To see the other types of publications on this topic, follow the link: Malaysian students.
Dissertations / Theses on the topic 'Malaysian students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Malaysian students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ishak, Naimah. "Colonization and higher education : the impact of participation in western universities on Malaysian graduates who have returned to their academic and professional lives /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998037.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 372-391). Also available for download via the World Wide Web; free to University of Oregon users.
2
Ooi, Yeng Keat. "Inclination towards entrepreneurship among Malaysian university students in Northern Peninsula Malaysia." Swinburne Research Bank, 2008. http://hdl.handle.net/1959.3/34453.
Full textAbstract:
Thesis (DBA) -- Swinburne University of Technology, Australian Graduate School of Entrepreneurship, 2008.Submitted to the partial fulfilment of the requirements for the degree of Doctorate of Business Administration, Australian Graduate School of Entrepreneurship, Swinburne University of Technology, 2008. Typescript. Includes bibliographical references (p. 180-199).
3
Hashim, Che Noraini. "Economic literacy among Malaysian students and student teachers." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503361.
Full text
4
Mustapha, Mazni. "Subjective well-being among Malaysian students." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5279.
Full textAbstract:
The aim of the study was to examine the determinants of well-being in Malaysian students at home and overseas. Prior to the main study, interviews were conducted with seven PhD students of Malaysia studying in Plymouth, to explore their needs and values, and their adaptation experiences in terms of missing and enjoyment experiences abroad. Based on the interview findings and literature reviews, a questionnaire was developed and named as the Adaptation to Life Index, which consisted of two scales - ‘missing experience’ and ‘enjoyment experience’. A longitudinal survey was carried out using Malaysian students in the UK, Australia, New Zealand, the US, Ireland, and Canada as well as students who remained in Malaysia. At Time 1, data were collected from 1118 students who were enrolling at various overseas preparatory studying programmes and 972 first year students in one of the public university in Malaysia who were continuing their education in Malaysia. Measurements used were the Big Five Personality Inventory (John, Donahue, & Kentle, 1991), Schwartz’s Short Value Scale (SSVS) (Lindeman & Verkasalo, 2005; Schwartz, 1992), Positive and Negative Affect Scales (PANAS) (Watson, et al, 1988), Satisfaction with Life Scale (SWLS) (Diener, et al., 1985), perceived stress scale (based on the results of Malaysian Certificate of Education and perceived English language fluency), and a section on socio-demographic background. At time 2, 30 % of the participants (N= 628) were retained. Life satisfaction for home students remained constant over time. However, life satisfaction for overseas students started much lower at Time 1 but increased at Time 2. Results showed that life satisfaction at time 1 strongly predicted life satisfaction at Time 2, but neither personality nor values were predicted life satisfaction at Time 2. Personality and values at Time 1 predicted ‘missing experience at Time 2 and in the overseas students, being fluent in English predicted less ‘missing experience’. There were few predictors of Time 1 for ‘enjoyment’ at Time 2, but fluency with English predicted better enjoyment.
5
Tan, Eng-thye Jason. "Educational underachievement of the Malay Minority in Singapore 1981-1992 : problems and policies /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554347.
Full text
6
Sai, Akira. "Factors Affecting Body Image of Malaysian College Students." Kyoto University, 2019. http://hdl.handle.net/2433/242757.
Full text
7
Chew, Shiun Yee. "Perceptions of online learning in an Australian university : Malaysian students' perspectives." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46133/1/Shiun_Yee_Chew_Thesis.pdf.
Full textAbstract:
Several researchers have reported that cultural and language differences can affect online interactions and communications between students from different cultural backgrounds. Other researchers have asserted that online learning is a tool that can improve teaching and learning skills, but, its effectiveness depends on how the tool is used. Therefore, this study aims to investigate the kinds of challenges encountered by the international students and how they actually cope with online learning. To date little research exists on the perceptions of online learning environments by international Asian students, in particular Malaysian students who study in Australian Universities; hence this study aims to fill this gap. A mixed-method approach was used to collect quantitative and qualitative data using a modified Online Learning Environment Survey (OLES) instrument and focus group interviews. The sample comprised 76 international students from a university in Brisbane. Thirty-five domestic Australian students were included for comparison. Contrary to assumptions from previous research, the findings revealed that there were few differences between the international Asian students from Malaysia and Australian students with regard to their perceptions of online learning. Another cogent finding that emerged was that online learning was most effective when included within blended learning environments. The students clearly indicated that when learning in a blended environment, it was imperative that appropriate features are blended in and customised to suit the particular needs of international students. The study results indicated that the university could improve the quality of the blended online learning environment by: 1) establishing and maintaining a sense of learning community; 2) enhancing the self motivation of students; and 3) professional development of lecturers/tutors, unit coordinators and learning support personnel. Feedback from focus group interviews, highlighted the students‘ frustration with a lack of cooperative learning, strategies and skills which were expected of them by their lecturers/tutors in order to work productively in groups. They indicated a strong desire for lecturers/tutors to provide them prior training in these strategies and skills. The students identified four ways to optimise learning opportunities in cross-cultural spaces. These were: 1) providing preparatory and ongoing workshops focusing on the dispositions and roles of students within student-centred online learning environments; 2) providing preparatory and ongoing workshops on collaborative group learning strategies and skills; 3) providing workshops familiarising students with Australian culture and language; and 4) providing workshops on strategies for addressing technical problems. Students also indicated a strong desire for professional development of lecturers/tutors focused on: 1) teacher attributes, 2) ways to culturally sensitive curricula, and 3) collaborative learning and cooperative working strategies and skills, and 4) designing flexible program structures. Recommendations from this study will be useful to Australian universities where Asian international students from Malaysia study in blended learning environments. An induction program (online skills, collaborative and teamwork skills, study expectations plus familiarisation with Australian culture) for overseas students at the commencement of their studies; a cultural awareness program for lecturers (cultural sensitivity, ways to communicate and a better understanding of Asian educational systems), upskilling of lecturers‘ ability to structure their teaching online and to apply strong theoretical underpinnings when designing learning activities such as discussion forums, and consistency with regards to how content is located and displayed in a learning management system like Blackboard. Through addressing the research questions in this study, the researcher hopes to contribute to and advance the domain of knowledge related to online learning, and to better understand how international Malaysian students‘ perceive online learning environments. These findings have theoretical and pragmatic significance.
