The merit score included co-curricular activity at university. The merit score was determined based on the activity involved during their academic session by university students. The study was conducted to determine the influence of the merit score obtained by engaging in campus activities on the academic performance of students and to determine the relationship between academic performance, year, course, and gender. This study of undergraduate students was a cross-sectional study. Stratified random sampling and then accompanied by systematic random sampling were the methods of sampling used. In this study, 174 students participated, with an 85.3 percent response rate. The results of this analysis showed that the merit scores had an overall weak academic performance correlation. However, it is also found that according to the year of study, the merit scores were not statistically significant and that gender and courses was a significant predictor of the merit score. The merit score associated with gender was shown to be the result. Compared to female students, male students are more involved and this can impact their academic performance. In balancing life between co-curricular activities that are required for the creation of generic skills and academic achievement, students should be very thoughtful.

This study was conducted to assess gender differences in computer literacy levels of undergraduate students in UKM. Responses from 2,591 students were analyzed. Students were surveyed on software and application use, self‐perceived control and programming skills. There is a significant difference in computer literacy level between male and female students; overall mean score for male was 2.62 (N = 734, SD = 0.71) while female score was 2.34 (N = 1570, SD = 0.58). Male students had greater computer experience and use computer more frequently. They also reported a higher computer ability and slightly higher percentage of them own a computer. Males had greater self‐perceived control and higher programming skills and better ability in computer repair and maintenance than females. Other factors such as computer experience, and computer ownership also affect computer literacy level as was shown by the interaction effect existed among gender, computer experience, and computer ownership. Implication from this study indicates that increasing the computer experience and encouraging students to own a computer will give more opportunity to female students to achieve a higher level of computer literacy.

The use of technology integration is the way of innovation in today's world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students' desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

Blended learning resulted in improving learning and student satisfaction. A cross-sectional study was done to determine the perception and attitude of undergraduates among gender, years of study and departments. There are three domain that has been considered which is perception, the concepts of blended learning and the negative impression are explored in this study. A total of 126 students from Year 1 and Year 2 were recruited as respondents from two departments in the university in Kuala Lumpur. Students had high preferences to perception and concepts of blended learning. In terms of perception, there was a significant difference in the departments to blended learning among biomedical and nutrition students. There was a significant difference for domain negative expression and concept of blended learning between department according to the result of multivariate test.

An idea management system is where ideas are stored and then can be evaluated and analyzed. It provides the structure and the platform for users to contribute ideas for innovation and creativity. Designing and developing an idea management system is a complex task because it involves many users and lot of ideas. Some of the critical features for an idea management system are supports for the ideas generation process, stimulate users to actively participate, facilitates reuse of ideas and encourages open collaboration among the users. This paper discusses a conceptual architecture design of an idea management system called Kacang Cerdik based on three novel concepts; actor, object and workflow. In the system, an idea is an object or an entity that can be manipulated by the users. An idea as an object can be used to generate other ideas. It can also derive its features from other ideas. In this system, an idea is linked with other ideas in the system. The idea will flows from one state to another state in a single workflow. A single workflow is a process or a pipeline that consists of many states. At each of the states, an idea (an object) can manipulated by a user (an actor) based on his current role. The single workflow consists of five different states which are editing, collaborating, reviewing, publishing and evaluating. In the system, a user is an actor who has multiple roles such as a submitter, a reviewer or an evaluator. Based on this concept, a user can submit a new idea or can review an existing idea or can vote on an idea. The system also uses the concept of crowd wisdom to evaluate the ideas. Finally, the potentially viable ideas at the end of the workflow or the pipeline can be further evaluated in a new product development cycle. This conceptual design encourages open collaborations among the users, reuse of previous ideas and use of crowd wisdom in ideas evaluation. A working prototype called Kacang Cerdik has been developed using these concepts as a proof-of-concept.