Exploring 21st Century Skills among Postgraduates in Malaysia

Fong, Lee Lai; Sidhu, Gurnam Kaur; Fook, Chan Yuen

doi:10.1016/j.sbspro.2014.01.1406

Cited by 41 publications

(31 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding is in line with the study carried out that revealed the lack of critical and creative thinking among postgraduate students [7]. This may due to the current education system in Malaysia is predominantly teacher centered and examination oriented [16], [17].…”

Section: Mastery Level Of Inventive Thinkingsupporting

confidence: 88%

See 1 more Smart Citation

21st Century Skills Mastery Amongst Science Foundation Programme Students

Turiman¹,

Wook²,

Osman³

2019

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

The rapid growing of knowledge economy that relies on the advancement of ICT has changed the trend of employment and social life. Employers in this century are looking for competitive, innovative and global employees. As a consequence, students should be prepared to acquire 21 st-century skills so that they can be successful in the employment and social life. Before that, this study has examined the mastery level of the 21 st-century skills amongst science foundation programme students. This study has also investigated the relationships between former school location and gender on the mastery levels of the 21 st-century skills. A total of 240 students from two foundation colleges participated in this quantitative study. The findings indicated that the mastery level of the 21 stcentury skills was high. All subdomains of the 21 st-century skills were at a high mastery level. However, economy literacy as one of digital era literacy subdomains showed a moderate level. Meanwhile, creativity as one of the inventive thinking subdomains also showed a moderate level, and interactive communication as one of effective communication subdomains also showed a moderate level. Findings also revealed that there were no significant differences between former school location and gender on the mastery levels of the 21 st-century skills amongst science foundation programme students.

show abstract

Section: Mastery Level Of Inventive Thinkingsupporting

confidence: 88%

“…However, based on the Programme for International Student Assessment (PISA) report, the mastery of the 21st-century skills among secondary science students was not promising [6]. Meanwhile, Malaysia postgraduate students showed a low level of critical and creative thinking and not proficient in effective communication [7].…”

Section: Introductionmentioning

confidence: 99%

21st Century Skills Mastery Amongst Science Foundation Programme Students

Turiman¹,

Wook²,

Osman³

2019

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

show abstract

“…Augmented Reality Game (ARG), 21st century skills and ESL classroom With the proposed framework, Malaysian Education aspires to produce a balanced individual in terms of knowledge, skills, ethics and morality (Ministry of Education, 2015, p. 1-9). In a study by Fong, Sidhu and Fook (2014), critical and creative thinking, communication, entrepreneurial and English language skills are some of the attributes required for 21st-century jobs (p. 137). The importance of these skills is not only directed towards an individual's future career, but also in their personal life (Soulé & Warrick, 2015, p. 178).…”

Section: The Framework For 21 St -Century Learningmentioning

confidence: 99%

Augmented Reality Game (ARG), 21st century skills and ESL classroom

Rafiq

Hashim

2018

JELS

View full text Add to dashboard Cite

The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.

show abstract

“…After university education, graduates start their working life and are expected to come up with solutions to various problems on a daily basis. For this reason, graduates must place more importance on improving skills such as critical thinking, creative thinking, communication skills, and entrepreneurship (Fong, Sidhu, & Fook, 2014).…”

Section: Introductionmentioning

confidence: 99%

Examination of Undergraduate and Associate Degree Students’ Computer Programming Attitude and Self-Efficacy According to Thinking Style, Gender and Experience

Günbatar¹

2018

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

This study aimed to determine undergraduate and associate degree students' computer programming attitude and self-efficacy levels, and compare them according to thinking style, gender, department, weekly study time, and programming experience variables. The study employed the correlational research model. The researcher attempted to reach all associate and undergraduate students who had received the computer programming course at a state university. The computer programming self-efficacy scale, the computer programming attitude scale, and the holistic and analytic thinking in problem-solving scale were used to collect research data. Results suggested that the participants with different thinking styles showed significant differences regarding programming attitude and programming self-efficacy. Programming attitude and thinking style were significant predictors of programming self-efficacy. No difference was observed between genders in terms of the common effect and the partial effect of programming attitude and programming self-efficacy. However; differences were observed between participants from different departments and with different weekly study time. There was also a significant difference between the participants with different programming experience levels in terms of the common effect of programming attitude and self-efficacy, whereas no difference was found in terms of attitude alone.

show abstract

Exploring 21st Century Skills among Postgraduates in Malaysia

Cited by 41 publications

References 4 publications

21st Century Skills Mastery Amongst Science Foundation Programme Students

21st Century Skills Mastery Amongst Science Foundation Programme Students

Augmented Reality Game (ARG), 21st century skills and ESL classroom

Examination of Undergraduate and Associate Degree Students’ Computer Programming Attitude and Self-Efficacy According to Thinking Style, Gender and Experience

Contact Info

Product

Resources

About