8
Liew, Hui Peng. "Ethnicity and academic achievement by Malaysian eighth grade students." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06222009-100839.
Full text
9
Safahieh, Hajar, and Diljit Singh. "Information needs of international students at a Malaysian University." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105363.
Full textAbstract:
The number of students studying away from their home countries is increasing. These students face various challenges when studying abroad, including meeting their information needs. This study investigated the information needs of international students at the University of Malaya. A questionnaire was designed and distributed to 70 students, of whom 54 (77.1%) responded. It was found the main information needs were related to the university, the faculty, and their programs of study. The students used the library in attempting to meet their information needs, although the frequency of library usage was generally low. The main barriers in seeking information were language related, and unfamiliarity with the library or-ganization and mission. Language proficiency appeared to be a barrier in being able to meet the information needs. Although the majority of the students considered themselves to be computer and Internet literate, but that did not have a relationship on the problems they faced in meeting the information needs.
10
簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.
Full text
11
Wang, Yoon Yah. "The intelligibility of Malaysian English : a study of some features of spoken English produced by university students in Malaysia." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10006543/.
Full text
12
Ahmad, Pazil Nur Hafeeza. "Friendship and intimacy : exploring Malaysian students' experiences of living temporarily abroad." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126344/.
Full textAbstract:
Living abroad, albeit temporarily for the purposes of study, poses challenges for international students who must survive alone in unfamiliar surroundings at a relatively young age. The purpose of this study is to explore close friendships and intimacy practices of Malaysian students in the context of living abroad and how they form and maintain intimacy in their close friendships with both established friends in Malaysia and new friends in the UK. This study develops theories of ‘distance’ by exploring the meaning behind physical and emotional distance, as well as the situation of ‘being temporarily abroad’ and its relations to intimacy practices in close friendships. Distance is not only measured by geography or space but also by emotional closeness. Thus, the key question of this study is: does physical distance lead to emotional distance particularly in close friendships or does it enable new forms of intimacy? Focusing on the Malaysian perspective, this study highlights the intimacy practices in close friendships in the context of gender practices and religious beliefs, family practices as well as emotional connectedness in online interaction. It highlights how Malaysian cultural norms and beliefs shape the ways in which students practice intimacy in close friendships. To understand the concept of distance, intimacy and friendship practices, an in-depth qualitative study has been conducted with 18 Malaysian undergraduate and postgraduate taught students living in the UK. By using friendship maps, digital diaries and in-depth interview techniques, this study provides an in-depth understanding of close friendship and intimacy practices in the context of overseas study. It concludes that the ways in which Malaysian students practice close friendships when they are living temporarily abroad suggests that we require a rethinking of established notions of intimacy in order to go beyond an ethnocentric and universalist application of the concept.
13
Joseph, Cynthia 1960. "Theorisations of identity and difference : ways of being Malay, Chinese and Indian schoolgirls in a Malaysian secondary school." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/8007.
Full text
14
Sulaiman, Nor Intan Saniah. "The critical success factors for knowledge sharing behaviour among Malaysian undergraduate students." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26929/.
Full textAbstract:
This research investigates the critical success factors of knowledge sharing behaviour among Malaysian undergraduate students. Each university has their own method in delivering knowledge to their undergraduates, but occasionally there would still to met the requirement of students and this had not received . The research question is: what makes knowledge sharing behaviour successful among two Malaysian undergraduate communities in Manchester, United Kingdom and Kuala Lumpur, Malaysia? The aim of this research is to identify the critical success factors for effective knowledge sharing behaviour among Malaysian undergraduate students. On that basis, this research identifies how Malaysian undergraduate students are using Web 2.0 applications and other media for knowledge sharing behaviour. For a pilot study, document web archives are searched. A pilot study was conducted as a preliminary research. The pilot study identified the types and mediums of knowledge shared among Malaysian undergraduate students from the perspective of community leaders. Moreover, challenges and difficulties in handling the community members of knowledge sharing behaviour have been identified. The target interviewees are student leaders in a student community representing Malaysian undergraduate students. The second data collection has investigated done using weblogs for each study through content analysis. From the analysis of the main data collection, the researcher has identified the success factors using relevant theories. The main theory that was use is Knowledge Sharing Behaviour theory which has been adapted from four main theories. The research method in the main data collection was content analysis and online questionnaire survey. The creation model which identifies the critical success factors in knowledge sharing (KS) methods among Malaysian undergraduate students is then presented as the main contribution of this research.
15
Deng, Jin. "Expatriate Students' Perceptions of Attendance and Persistence at a Private Malaysian Institution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4278.
