Influence of ethnic-related diversity experiences on intercultural sensitivity of students at a public university in Malaysia     

Ezhar Tamam  Ain Nadzimah Abdullah 《Asia Pacific Education Review》2012,13(3):519-528

In this study, the authors examine the influence of ethnic-related diversity experiences on intercultural sensitivity among Malaysian students at a multiethnic, multicultural and multilingual Malaysian public university. Results reveal a significant differential level of ethnic-related diversity experiences (but not at the level of intercultural sensitivity) across ethnic groups studied. In comparison, the minority ethnic group of Indian students had a significantly higher level of ethnic-related diversity experiences than the Chinese and Malay students. The hypothesized significant main effect of level of ethnic-related diversity experiences on the level of intercultural sensitivity among the students is supported. The high-level ethnic-diversity experiences group significantly shows a higher level of intercultural sensitivity than the moderate and low-level groups, and the moderate level group is significantly higher than the low-level group. However, no significant interaction effect of ethnicity and ethnic-related diversity experiences on intercultural sensitivity is found. The implications of these findings are discussed further in the paper.  相似文献   

Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics     

Abdullah Oguzhan Kildan 《Education 3-13》2013,41(3):238-248

This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their preparation experiences. Moreover, results showed a shift from dual intersections of technology, pedagogy, and content knowledge to the triple intersection of TPACK.  相似文献   

The Effect of Including Pretest Items in an Operational Computerized Adaptive Test: Do Different Ability Examinees Spend Different Amounts of Time on Embedded Pretest Items?     

Abdullah A. Ferdous  Barbara S. Plake  Shu-Ren Chang 《Educational Assessment》2013,18(2):161-173

The purpose of this study was to examine the effect of pretest items on response time in an operational, fixed-length, time-limited computerized adaptive test (CAT). These pretest items are embedded within the CAT, but unlike the operational items, are not tailored to the examinee's ability level. If examinees with higher ability levels need less time to complete these items than do their counterparts with lower ability levels, they will have more time to devote to the operational test questions. Data were from a graduate admissions test that was administered worldwide. Data from both quantitative and verbal sections of the test were considered. For the verbal section, examinees in the lower ability groups spent systematically more time on their pretest items than did those in the higher ability groups, though for the quantitative section the differences were less clear.  相似文献   

A structured career intervention program for academically challenged students     

Amla Salleh  Syed Mohamad Syed Abdullah  Zuria Mahmud  Simin Ghavifekr  Noriah Ishak 《Asia Pacific Education Review》2013,14(2):209-219

A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students’ career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and control groups. The test was carried out on eight schools in the state of Kedah in Malaysia. Eight school counselors were trained to facilitate the assignment to the experimental groups and to collect data. A total number of 335 students with low academic achievement participated in this study. This number included male (43.6 %) and female (56.4 %) students who were aged 15–16 and a half. Modes of measurement used consisted of a career planning inventory (measuring career planning skills), an academic learning motivation scale (measuring attitude toward academic learning), and an academic study skills test (measuring academic study competencies). Analysis was performed using t-tests and the multivariate analysis of variance to examine the differences in the mean scores. The results show that the sample’s career academic score improved significantly from the pre-test to the post-test. A simple regression analysis was also performed to see the effect of the intervention program on the three dependent variables, which revealed that the career intervention program has positive and significant effects on the three variables. However, further studies on the career program for academically challenged students are highly recommended to support the present study.  相似文献   

Attitudes and Motivation of Malay Students in Secondary Schools in Singapore towards the Learning of English and Malay     

Kamsiah Abdullah 《Asia Pacific Journal of Education》1985,7(1):45-55

Recently there has been an active interest in the topic of Malay education or rather the education of the Malays in Singapore. It must be remembered that any plan or programme on the subject should be approached with a deep sense of understanding of the nature and complexity of the problems; and it is in this area that systematic research in the education of the Malays will make a significant contribution towards educational planning and progress in the education of Malay pupils. The present study which focuses on the affective factors which influence language education hopes to fulfil some of the needs for systematic research in this area.  相似文献   

The effect of exposure to western cultures on the sex-role identity of Saudi Arabians     

Abdullah Al-Qataee 《Contemporary educational psychology》1984,9(3):303-312

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Peer review: The experience and views of early career researchers          下载免费PDF全文

Blanca Rodríguez‐Bravo  David Nicholas  Eti Herman  Chérifa Boukacem‐Zeghmouri  Anthony Watkinson  Jie Xu  Abdullah Abrizah  Marzena Świgoń 《Learned Publishing》2017,30(4):269-277

