Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school‐to‐work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by educational organisations to students with disabilities in Malaysia. A mixed method research design, which utilises both quantitative and qualitative research techniques, was employed to obtain information from 23 government organisations and NGOs involved in the education and training of students with disabilities. This study found that the organisations surveyed were aware of the lack of transition support and call attention to the importance of instituting a national policy on school‐to‐work transition services and supported employment systems for students with disabilities. The legislative and educational implications for Malaysia are discussed.
Purpose-This paper reports a study that investigated the interactions of six students learning to write narrative essays on an online narrative writing platform (ONWP). Participants were six students and a teacher from an urban Chinese Secondary School in the northern region of Malaysia. Methodology-The qualitative data used in this study were online interaction archives and narrative essays collected from an ONWP used by the teacher to teach narrative writing. The student-teacher interactions were coded based on the categories related to cognitive, teaching and social presences as suggested by the Community of Inquiry Model (Garrison, Archer & Anderson, 2000). Findings-Findings indicated that the cognitive, teaching and social presences suggested by the CoI model were present in the interactions while students were engaged in the ONWP. However, certain descriptors of the CoI were not found in the study. The major contribution of this study is the single, dual and triple phases which emerged from this study. The essays' scores revealed that the students improved in their narrative writing ability after engaging in the ONWP. Signifi cance-The fi ndings have placed the model in a new environment involving the application of CoI model in a Chinese Secondary School. Being online to fulfi l wide-ranging tasks 104
This study aims to examine the significant difference in reading comprehension performance after explicit instruction in morphology. This quasi-experimental study investigated specifically the effect of explicit teaching on compounding, inflectional and derivational morphological awareness upon Malaysian primary school learners' reading comprehension in the ESL context. Convenience sampling was applied in recruiting 125 pupils from two government primary schools in a suburb area. The experimental group was given the explicit instruction in morphology during their reading lessons for 12 consecutive weeks, and the control group had been taught without this intervention. After controlling for learners' pre-test scores, ANCOVA statistical result concluded that the experimental group could achieve higher scores in their post-tests, which indicated a significant difference in reading comprehension performance. Therefore, it is essential for curriculum developers to give recognition of the importance of morphology. Educational practitioners and academics should explore further the teaching of morphology in order to improve their learners' reading comprehension skill.
Purpose – This paper reports a study that investigated the interactions of six students learning to write narrative essays on an online narrative writing platform (ONWP). Participants were six students and a teacher from an urban Chinese Secondary School in the northern region of Malaysia. Methodology –The qualitative data used in this study were online interaction archives and narrative essays collected from an ONWP used by the teacher to teach narrative writing. The student-teacher interactions were coded based on the categories related to cognitive, teaching and social presences as suggested by the Community of Inquiry Model (Garrison, Archer & Anderson, 2000). Findings – Findings indicated that the cognitive, teaching and social presences suggested by the CoI model were present in the interactions while students were engaged in the ONWP. However, certain descriptors of the CoI were not found in the study. The major contribution of this study is the single, dual and triple phases which emerged from this study. The essays’ scores revealed that the students improved in their narrative writing ability after engaging in the ONWP. Significance – The fi ndings have placed the model in a new environment involving the application of CoI model in a Chinese Secondary School. Being online to fulfil wide-ranging tasks does not only involve critical thinking but also creative writing. Teachers involved in online teaching and learning activities need to encourage students to be involved in critical thinking. Students should also realise that there is more to learn in writing than just making corrections based on the comments.
This paper offers a conceptual understanding of the Islamic housing loan (BaiBithaman Ajil) with a special focus on the operational matters and the factors that affect the acceptance of Bai-Bithaman Ajil. Approach: This paper incorporates relevant findings and issues surrounding the acceptance and implementation of the Islamic housing loan Findings: This paper offer more insights on the challengesfaced by Islamic banking institutions to deal with both muslim and non-muslim markets in terms of the marketability of the product especially multi-racial society.
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