Full textAbstract:
Although Malaysia primarily relies on expatriates to develop its economy, a private Malaysian institution had not examined the retention of expatriate students who might contribute toward the country's future economy. The problem that prompted this study was the institution showed low graduation rates for expatriate students and had not assessed the perceptions of key factors that impacted their attendance and persistence. The purpose of this study was to provide insights about expatriate students' perceptions of key factors about attendance and persistence at the institution. Tinto's longitudinal model of dropping out and the conceptual model guided this study. With a guiding question about students' perceptions, specific research questions explored expatriate students' perceptions of individual characteristics, the interactions within the institutional environment, and institutional characteristics that influenced their decisions to attend and persist at the institution. Qualitative data were collected using interviews from a purposeful sample of 5 expatriate students. Data were transcribed and coded inductively, resulting in 10 themes: Malaysia as a destination for higher education, the Ministry of Higher Education (MoHE) institution as an institution, supporting group, English language, past educational experiences, academic integration, commitment, social integration and institutional commitment, college quality, and institutional type. A white paper was proposed as a project that included recommendations to stakeholders. The positive social changes were to promote future expatriate students' persistence and graduation rates, enhance their learning, and prepare them to be the future leaders in Malaysia, their country of origin, or elsewhere internationally.
16
Ali, Afiza Mohamad. "Reasoning strategies, dispositions and identity in critical reading-thinking among Malaysian EAP students." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440398.
Full text
17
Kaur, Inderbir. "Adaptation of gifted students to the system of education in Malaysian secondary schools." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621953.
Full text
18
Ahmad, Ajhar. "The use of metacognitive learning strategies in learning vocabulary among Malaysian university students." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20092.
Full textAbstract:
La présente étude vise à étudier: (1) les perceptions des élèves à l’égard de l’apprentissage du vocabulaire qui influence le choix et l’utilisation des stratégies (Discovery Study) et (2) déterminer l’effet de l’utilisation de stratégies métacognitives qui étaient intégrées dans les leçons d’apprentissage du vocabulaire utilisées par les étudiants de l’Université de Malaisie pour apprendre le français comme langue étrangère (Main Study). Cette étude comprenait des variables telles que les différences individuelles et les facteurs situationnels et sociaux qui agissent comme facilitateurs et contraintes dans l’apprentissage du vocabulaire des apprenants. Une approche qualitative a été appliquée pour l’objectif 1et l’approche quantitative utilisée pour atteindre l’objectif 2. Les sujets de recherche dans la présente étude étaient 45 étudiants de premier cycle à l’UiTM (Université de la Technologie Mara, Penang) au cours de l’année académique de 2015 : une classe de 21 ayant reçu des stratégies d’apprentissage métacognitif dans l’apprentissage du vocabulaire impliquant le groupe expérimental et une autre classe de 24 étudiants ayant servi le groupe contrôle et ayant reçu seulement la méthode d’apprentissage traditionnelle, c’est-à-dire sans composants métacognitifs. Les principales sources de données de cette étude ont été analysées par le programme de SPSS telles que le t-test pour évaluer les différences significatives pour les moyennes de performance des tests de connaissances du vocabulaire entre le groupe contrôle et le groupe expérimental au cours de pré et post-test et l’Excel 2007 pour analyser de façon descriptive la fréquence, le pourcentage ,la moyenne et l’écart type des composants de la stratégie métacognitive utilisés. En outre, l’analyse One Way ANCOVA a été utilisée pour déterminer les effets de l’utilisation de la stratégie métacognitive pendant les leçons d’apprentissage du vocabulaire. De plus, des questionnaires et des entretiens semi-structurés ont été utilisés pour recueillir des données et des documents de cours, les réponses réfléchies des élèves (The keys ideas) et les notes lors des interventions de classe étaient comme des sources de données supplémentaires. Les résultats révèlent que la perception des élèves vis-à-vis de l’apprentissage du vocabulaire de la langue cible affecte la sélection et l’utilisation de la stratégie, où la perception négative a abouti à un apprentissage infructueux alors que les perceptions positives conduiront à un apprentissage efficace. Les résultats d’analyse ont révélé que les différences individuelle et les facteurs situationnels et sociaux influençant l’utilisation et les choix des stratégies telles que les croyances, les états affectifs, la langue cible et le contexte. En outre, l’utilisation de la stratégie métacognitive dans l’apprentissage du vocabulaire a été bénéfique pour améliorer les performances des connaissances du vocabulaire des apprenants. Les résultats de cette étude suggèrent également que les perceptions de l’apprentissage du vocabulaire et l’utilisation de stratégies métacognitives dans l’apprentissage du vocabulaire français ont eu des répercussions sur l’apprentissage des langues étrangèresThe present study aims to investigate twofold: (1) to investigate the students’ perceptions toward vocabulary learning which influences the choice and the use of the strategies (Discovery Study) and (2) to investigate and describe the effect of using Metacognitive strategies which were integrated in vocabulary learning lessons employed by Malaysian University students in learning French as a foreign language (Main Study); This study included variables such as Individual differences and Situational and Social factors that act as facilitators and constraints of the students’ vocabulary learning. Qualitative approach is applied for objective 1 and whilst quantitative approach is used to fulfil objective 2. The research subjects under the present investigation were 45 undergraduate students studying at UiTM (University of Technology Mara, Penang Campus) in academic year 2015; one class of 21 which received metacognitive learning strategies in learning vocabulary involving the experimental group; the other class of 24 students served as the control group and received only traditional method of learning without metacognitive components. The primary data sources of this study were analysed by SPSS such as t-test to assess the significant differences for mean of vocabulary knowledge tests performance between the control group and experimental group during pre and post-tests and as well Excel 2007 to analyse descriptively the frequency, percentage mean and standard deviation of metacognitive strategy components use. Furthermore, One Way ANCOVA analysis was used to determine the effects of using metacognitive strategy during vocabulary learning lessons. Moreover, questionnaires and semi-structured interview were used for collecting data and course documents, students’ reflective answers (Keys ideas), and notes during the class interventions were additional data sources. The findings reveal that students’ perception towards vocabulary learning of the target language affects the selection and use of the strategy, where the negative perception resulted in an unsuccessful learning whilst positive perceptions will lead to effective learning. The analysis results found that the factors were strongly related to influence the use of the strategies such as beliefs, affective states, learner factors, target language and context. Moreover, using metacognitive strategy in the vocabulary learning was beneficial in enhancing the students’ vocabulary knowledge performances. Findings from this study also suggest that perceptions towards vocabulary learning and the use of metacognitive strategies in learning French vocabulary had impacts on foreign language learning
19
Tan, Eng-thye Jason, and 陳英泰. "Educational underachievement of the Malay Minority in Singapore 1981-1992: problems and policies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956737.