This paper presents selected findings from the first year of a 3‐year longitudinal study of early career researchers (ECRs), which sought to ascertain current and changing habits in scholarly communication. Specifically, the aims of the paper are to show: (1) how much experience and knowledge ECRs had of peer review – both as authors and as reviewers; (2) what they felt the benefits were and what suggestions they had for improvement; (3) what they thought of open peer review (OPR); and (4) who they felt should organize peer review. Data were obtained from 116 science and social science ECRs, most of whom had published and were subject to in‐depth interviews conducted face‐to‐face, via Skype, or over the telephone. An extensive literature review was also conducted to provide a context and supplementary data for the findings. The main findings were that: (1) most ECRS are well informed about peer review and generally like the experience, largely because of the learning experiences obtained; (2) they like blind double‐peer review, but would like some improvements, especially with regards to reviewer quality; (3) most are uncomfortable with the idea of OPR; and (4) most would like publishers to continue organizing peer review because of their perceived independence.  相似文献   

A managerial perspective on institutions' administration readiness to diffuse blended learning in higher education: Concept and evidence     

Anthony Bokolo Jr.  Adzhar Kamaludin  Awanis Romli  Anis Farihan Mat Raffei  Danakorn Nincarean A/L Eh Phon  Aziman Abdullah 《Journal of Research on Technology in Education》2020,52(1):37-64

Abstract

There has been rapid development in Blended Learning (BL) diffusion and prior studies mainly focused on issues related to students and lecturers in improving teaching and learning outcomes, but very few studies focused on institution’s readiness and diffusion issues. Thus, there is need for institutional-based research to guide universities, colleges, and polytechnics to strategically diffuse BL. Accordingly, this study develops a model to investigate the variables and associated factors that influence institutions' administration readiness to diffuse BL initiatives based on Diffusion of Innovation (DoI) theory and institutional BL adoption framework that comprises of mature implementation stage of BL. Quantitative research approach was employed and data was collected using online survey questionnaire from 223 e-learning administrators/managers in Malaysia universities, colleges, and polytechnics. Next, Partial Least Square-Structural Equation Modeling (PLS-SEM) technique was employed for data analysis. Results indicate that institutional structure, resource support, technology infrastructure, management strategies, and ethical considerations are key variables that positively predict administration readiness to diffuse BL initiatives in higher education. Additional results from Importance Performance Map Analysis (IPMA) in PLS-SEM suggest that institutional structure has the strongest effect on administrators’ readiness to diffuse BL and is also the most important variable that influences BL diffusion in institutions. Theoretically, findings from this study provide insights on how institutions’ administration perception and acceptance of BL approach can be enhanced. Practically, the developed model can be employed as a readiness tool to assess institutions current state in implementing BL environment and further provides a road map for future improvement.  相似文献   

A systematic literature review of student engagement in software visualization: a theoretical perspective     

Abdullah Al-Sakkaf  Mazni Omar  Mazida Ahmad 《Computer Science Education》2019,29(2-3):283-309

ABSTRACT

Background and Context: In spite of the decades spent developing software visualization (SV), doubts still remain regarding their effectiveness. Furthermore, student engagement plays an important role in improving SV effectiveness as it is correlated with many positive academic outcomes. It has been shown that the existing SV has failed to engage students effectively.

Objective: Therefore, there is a need to understand the theories behind SV design from the engagement perspective to produce a roadmap for future tool construction. The aim of this study was to identify the theories have been used in literature to explain or construct student engage- ment with SV in computer science courses for novices.

Method: We performed a systematic literature review that identified a total of 58 articles published between 2011 and 2017, which were then selected for the study. However, among them, only 18 articles had discussed their theoretical framework.

Findings: The results of this study show a richness in the theoretical framework obtained from different disciplines, however, constructivism is still dominant in the computing education research (CER) domain. It is evidently clear from the findings that the theories generated from the CER domain are needed to enhance the effectiveness of SV.

Implications: As a result of this review, we suggest several design principles and engagement attributes to be considered while creating an engaging SV.  相似文献   

Development of higher education in Saudi Arabia   总被引：1，自引：0，他引：1  

Mahmoud Abdullah Saleh 《Higher Education》1986,15(1-2):17-23

This article seeks to trace the development of higher education in the Kingdom of Saudi Arabia from its origins to the present day. The study includes discussion of the historical roots of education as based on Islam, Islamic philosophy of education, the aims and objectives of higher education and modern university education. Empirical statistics are given to substantiate the Kingdom's rapid progress in higher education. Since 1957 when modern university education began with a single institution with twenty-one students and a staff of nine it has grown until twenty-five years later in 1982 higher education had grown to seven institutions with 63,563 students and a teaching staff of 6,906. The study examines these aspects of higher education; Saudi students studying abroad, foreign students studying in Saudi Arabia, female education, the role of the Ministry of Higher Education and the financing of higher education.  相似文献