The purpose of this study was to investigate the effects of Corona-phobia and MCO on the Nigerian graduate students in the Universiti Teknologi Malaysia. The study was quantitative and descriptive survey in design. The population of the study was 380 graduate students in the UTM. A total of 191 participants were selected randomly as the sample for the study. The study used an online questionnaire for data collection. Its validity and reliability were 0.7 and 0.8 respectively. Data was analyzed using descriptive statistics (mean and standard deviation). After the analysis, the findings revealed that both corona-phobia and MCO have effects on the students because they resulted in hopelessness, fear and stigma coupled with affecting the educational undertakings of the students. It is thus recommended that the authorities of the institution should introduce online services, academic activities and programmes to enable continuity of the educational activities during the pandemic period and reduce redundancy, anxiety and depression among the students.
This study aims to describe the presence or absence of the effect of the Aptitude-treatment Interaction (ATI) strategy in discovery learning models on the ability to understand mathematical concepts and self-confidence. Which one is superior to the ATI strategy in the discovery learning model and the discovery learning model in terms of the ability to understand mathematical concepts and students’ self-confidence. This type of research was a quasi-experimental research with non-equivalent pretest-posttest control group design. The population was all students of class X at a senior high school in East Sumba district. Two classes as samples were chosen randomly. Descriptive statistical data analysis was carried out, then it continued with testing hypotheses using the Manova test. The results showed that there was an effect of the ATI strategy in the discovery learning model on the ability to understand mathematical concepts and students’ self-confidence. Learning with the ATI strategy in the discovery learning model is superior to learning with the unmodified discovery learning models on the ability to understand mathematical concepts and students’ self-confidence.
Critical thinking (CT) has today gone beyond borders, beliefs, and disciplines. It is naturally connected to human nature as the quality of human life is determine by the quality of his thinking. Recent studies prove and common sense recognizes the need to embed the teaching of Critical thinking across the curriculum (Geertshuis & Albashiry, 2019). As valuable as this most important 21st century skills there is still growing misconception about its meaning, and applications moreover many consider Critical thinking as alien to Islamic teaching. This paper therefore, attempts to humbly give a substantive definition of Critical thinking from both the modern and Islamic perspectives, with particular reference to Paul Elder framework for Critical thinking and show the origin of critical thinking from the Islamic world view. It is quite troubling to find teachers of Islamic studies today not responsive to the contemporary global challenges (Nordin & Surajudeen, 2015; Rosnani, Suhailah, & Adesile, 2014; Sahin, 2018; Sciences et al., 2018). Islamic knowledge integration which is based on Tawhidic epistemology is increasingly attracting attention of intellectuals across the globe, especially as the prevalent view on critical thinking is mostly rooted from the modern secularistic system that emphasized on materialism and lead humanity to a narrow mindedness and focusing only to the things of the life here without given premium to the afterlife. Al-Qur’an being the compendium source that comprehensively contained all that human kind need to know about this life and the life hereafter, has left no stone unturned. Finding the Qur’anic perspective about thinking generally and Critical thinking particularly is not only relevant but indispensable. The knowledge of it will help in supplementing the limitations of the modern perspectives of critical thinking which give emphasis to the mundane while Islamic or Qur’an goes beyond that. Consequently, the authors attempt to analyse and discuss Critical thinking from the lens of Qur’an and show areas of similarities and differences between the modern and Quranic Paradigm with the hope that the humble efforts will clarify the much misconception on the central position of CT from the Islamic perspectives, also to serve as reference material to both teachers and students of knowledge.
Covid19's pandemic outbreak has dwarfed the global community to its knees so that the world was enveloped by panic, uncertainty and confusion. The quest for measures to control the plague has remained a challenging priority for each nation. Some of the world's most popular measures include restricting the movement of peoples, social distancing and isolation. Such tactics have created a great deal of mayhem, crises, and ultimately influence all social life interests including schooling, economy, religion and others. This study seeks to examine the educational and psychological impacts of Corona-phobia and the Movement Control Order (MCO) rule on Nigerian graduate students in Universiti Teknologi Malaysia (UTM). The study was quantitative, consisting as its population of all 380 postgraduate students. A sample of 191 participants was randomly selected with reference to guidelines from Krejcie and Morgan. Also developed and distributed among the respondents was a questionnaire whose validity and reliability were 0.7 and 0.8 respectively. Findings revealed that Corona-phobia and Movement Control Order developed fear, hopelessness and stigmatization coupled with denial of access to physical library, laboratory facilities, academic consultations, and conducting excursion functions. It is recommended among other things that the UTM authorities should introduce online services, academic activities and programmes to enable E-lectures, E-exams, E-supervision, E-submission of thesis, E-proposal defense, E-viva presentation, E-approvals, E-corrections, E-visa renewal, and E-visa cancellation etcetera. These will ensure continuity of the educational programmes during the pandemic period and will reduce the boredom, anxiety and depression among students.
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