Full text
20
Renganathan, Sumathi. "The use of English as a social practice : a study of Malaysian ESL students." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418175.
Full text
21
Ismail, Latifah. "The social constraints influencing the subject choice of Malaysian University students inthe United Kingdom." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446368.
Full text
22
Sin, I. Lin. "Cultural capital and distinction : Malaysian students and recent graduates of UK international tertiary education." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9914.
Full textAbstract:
This thesis explores the role of foreign cultural capital, that is, Western knowledge, skills, dispositions and qualifications obtained through various modes of UK international tertiary education in facilitating social reproduction and mobility. The focus is on Malaysian young adults from middle-class backgrounds. It offers a critical exploration of the intricacies and contradictions surrounding the applicability of Bourdieu’s concept of cultural capital in explaining occupational and status distinction across different geographical and socio-relational contexts in Malaysia and the UK. Drawing on interviews with three samples of Malaysian students and recent graduates of UK tertiary education, I explored the anticipation and experiences of the rewards and disadvantages of undertaking international education in the UK and Malaysia. I investigated the planned and executed strategies to secure superior employment and status. I studied the intersection of class with age, ethnicity, gender, nationality and religion in structuring educational and occupational choices, practices and experiences. I explored perceptions and feelings of worth that surrounded planned and actual practices of translating cultural capital to economic and social privileges. Studying overseas in an elite UK university was believed to offer the most privileged opportunities to gain better quality education, experience a higher valued culture, lifestyle, social mix and physical landscape in the West and independently embark on a journey of personal growth and self-discovery. Graduates who studied physically in the UK were generally confident of their labour market and status advantages and saw themselves as more knowledgeable and globally exposed than those pursuing UK education in Malaysia. The latter believed that their relative labour market strengths lay in their enhancement and appropriation of more common local cultural capital in the forms of local knowledge, interaction skills and cultural sensitivity. Flexible and moderate personalisation of foreign and local cultural capital embodied in the self, alongside appropriate deployment and adornment of the physical body, provided the solution for the participants to overcome the relative limitations of the knowledge, skills and dispositions acquired through their respective modes of UK studies. Age, ethnicity and gender were perceived and experienced as significant factors shaping inclusion and exclusion in the Malaysian labour market. Nationality and ethnicity were the significant factors for labour market inclusion and exclusion in the UK. There was a general desire to convert enhanced cultural capital into occupational and status opportunities that allowed for work-life balance, personal contentment, religious fulfilment, emotional security and contribution to society. The thesis contributes to problematising the taken-for-granted singularity of cultural capital practices, showing that their associated benefits and shortcomings do not transfer smoothly across different place, situational and interactional contexts. It challenges the assumption that the scarcity and exclusivity of foreign cultural capital bring labour market advantage in the home context and it highlights the functional value of more common local cultural capital. It accounts for instrumentality and deliberateness in capital accumulation strategies as well as casts light on the principles, values and preferences which set limits to strategies of maximising material gains. It pieces together the practices, relations and feelings occurring at different points of the academic and occupational trajectories for the diverse Malaysian foreign student and graduate middle-class. It essentially adds depth and complexity to the investigation of intersecting individual, socio-relational and structural factors that shape perceived possibilities and experienced actualities of middle-class social reproduction and mobility among Malaysian students and graduates of UK international education. The thesis has important policy implications for the development of an equitable opportunity system in Malaysia and the socially responsible marketing and provision of international tertiary education in Malaysia and the UK.
23
Hamzah, Mohd Isa. "The impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2891/.
Full textAbstract:
This study is an attempt to investigate the impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students. This study is trying to understand all aspects of the change process in Smart Schools and to understand the problems of students and teachers as they endeavour to improve learning and teaching in Smart Schools. Following the implementation of the Smart School pilot projects in the Malaysian secondary schools. this study is aimed at suggesting an approach that can be used to incorporate the use of computers and ICT in Islamic Education by taking into consideration the views. experiences, expectations and needs of the teachers and the students themselves. In examining the new initiative of Smart Schools, a mixed methods design was adopted to gather the data needed from Islamic Education teachers and students. A grounded theory approach was used in the early phase of the study as this approach is suitable for this relatively new field where little research has been done. This research began with an exploratory phase which involved the use of focus groups as a means to gain knowledge of respondents' views, perceptions and attitudes about Smart Schools. The results from the focus group were used as initial data to develop a structured questionnaire for a large survey study in the Smart Schools. The last phase of research involved an in-depth interviewing process to clarify and validate the previous two phases of research. This study found that the use of computers was the core feature of the change phenomenon in Smart Schools. Islamic Education teachers and students were hardly coping with the task of incorporating the use of new technology in their teaching and learning. Many barriers and obstacles in using new technology were reported by Islamic Education teachers and students. The most important barriers identified in this study are the lack of computers and available resources, lack of training, shortage of time and the pressure of a heavy syllabus and examination centred learning. This study also notes the influence of subject culture in determining the use of computer in Islamic Education. This study also suggests some recommendations for the future implementation of Smart Schools throughout Malaysia by year 2010.
