No abstract

The study reported on here aimed to examine the effectiveness of the successful intelligence interactive module (SIIM) that employs thinking skills using the successful intelligence theory. This was an empirical study that used mixed method analysis. The rationale for the development of this interactive module was to increase the analytical, practical, and creative thinking skills score among undergraduates in the education programme at Universiti Utara Malaysia (UUM). We administered a quasi-experimental design with pre-tests and post-tests to 70 UUM undergraduates in the education programme. The participants were randomly selected and divided into a control group and an experimental group. The ANCOVA test result showed that SIIM was effective in increasing the respondents’ analytical, practical, and creative thinking skills scores. Overall, the findings showed that the teaching approach of using the interactive module was effective in enhancing analytical, creative and practical thinking skills. This study provides positive implications for undergraduates’ soft skill development in preparation for their future careers.

COVID-19 pandemic had caused an unprecedented impact on teachers and students in their teaching and learning process. Diverse teaching and learning tools are essential to ensure that education continues. This confinement provides an opportunity to enculture a new norm for learning among Malaysian students and teachers. Usage of web 2.0 tools has indirectly encouraged students to study on their own and communicate dynamically with peers and teachers during online lessons. A mixed-method quasi-experimental study involving pre-test and post-test was conducted to investigate the impact of using web 2.0 tools on students’ achievement. 60 Form Two students were divided into control and experimental groups where the experimental group had lessons using The Product, Process, Person, and Press model of creative approach with web 2.0 tools while the control group was taught using the teacher-centered instruction. The creative approach using web 2.0 tools has not only produced advancement in students’ achievement in the science subject but has also motivated them to complete the assessments given during online lessons. The findings also emanated that students’ motivation to learn science through online learning was due to the usage of 2.0 tools. Hence, science teachers ought to be better prepared with the skills as well as better-designed learning modules and experiences to incorporate integrated online learning and face-to-face class with a blended learning approach seamlessly.

High Order Thinking Skills (HOTS) is an important aspect of teaching and learning. An individual's thinking can affect learning ability, learning speed and effectiveness of learning. The weakness in implementing HOTS is one of the reasons for a student not being creative in solving all the problems that arise. The purpose of this study was to evaluate the effectiveness of HOTS's Self-Instructional Manual (SIM) in teaching and learning for assignment achievement among polytechnic students. This study uses a quantitative approach and the Quasi Experimental design-"Pretest-Posttest Non-equivalent Comparison Group Design" consisting of one Treatment Group (TG) and one Control Group (CG) involving 78 students at Polytechnic of Sultan Abdul Halim Muad'zam Shah. The assignment evaluation rubric was modified to assess the level of students' assignment achievement. The findings showed that most of the students for TG and CG achieved good result in the individual pre-assignment. Additionally, there is a significant difference mean scores of individual post assignment between TG and CG. Students for TG achieved excellent result in the individual post assignments. However, students for CG only achieved good result in the individual post assignments. This means that HOTS Self-Instructional Manual has a significant impact on the student assignments achievement. Therefore, we encourage all students of higher education institutions to use Self-Instructional Manual in teaching and learning in order to score better achievement especially in the course work.

Project based learning (PBL) has long been used especially in developing countries. Various results of PBL-related studies have also been found to be effective and have a positive impact on students. However, although it has been introduced in Malaysia, it is still considered foreign to students and teachers. Therefore, this study was conducted to look at the effectiveness of applying the PBL method in the topic of project design on form two students' learning process. An experimental study with mixed method approach was conducted through pre and post-tests on one control and one treatment group. A total of 60 form two students were involved, of which 30 were treatment students and another 30 were control students. Five students from the treatment group were randomly selected to go through a semi structured interview process. This interview was conducted to confirm the results of the quantitative study. The results of analysis of covariance (ANCOVA) showed that students in the PBL group performed significantly better in project design learning process than those in the contrast group. Therefore, this study demonstrated that the PBL method had a positive impact on students' learning process. Based on the interviews, all respondents agreed that PBL was an excellent approach because the learning activities were interesting and different from the normal learning environment. In addition, the interview results also showed that the respondents suggested that the PBL method should be continued and implemented in other topics and subjects.