 others were in the control group. In the experimental group, students solved problems individually and in teams in a student-centered approach. For the control group, students were taught using the conventional method. Mathematics anxiety was measured using the Mathematics Anxiety Scale-Revised (MAS-R). A mathematics test was used to measure the students’ ability in problem solving. The data was analyzed using t-test, ANOVA and MANOVA. The results showed that there is a significant difference between the means of the experimental and control groups in mathematics anxiety and achievement scores. However, there is no statistically significant interaction between the effects of educational method and gender on both mathematics anxiety and achievement. LS was found to be a suitable method to increasing the student’s ability in problem solving and reducing their anxiety.

Impact of Lesson Study on Motivation and Achievement in Mathematics of Malaysian Foundation Programme Students Hosseinali Gholami; Aida Suraya Md Yunus; Ahmad Fauzi Mohd Ayub; Nurzatulshima Kamarudin
JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

This quasi-experimental study was conducted to determine the impact of the implementation of lesson study on students' motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher, formed a lesson study group. This group planned and designed five research lessons about the functions focusing on problem-solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (not at all true) to 5 (very true)) and lecturers developed tests were used to investigate the impact of lesson study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric the Kruskal-Wallis test. The results of this study showed that students in the experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender, but there were no significant mean differences among groups in any of subscales.

“My lecturer’s expressionless face kills me!” An evaluation of learning process of German language class in Indonesia Primardiana Hermilia Wijayati; Rofi'ah Rofi'ah; Ahmad Fauzi Mohd Ayub
REID (Research and Evaluation in Education) Vol 4, No 2 (2018): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

This qualitative study aimed at evaluating the circumstances in plenary class that provoke learners’ speaking anxiety. To meet the objectives, this study investigated students of German as a Foreign Language (GFL) course who were experiencing speaking anxiety symptoms in the plenary class. The research was a narrative qualitative study, and the data were collected through observation and interview. The result of this study reveals that learners’ speaking anxiety occurred in particular circumstances of the plenary class, such as unfamiliar topic, still class, students’ unpreparedness for spontaneous speaking, expressionless face of the lecturer, and students’ fear of native speaker lecturers.

Predicting teachers’ use of digital technology Siti Syuhada Abu Hanifah; Norliza Ghazali; Ahmad Fauzi Mohd Ayub; Rosfuzah Roslan
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.24237

In recent years, the use of digital technology and its relationship to the ability known as digital competence has become a core concept in discussions about the skills that individuals should possess in a knowledge society. Teachers’ skills in using digital technology are becoming a critical component of developing practical pedagogical knowledge for practice and student learning enhancement. The purpose of this study is to predict the factors that influence secondary school teachers when it comes to using digital technology. This study will establish relationships between personal innovativeness, technology self-efficacy, attitude toward digital technology, and digital competence. In Pahang, Malaysia, a survey was conducted with 493 secondary school teachers from 50 public secondary schools of 11 districts. Proportionate stratified sampling, cluster random sampling, and simple random sampling were used to obtain samples. The findings have established that technology self-efficacy, attitude towards digital technology, and digital competence significantly affect how teachers use digital technology. These findings emphasize the importance of increasing teachers’ digital competence as well as numerous elements that influence teachers’ use of digital technology to fulfill the expectations of future qualified professions and thus prepare students for their future.

Impact of Lesson Study on Motivation and Achievement in Mathematics of Malaysian Foundation Programme Students Hosseinali Gholami; Aida Suraya Md Yunus; Ahmad Fauzi Mohd Ayub; Nurzatulshima Kamarudin
JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

This quasi-experimental study was conducted to determine the impact of the implementation of lesson study on students' motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher, formed a lesson study group. This group planned and designed five research lessons about the functions focusing on problem-solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (not at all true) to 5 (very true)) and lecturers developed tests were used to investigate the impact of lesson study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric the Kruskal-Wallis test. The results of this study showed that students in the experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender, but there were no significant mean differences among groups in any of subscales.