24
Lee, Alex Khim Kian. "Revealing the unspoken : Malaysian students' intrinsic influences in selecting the UK for higher education migration." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16314.
Full textAbstract:
The UK has been amongst the leaders in providing higher education for both home and international students, especially from developing countries such as Malaysia. The recent budget cuts on the UK higher education sector implemented in the academic year 2012/13 have increased the competition for UK Higher Education Institutions (HEIs) to secure home [UK and EU] students as the opportunity cost is greater compared to starting a career. Therefore, it is almost imperative for UK HEIs to attract more international students to fill the gap left by home students to remain financially sustainable. Previous researches on the decision making process for higher education destinations looked extensively at rational factors such as financial viability, size of institutions and availability of programmes as well as reputation related factors, such as university ranking and league tables. The question is: Are these the factors - rational factors - that influence the decision making of prospective international students' evaluation and selection of the UK as a possible host country for higher education migration? This research aims to elicit and understand the non-rational factors that may intrinsically influence the decision making behaviour of Malaysian students when selecting the UK as the destination for HE migration. Interpretive phenomenology was utilized as the research approach and the Ethnographic principle of cultural interpretation was enhanced by the researcher's reflexive stances. Data was analysed using Interpretative Phenomenological Analysis. Six emergent constructs were revealed which then led to the emergence of three core themes reflecting the intrinsic influences hidden within Malaysian students' HE migration decision behaviour. Twelve ZMET interviews and two focus group conversations with participants whom were recruited using the stratified random sampling method - covering three geographical regions of the UK, eleven UK universities within four main university groups. ZMET, short for Zaltman Metaphor Elicitation Technique, is an eleven-step in-depth interview technique that elicits both conscious and unconscious thoughts by exploring metaphoric expressions. Findings from previous researches employing ZMET as data collection method showed that data saturation is achievable with just four to five interviews, providing 90% validity. Focus group conversations functioned as methodology triangulation to validate findings. Both of these data collection methods were guided by two overarching questions: (1) why do you choose a UK university? and (2) what and how does being a UK university student make you feel? The six emergent constructs: (1) Egotism; (2) Self-concept; (3) Current security; (4) Future security; (5) Freedom and independence; and (6) Future opportunities, were then interpreted through the researcher's reflexive stances - personal and epistemic - to signify the insights of the three emergent themes: (1) Fulfilling their emotional needs for acceptance; (2) Satisfying their spiritual pleas for freedom and independence; and (3) Providing a promise for a greater self-worth. These six emergent constructs were embedded into the conceptual framework of this research - Consumer Decision Making model underpinned by Push/Pull Theory of Migration - resulting in a revised conceptual framework depicting Malaysian students' HE migration behaviour. This research contributes to academic knowledge, research methodology, practitioners and policy makers of HEIs - both in Malaysia and the UK. Suggestions for further research are longitudinal study, geographical extension study, comparison study and a study using this research's revised conceptual framework as the research model.
25
Wong, Alice Su Chu. "An Investigation of the Predictors of L2 Writing Among Adult ESL Students." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7837.
Full textAbstract:
The three studies reported in this thesis investigated the contributing factors of L2 writing among adult ESL learners in the academic setting. The major purpose of this research was to explore the relationship between L2 proficiency, writing strategies, writing attitude, writing errors and L2 writing performance. This thesis aimed to provide insights for the contributing factors that are predictive of L2 writing performance in adult ESL learners, studying in English and non-English dominant settings.
Study 1 (reported in Chapter 3) focused on determining the appropriate measures for investigating the individual factors of writing performance; particularly learners’ writing strategies, learners’ second language proficiency, first language (L1) interference and their relation to writing performance. Thirty-one intermediate students of L2 served as participants. A measure of vocabulary size and a writing strategy questionnaire were administered to the students. Findings in this study indicated that most of the participants’ planning strategies were limited to having a mental or written plan whereas over half of the respondents reported that they always start with an introduction and were more likely to stop drafting after a few sentences. In terms of drafting strategies, it was found that most respondents reread what they had written to get ideas on how to continue but did not go back to their outline to make changes in it. With regard to L1 use, a majority of participants do not write bits of text in their native language. Nevertheless, quite a number of participants indicated that they would write in their L1 if they don’t know a word in English. Findings in this study also suggested that participants’ biggest concerns were related to grammar and vocabulary, which resulted in them making surface level changes and checking. An overall analysis of participants’ writing output and responses from the questionnaire also provided important insights to the improvement of the measures. The revision process included rewording and rephrasing ambiguous items, removing irrelevant items from the questionnaire and restructuring the writing task for the next study.
