The purpose of the study was to identify the type of joke and the frequency of joke s used inside the classroom. In addition, studies have also been conducted to examine the involvement of students when element of joke is applied in the classroom and determine the relationship between joke frequency and students’ involvement. This study is a quantitative type of survey. The instrument used is a set of four parts questionnaire. The populations studied involved secondary school teachers in Muallim District while the samples studied was selected using simple random sampling. The number of samples involved is 269 people. The findings show that the majority of teachers in Muallim District use jokes while teaching in the classroom. Among the jokes applied are jests, cynics, funny face expressions and funny stories (n = 92, Percentage = 34.20%). However, the joke frequency inside the classroom is moderate (n = 164, Percentage = 61.00%). Furthermore, the findings show that the use of joke element can make students to feel more at ease with the teacher when speaking or interacting (n = 115, Percentage = 38.50%). Correlation analysis indicated that there was a link between frequency of joke used and student’s involvement when joke was applied in the classroom (r = 0.42, p <0.05). It can be concluded that the application of joke element is commendable inside the classroom, however, the joke frequency needs to be controlled as it can disrupt the students focus on learning.
The Malaysian Education Development Blueprint's (2013Blueprint's ( -2025 emphasis on the holistic formation of students in line with quality human capital formation is based on the national philosophy of education. This blueprint is in line with the Government Transformation Program (GTP), which propels Malaysia towards becoming a developed and high-income country. Quality students are able to learn through formal, non-formal, and informal education as well as through meaningful experience. However, what are the factors that support the creation of awareness that knowledge is essential to life? We explored these factors through the use of grounded theory methods. A total of 32 respondents comprising of trainees, employers and industry supervisors were interviewed. In order to obtain a deeper understanding, we only focused on one public skills training institute which implements best practices. The results showed that there are six main factors that contribute to an environment, which is conducive to effective learning. These factors can serve as a guide to policy makers in the implementation of a comprehensive education system, which supports the holistic formation of students.
Issue of skilled and knowledge worker is an issue that frequently discussed among agricultural training institutions and employers in the sector. It is viewed seriously by Malaysian government through Agrofood Policy 2011-2015 by emphasising agricultural workers that are highly skilled and knowledgeable to assist Malaysia achieves high-income developed nation status. However, what are the characteristics of those high skilled and knowledge workers? This question is the base of this research. By using qualitative approach, modified Delphi technique / method is chosen as the research framework. Eleven experts from various stakeholders such as agriculture lecturer, leaders of agricultural training institutions, agricultural instructor and agricultural industry employer in Malaysia. Finding reveals ten characteristics of k-workers that are needed to enable them to have high employability skill in order to satisfy / fulfil national requirement of skilled workforce. This finding can be used as a measurement basis for employability skill level of labour market in agricultural sector in Malaysia.
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