Teachers’ acceptance of technology as predictors of the use of Google Classroom analytical learning Ellie Esterina Mohd Fasiah; Ahmad Fauzi Mohd Ayub; Nurul Nadwa Zulkifli
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25021

The upsurge in Malaysia’s Industrial Revolution 4.0 (4IR) is in line with the changes in the global education environment. One of the latest approaches in the education field is learning analytics (LA). The use of LA in Google Classroom (GC) as the learning platform that measures, collects, analyses data and reports information about students to help teachers improve teaching and learning (T&L). This study aimed to determine the factors of teachers’ technology acceptance as the predictor for use LA in GC among the teachers in secondary schools. It is done by observing 304 teachers in daily secondary schools in the Federal Territory of Kuala Lumpur. The research instrument used was online questionnaire using Google Form, which data were collected and analyses by using IBM SPSS Statistics Version 26.0. The findings from this study show that the use of GC, teachers’ perceived usefulness and behavioral intention were the predictors that influenced the performance of LA in GC. This study hoped to provide a description and contribute a required alternative for the Ministry of Education (MOE) Malaysia and the schools in designing an effective strategy that can help teachers monitor the suitability of using LA in GC during teaching and learning.

The impact of active learning and learning style on blended learning: Insights from higher education students Fazilah Razali; Tajularipin Sulaiman; Ahmad Fauzi Mohd Ayub; Noraziela Abdul Majid
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24858

Blended learning is a progressive teaching technique combining online and face-to-face instruction to encourage active learning and improve academic achievement. However, various problems, such as different attitudes and learning styles between educators and students, influenced the implementation of blended learning effectively. Therefore, there is a need to identify the factors that impact blended learning to improve students’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between learning styles and accessibility of learning through blended learning. The study sample consisted of undergraduate students from Universiti Putra Malaysia. In addition, this study also utilized a random sampling method. In total, 224 responses were collected and analyzed using a partial least square structural equation modeling (PLS-SEM). The findings revealed that active learning fully mediated the relationship between learning style and blended learning. Active learning also mediated the relationship between accessibility and blended learning with complementary mediation. Moreover, this study offers several practical suggestions for essential parties, including the government and the education sector, to optimize blended learning approaches in Malaysia.

Rasch model assessment of algebraic word problem among year 8 Malaysian students Ku Soh Ting; Othman Talib; Ahmad Fauzi Mohd Ayub; Maslina Zolkepli; Chen Chuei Yee; Teh Chin Hoong
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25721

Word problems continue to be a challenge for students today. All students must meet the prerequisites for problem solving and reasoning skills, which are important components of the critical thinking component of 21st century skills. This study is being conducted to assess students’ strategies for solving word problems with numbers, consecutives, and ages. The Rasch model is used to analyze the item difficulty level of word problems and students’ strategies for solving ten-word problems at various levels of item difficulty in a similar trait. Then, Pearson correlation analysis is used to investigate the item difficulty level in relation to linguistic, algebraic, and arithmetic factors of word problems before evaluating students’ performance on solving these word problems using various strategies. Rasch model found these algebraic word-problem questions are slightly harder for year 8 Malaysian students in relative to an international standard. Meanwhile, the item difficulty of word problems is driven by linguistic and algebra factors where students can score accurately if the word problems contained explicit information. However, the students encountered difficulties while losing their solution strategy when the questions contained implicit data that demanded critical thinking ability.

Impact of Lesson Study on Motivation and Achievement in Mathematics of Malaysian Foundation Programme Students Hosseinali Gholami; Aida Suraya Md Yunus; Ahmad Fauzi Mohd Ayub; Nurzatulshima Kamarudin
JME (Journal of Mathematics Education) Vol 5, No 1 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i1.1179

This quasi-experimental study was conducted to determine the impact of the implementation of lesson study on students' motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher, formed a lesson study group. This group planned and designed five research lessons about the functions focusing on problem-solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (not at all true) to 5 (very true)) and lecturers developed tests were used to investigate the impact of lesson study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric the Kruskal-Wallis test. The results of this study showed that students in the experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender, but there were no significant mean differences among groups in any of subscales.

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