In Study 2 (presented in Chapter 4), a follow-up study was conducted to examine L2 writers’ proficiency level, writing attitude, writing errors and writing strategies in an English-dominant setting. Nine research questions were designed to guide the study framework and gather specific data regarding the research aims. A writing measure, vocabulary tests and a questionnaire were administered to the students. Findings from Study 2 indicated that L2 proficiency, particularly vocabulary size, was related to writing performance. In addition, it was also discovered that L2 writers who performed poorly were prone to performing writing strategies related to surface level checking. Therefore, it was concluded that linguistic barriers in L2 affect both writing performance and students’ ability in applying the effective strategies in writing. Apart from that, Study 2 also found that the use of L1 and translation into L2 was associated with lower writing performance. Additionally, Study 2 found that pronoun, word and sentence errors were the most prevalent errors among ESL students. A possible reason for this is because L2 students need to work with two languages while writing, mainly the grammar rules in English which are not found in their L1 as well as their own native language. Thus, L2 students face the challenge of working out English grammar rules while writing. Overall, findings in this study suggest that prevalent writing errors in English may be a sign of L1 interference and that as the use of L1 increases, writing performance decreases.
In Study 3 (reported in Chapter 5), the role of proficiency level, writing attitude, writing errors and writing strategies was explored by measuring the relationship between writing attitude scores, errors in writing, strategy use and essay scores. Additionally, the role of L2 proficiency in writing performance was also investigated by assessing the relationship between vocabulary size scores, writing errors and writing performance. Findings from Study 3 revealed unexpected findings with regard to the relationship between L1 use and writing performance among the three sample groups. L1 use was found to be correlated with writing performance for Group A but not Groups B and C. It was argued that L2 writers of different L2 proficiency level and academic experience may have different orientations of L1 use. Further work on the impact of L1 use on L2 writing will be needed in order to provide insights into this area. With regard to writing errors, a relationship between errors and writing performance was reported. It was found that subject verb agreement error appeared to be a common factor for the three groups in the study that was related to writing performance. In addition, errors were also significantly correlated with L2 proficiency, suggesting that as L2 proficiency increased, errors decreased. Overall, Study 3 argues for the importance of developing and enhancing learners’ L2 proficiency to reduce errors and improve learners’ writing performance. Additionally, Study 3 also argues for the need to emphasize effective writing strategies in the ESL writing classroom.
26
Shaari, Ahmad Jelani. "The Interactive Effects of Color Realism, Clustering, and Age on Pictorial Recall Memory among Students in Malaysia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30458.
Full textAbstract:
This study investigates the effects of clustering or format of presentation (categorized and uncategorized lists), level of color realism of graphics (color pictures, black and white pictures and line drawings), and age (10 year old, 16 year old and adults) on the pictorial recall memory among students in Malaysia. Three hundred sixty students of three age groups were randomly assigned to one of the six stimulus treatments (categorized color, uncategorized color, categorized black and white, uncategorized black and white, categorized line drawing, and uncategorized line drawing).
There was a significant interaction effect between age and cluster, F (2, 342) = 9.07, p < 0.0001). Simple main effects test shows that among 10-year olds, significant difference exists between the mean recall of pictures in categorized lists and uncategorized lists. More pictures in the categorized lists were recalled than in the uncategorized ones. However, the mean recall of pictures between the categorized and uncategorized lists among 16-year olds and adults did not differ significantly. Interaction between age and color realism was also significant, F (4, 342) = 2.93, p < 0.021). Simple main effects test indicates that among 10-year olds and adults, the mean number of items recalled differed significantly under each level of color realism. Pairwise comparison shows that among 10-year olds and adults, color pictures were recalled significantly better than both black and white pictures and line drawings. The mean number of items recalled between black and white pictures and line drawings however, was not significantly different. It was concluded that color pictures or illustrations are recalled better than black and white pictures and line drawings, and that categorized lists of pictures are recalled better than the uncategorized lists.
Ph. D.
27
Tan, Christina P. L. "What academic advisors need to provide better student support : lessons from a Malaysian medical school." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17832.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Background: Academic support programmes have an important part to play in addressing the needs of students experiencing difficulties. A quality assurance exercise by the national accreditation body highlighted the fact that academic staff involved in non-academic counselling had no prior training. Aim: The aim of this study was to evaluate the academic advisor programme in a Malaysian medical school from the academic advisors’ perspective in order to determine their understanding of their role, their experiences and needs. Method: Focus group discussions (FGDs) involving 10 academic advisors were conducted using a semi-structured interview schedule. Results: Study participants demonstrated some instinctive understanding of their role (especially as role models in their professional development) although they did not have clear guidelines. They strongly expressed a need for training in counselling skills and better administrative support. There was some reluctance to undertake the task of academic advising as there were no perceived rewards or incentives. Conclusions: The training of academic advisors needs to be addressed in faculty development programmes. Strong institutional administrative support is important with efficient channels of communication to academic advisors on student performance and other relevant information. Teaching activities need due institutional recognition and reward.
AFRIKAANSE OPSOMMING: Geen opsomming
28
Syed, Ahmad Nawawi Syed Azman. "An examination of the political knowledge and attitudes of Malaysian students studying in the United Kingdom." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289617.
Full text
29
Ghafar, M. Najib. "A study of relationships between pre-enrollment factors and university success of Malaysian science students overseas." Thesis, University of Surrey, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387008.
Full text
30
Lamat-Nawari, Sluhi. "Teacher efficacy and self-regulation of learning: A study of teachers and students in the Malaysian schools." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36647/1/36647_Digitised%20Thesis.pdf.
