This study analyses the extent to which students" value of reading and self-concepts as readers affect their motivation to read. The participants included 45 students from a rural primary school in Malaysia aged 8 to 10 years old. They completed the Motivation to Read Profile-Revised (MRP-R) designed by Malloy et al. (2013) which consists of a survey and conversational interview to shed light on students" attitudes towards reading. The results from the survey demonstrated that the students held high self-concepts of themselves as readers and were able to use reading comprehension strategies. Overall they found reading enjoyable, and preferred collaborative reading tasks and books with visuals. Additionally, students were motivated by engaging classroom activities and trips to the library, and many students preferred digital text. However, the students found reading in another language to be challenging. Through these results, the role of the teacher is highlighted as essential in motivating students to read. By providing opportunities for students to read a variety of texts at students" reading levels and on different topics, in both students" native languages and target language. Students may gain reading motivation when they can choose what to read and when instructors create engaging activities that encourage not only independent reading, but incorporate a social aspect as well. Schools may also consider using technology to motivate young readers, and a reading culture should be supported in the students" homes to further encourage lifelong reading habits. Contribution/ Originality:This study contributes to the existing literature by examining the extent to which the value of reading and self-concept affect reading motivation a rural primary school in Malaysia. This is one of very few studies which have investigated reading motivation within this context and student responses may inform instruction.
The goal of pre-university programs is to prepare students for undergraduate studies. Therefore, the courses offered in centres of pre-university studies should cultivate higher level of independence and critical thinking which are needed by a university student. This paper explores the usefulness of authentic collaborative writing project to bridge the gap between secondary and tertiary studies. This qualitative study aimed to look into the perspectives of 10 students on the benefits and challenges of their group writing project where they had to publish a mini magazine that explores current social issues. The responses were collected through semi-structured interviews with each student. Generally, it was found that the students regarded the project positively as they were given a high level of autonomy in developing their magazine, which encouraged them to conduct extensive research, group discussion and peer assessment. However, the students noted that they experienced technical difficulties in designing and printing the magazine as it was an unfamiliar genre to them. Some students also commented that they encountered typical problems in group projects such as conflicting ideas and irresponsible group members. The findings have several pedagogical and research implications in pre-university language classrooms.
Music is a form of entertainment that is enjoyed by people of all ages from every culture. It does not require any formal education to be understood or appreciated by the listeners. However, music is divided into several categories, and one of them is avant garde music which can be fully appreciated through a specific approach because it contains elements, motifs and beats that are inconsistent. It is also known for its complex and abstract music and has its own group of fans. A study of avant garde music composition, Timang XekorY was conducted at
Despite the progressive reports on potential pharmacological properties of G. procumbens, the importance of agronomic requirements to produce high yields and phytochemical content that may vary due to environmental variations are often overlooked. Therefore, this study was conducted to examine the effects of N, K and ER interaction on the growth and phytochemical content of G. procumbens. The study was a three-factorial experiment; two rates of N and K, four rates of ER and three H time. The treatments have affected plant growth and phytochemical content significantly (p≤0.05) with stronger effect on physiology and biochemical attributes (p≤0.01). The study has shown discrete effect on growth, physiology, and phytochemicals content with N0K30>N90K0 and ER 75>50>100>25% treatment. The highest and lowest yield of plant biomass and phytochemical were observed under N0K30(70) and N90K0(25), respectively. The results have shown that the interaction and effect of treatments are highly significant (p≤0.0001) in Cond, CNB, TChlC, TPrC and TFC analysis, (p≤0.05) in NoL, CF and PWP, and not significant in TLA, Photo, TCC, TLC and TPC. The 75% ER has produced significant output of biomass as well as phytochemical content. The study also showed that low rate of N, moderate rate of K with 75% ER have produced high biomass as well as phytochemical content. Meanwhile, caffeic acid and kaempferol were demonstrated as the lead secondary metabolite compounds in this study.
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