The usage of education and social science research instruments is the most important component in determining research design because it involves the process of data collection and the retrieval of correct information to be reported as a process in the results of a study. Since the measurement scales used consist of many forms, such as the Thurstone technique, the Likert scale, semantic difference, and categorical scales, in which "Yes" (1) or "No" (0) is labeled with numbers ordered according to priority. Through earlier analyses, the accuracy of the usage of these scales can be argued because each of the scores does not have clear and concrete proofs. Because of that, an instrument creation approach based on the form of rubric score is interpreted to a 5-point ordinal scale. For example, the process of constructing an instrument for a study titled "Creativity Aided Pedagogy" requires discreet literature readings to determine the constructs, sub-constructs, and variables, which possess descriptors in the rubric form. An instrument determining table is developed to summarise the related elements until an item that can measure a construct or sub-construct is produced. After the validation process is conducted and a pilot study is executed, the item analysis to determine the status of the statement can be explained by the score of every rubric objectively and systematically. For example, for the construct of a teaching aid, the mean score recorded was 3.2, which is at the average level (standard criteria). However, whiteboards are used frequently compared with other forms of teaching aids, such as charts and manila cards. For the effect of using electronic teaching aids in the centralisation process, the mean score recorded was 3.8, which is good or high. However, there are also shown weaknesses, where the teacher is not using liquid crystal display (LCD) (16.4%). The dominant factor that encouraging the teacher is to use compact disc (CD) (63.0%) as a creative aided pedagogy. Furthermore, the effect of using a creative aided pedagogy is high (minimum score 4.1) and it has a significant effect on the teaching and learning processes, but teachers need to spend more time on teaching preparation. It is hoped that the process of transforming the
The prime aim of the study is to measure the degree of closure of one form of clinical language (specifically nursing textbooks and journals) in order, first, to determine whether these two restricted forms of clinical language can be rightly categorized as a sublanguage; second, to understand better the linguistic features of the language of the nursing domain; and finally, to better understand the nature of sublanguage. In this study, nursing textbook and journal corpora are compared to weather reports and the BNC Sampler. The findings show that none of the linguistic inventories of these corpora approach closure. Investigations conducted on the weather reports show that the corpus approaches closure at many levels. The BNC Sampler, however, behaves exactly as unconstrained language is expected to. The findings show that the nursing textbooks and journals seem to belong in a middle area between highly constrained language and highly unconstrained language. The findings of the study reveal that the idea of a sublanguage is problematic. The original definition of a sublanguage seems to clearly divide sublanguage or constrained language from unconstrained language and placing both as a dichotomy between two discrete categories. However, the findings regarding the nursing textbooks and journals seem to show that there is no explicit or clear-cut boundary that divides constrained language from unconstrained language.
No abstract
This study is to evaluate the employment marketability of polytechnic students in achieving its main aim in mastering connectivity skills in employment marketability. There are four research objectives and one research question. This study employs the Content, Input, Process, and Product (CIPP) evaluation model as the research framework. The connectivity skills status aspect employment marketability within students for the attributes of communication, teamwork, application, and technology, as well as leadership are studied. This study uses the quantitative approach with a two-layer questionnaire as instruments and the Cronbach's alpha value of students between 0.664 and 0.776. The sample was selected randomly. Overall, the status of employment marketability among students through the findings of the research shows that all aspects are in the highest level, where connectivity skills (communication) (Mean = 3.87), teamwork (Mean = 2.94), application and technology (Mean = 3.97), as well as leadership (Mean = 3.97) are high. However, the two-layer questionnaire applied shows the strength of which the mean achieved a high level does not mean that the student has truly mastered an aspect fully.Through the summary, it was shown that the evaluated attributes possess strengths and weaknesses for all the items evaluated in this study. The highest and lowest values are interpreted based on the evaluation percentage by the students. This study was featured to fulfill the aims of the Higher Education Strategic Plan, 10th Malaysian Plan, to produce high skilled human capital in the workforce.
The school-based assessment (SBA) is a holistic assessment which evaluates the cognitive, affective, and psychomotor aspects in line with the goals of the Malaysian National Philosophy of Education (NPE) in the national curriculum. The extent of achieving the goals of the NPE and national education depends on the teachers as its implementers. Therefore, this study aims to identify the extent of the implementation of SBA within teachers from the aspect of knowledge and skills, teachers' planning, the implementation of assessment, item construction, as well as teachers' restraints in implementing SBA. Through the literature analyses related to the implementation of SBA, it was found that many teachers did not know and were not skilled in assessing their students. This could affect the reliability and the validity of the assessment. In the many studies that were observed, a majority of teachers still refuse to accept the implementation of SBA. A detailed response is needed to gain the correct information from the teachers. The use of rubrics in the instruments enables gaining more detailed information and reports which are more profound could be presented. This study discusses the steps in constructing instruments in the form of the double layer rubric to identify the extent of SBA implementation within teachers. The Instrument Determination Table was developed to accommodate related elements until it produces items which are able to measure a construct or sub-construct. After the validation process from five professionals, a pilot study was conducted. The discussion focuses on the issues and the procedures on the methods in which the validity and reliability of the instruments were built on through five professionals and the internal uniformity via the Cronbach's alpha. Therefore, the item analysis to determine the status of statements can be explained by the scores of each rubric objectively and systematically. Undeniably, the uniqueness of an instrument does not only depend on the issues of validity and reliability, but also on the creativity of researchers as well as the method in which these evidences can be integrated in the context of research design. What is certain here is that the uniqueness of an instrument will be further highlighted if the study is able to produce findings that can bring impact towards the progress of education. It is hoped that this rubric can be used more effectively in measuring what is needed to be measured in the SBA implementation study within teachers.
A total of 240 students were selected as study samples through convenient random sampling. Data was obtained from questionnaire forms and processed using Statistical Package for Social Sciences (SPSS) version 17. Results of multiple regression tests showed that four predictors contributed 13.3 per cent. The major predictor which contributed the most was student objectives with a contribution of 6.8 per cent, the second largest predictor was planning which contributed 3.5 per cent, while the third largest predictor that is student tasks and enrichment activities contributed 2.10 per cent and the last predictor, student strategies and recitation methods contributed 0.90 per cent. These findings revealed the possibility that there could be several other factors which affected or influenced the impact on student conduct, which was not accounted for in this study. On the whole, there are three main recommendations which look at the role of the management and administrator, the role of the teachers and students which require mutual cooperation for this program to succeed. In conclusion, a more comprehensive evaluation on implementation needs to be conducted to produce consistent results.
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