Full textAbstract:
To achieve the Vision 2020 and the wish to become the centre of excellence in education in South East Asian region, it is important for the Malaysian educational system to produce knowledgeable and competent individuals. For this to be realised, teachers must believe they have the ability to have a positive influence on students' learning. In particular, if teachers are to produce effective learners, they must help their students to be self-regulated in their learning. In this respect, then, this study used Guskey and Passaro's (1994) model of internal and external teacher efficacy to examine the extent to which a group of Malaysian teachers believed they had the capacity to influence students' learning. The study also examined the extent to which the teachers' used self-regulated learning strategies in their professional work and in their classroom teaching. Finally, from the teachers' perspective, the extent to which the teachers saw learning as their own responsibility or that of the student was examined. From the students' perspective, the study examined their use of self-regulated strategies in learning, their perception of their teachers' use of self-regulated strategies in teaching, and their perceptions of who is responsible for learning. Teacher and student data was examined with respect to location (rural and urban), subject area (Malay language and English language), and ethnicity (Malay Indigenous, Chinese, and Other Indigenous). In addition, year of experience was examined as a possible moderating variables for teachers and gender as a possible moderating variable for students.
This study was carried out in 24 secondary schools in Sarawak State, Malaysia using two main survey instruments. The teacher survey consisted of four sections: (1) items of internal and external efficacy; (2) items relating to the use of self-regulated strategies in work; (3) items relating to the use of self-regulated strategies in teaching; and (4) items regarding responsibility for learning. Similarly the student survey comprised of three sections: ( 1) items pertaining to the use of self-regulated strategies in learning; (2) items noting the use of self-regulated strategies in teaching by their teachers; and (3) items reflecting the responsibility for learning. The teacher survey was administered to 386 language teachers while the student survey was administered to 3793 students of the participating teachers.
The results were categorised into four main themes: 1) Teacher efficacy and self-regulation among teachers; 2) Student self-regulation and teacher self-regulation in teaching; 3) Teacher responsibility and student responsibility for learning; and 4) Teacher efficacy and student self-regulation. With respect to the first theme, it was found that teacher internal efficacy is more closely related to teacher use of self-regulated strategies in their work ( USRSW) and in their teaching ( USRST) than teacher external efficacy.
Rural teachers were more likely to use self-regulated strategies in their professional work (USRSW) and in their teaching (USRST) than urban teachers.
Findings in relations to the second theme showed that high self-regulators were more likely than low self-regulators to perceive that teachers use self-regulated strategies in their teaching (SUSRST). The Other Indigenous students and Malay Indigenous students were more likely than the Chinese students to perceive that teachers use selfregulated strategies in their teaching (SUSRST). High self-regulators were more likely than low self-regulators to perceive learning as primarily the responsibility of students rather than the responsibility of teachers. Low self-regulators saw learning as primarily the responsibility of teachers rather than that of students.
The third set of findings showed that teachers with internal efficacy were more likely than teachers with external efficacy to perceive learning as primarily the responsibility of the teacher than that of the responsibility of students. Similarly, students of teachers with internal efficacy were more likely than students of teachers with external efficacy to perceive learning as primarily the responsibility of teachers than that of students. On the whole, both groups perceived learning as primarily the responsibility of teachers.
Finally, students of teachers with internal efficacy were more likely than students of teachers with external efficacy to be low self-regulators than high self-regulators. Internal teacher efficacy was related to low self-regulation in students and external teacher efficacy was related to high self-regulation in students.
These findings are discussed from three main perspectives: theoretical, cultural, and policy and practices. The discussions and interpretations of the findings offer certain insights into the improved teaching and learning among teachers and students, particularly in the State of Sarawak, Malaysia. Four main areas were identified as significant emphases: 1) teacher efficacy matters in educational reforms; 2) teacher training and staff development; 3) teacher empowerment; and 4) teaching and learning of self-regulation.
31
Tin, Tan Bee. "A study of group interaction patterns of overseas Malaysian students on British undergraduate programmes : framing of ideas." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/938/.
Full textAbstract:
The thesis investigates the way ideas are developed and framed in group interaction tasks on British undergraduate programmes for Malaysian students. The introductory chapter of this thesis states the three major aims of the study - educational, linguistic and cross-cultural. The study aims to investigate the role of talk in constructing valuable educational knowledge in group discussion tasks, the role of language in mediating the process of generating ideas, and the way knowledge is constructed by students from different socio-cultural educational backgrounds and what this tells us about the socio-cultural view of knowledge students might have been socialised into. The thesis proceeds with a discussion of the methodological issues involved in data collection, analysis and description. This is followed by a discussion of the theoretical parameters on which the study is grounded and the educational linguistic approach which is adopted in the study. Each of the three following chapters of the thesis addresses each of the aims of the study. The findings arising from the study are illustrated with reference to various group discussion tasks recorded and interview data. The thesis concludes with a review of the implications of the findings of the study for pedagogy and research.
32
Chhooi, Pauline. "Choosing Home: International Pushes and Pulls for Malaysian Alumni of U.S. Graduate Programs." UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/7.
Full textAbstract:
Malaysians’ journeys to pursue graduate education in the U.S. generate more than just degree attainment. This dissertation looks at how experiences in the U.S., both in graduate school and in the workplace, influenced highly educated Malaysians, especially in their exploration of push and pull factors that influence their decisions to remain in the U.S. or to return to Malaysia. This study focuses on twenty-two participants comprised of those who have returned to Malaysia, those who are working in the U.S. on non-immigrant visas, those who became Permanent Residents and those who are naturalized U.S. citizens.
The first major finding demonstrates that decisional turning points emerged mainly based upon national policies and employment opportunities prompted by the high demand for talented human capital. Such turning points are crucial telling moments of when individuals make decisions. The second major finding is that push and pull factors -- which include economic conditions and opportunities, quality of life, social justice and freedom perspectives, as well as social network/ social capital -- are assessed through the comparative views acquired between living in Malaysia and in the U.S. The third major finding is that the challenges and experiences participants encountered in the U.S. prompted the formation of transnationalism, wherein their identities, behaviors and values are not limited by the location in which they live. They use a dual frame of reference to evaluate their experiences in the U.S. and the continuous relationships with their family and communities in Malaysia.
Understanding the notion of transnationalism in the process of individuals’ decision making could help states develop policies that promote brain circulation. Policies that support this global mobility of the highly educated and skilled workforce would not just benefit those nations that send and receive students for higher education enrollment. Because 1) the knowledge economy demands the global flow of highly educated workers and 2) people who study transnationally develop a flexible sense of identity and location, policies that enable international mobility for brain circulation are significant for all nations.
33
Mohd, Zahari M. S. "A study of factors moderating Malaysian hospitality students selection of tertiary education institutions, programme and subsequent career intentions." Lincoln University, 2004. http://hdl.handle.net/10182/1577.
Full textAbstract:
This study explores the moderating variables that influence a student's decisions to enter into a hospitality management programme and subsequently pursue a career in the hospitality industry. It also examines how these factors are implicated in or modify a student's career commitment over time. The sample includes students enrolling in various three year (6 semester) diploma and undergraduate programme offered by Malaysian hospitality institutions of higher learning over the academic years of 2002- 2003. This includes four public or government funded institutions with several branch campuses, and six private institutions. Predominantly the data for this study based are on self completion questionnaires with some additional insight particularly about respondents' direction of industry employment provided by means of qualitative responses. The initial comparisons are made between students in the public and private institutions and these are followed by an extensive series of analyses examining the differences and similarities of respondents' rating in the two rounds of data collection with reference to a range of independent variables. Also reported are how these ratings change over time. Significant differences were found in terms of parental socio-economic background between students who enrolled in the private and those in the public hospitality institutions. Nevertheless, for the key issues as to whether parental backgrounds lead to differences in respondents' attitudes and values about a career in hospitality this was not seen as an influencing determinant for both institutions. Further, the independent variables of gender, ethnicity, religion and geographical upbringing, secondary school background and prior experience do not clearly show causation of how students reports their views about the dimensions investigated in this study. In fact, students' levels of intention and commitment towards career are apparently not directly related to these independent variables. However, despite no clear pre-tertiary education indicators of likely disaffection being identified, a very clear picture emerged in this study that there is a declining sentiment among Malaysian hospitality students towards employment in the hospitality industry and reduced intention to pursue such a career. These weakened employment intentions are formed during the educational programme and are probably at least partially a result of the maturation process with varying consequences and implications for the students, hospitality institutions, industry and the government.
34
Che, Lah Salasiah. "Language attitudes towards English and language proficiency in English among Malaysian students : a sociolinguistic study of Penang Island." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319259.
Full text
35
Piong, Teck Wah. "An investigation into the dispositions of Malaysian private college students towards web-based learning : attitude and contextual factors." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439877.
Full text
36
Adi, Kasuma Shaidatul Akma. "An informal Facebook group for English language interaction : a study of Malaysian university students' perceptions, experiences and behaviours." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/85919/.
Full textAbstract:
This study looks at a group of Malaysian university students’ perceptions, experiences and behaviours when presented with an informal, participatory Facebook interaction group for English language practice. Three methods of data collection, namely questionnaire, LMT100 Facebook interaction group, and semi-structured interview were employed in stages. The findings show a discrepancy between the participants’ perceptions of using Facebook for English language learning (ELL), and their experiences and behaviours when presented with the interaction group. Only a quarter of the participants used the group actively by initiating interaction threads, and communicating with each other. A huge majority acted passively by making their participation visible just once or repeatedly through the means of likes and short comments. The rest of the members were silent readers who never made their involvement visible over the period of six weeks. The students showed higher participation rate when presented with three topics; entertainment-based, grammar quizzes, and university-related inquiries. This was discussed as students’ selective interests and preferences in learning. The types of online content suitable for English language learning was also addressed. More passive interviewees reported small improvements in their communicative competence from the interaction activity. The active interviewees however only felt a boost in their confidence to use English publicly rather than experience enhanced English language ability. The discrepancy between the students’ perceptions and behaviours are discussed from three levels of sociocultural influences which are personal, institutional, and societal. The students’ prior English language learning experience within an education system that privileges examinations may have influenced their (non)participation in the LMT100 group. The interviewees also indicated the existence of sentiments in racial, political, and religious issues, which may have influenced their learning experience at the university. The findings indicate that the informal, unstructured English language interaction platform on Facebook as having great potentials, although not tremendously successful in this study. Several implications are presented as strategies that may assist the integration of Facebook for English language learning in the future.
37
Haji-Mohamad, Siti Mazidah Binti. "Rooted Muslim cosmopolitanism : an ethnographic study of Malay Malaysian students' cultivation and performance of cosmopolitanism on Facebook and offline." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10871/.
Full textAbstract:
This thesis analyses the potential of Facebook as well as offline social interactions and experiences in cultivating cosmopolitan sensibilities and the performance of cosmopolitanism in both online and offline spaces. Cosmopolitanism has received immense attention in academia but its discourse is slow to incorporate everyday online experiences. In today’s world, when the use of social network sites such as Facebook have become commonplace, it is imperative that use of such a site, and its ensuing experiences, be included in the field of cosmopolitanism studies. This thesis contends for its inclusion and has chosen Facebook as the site from which to study UK-based Malay Malaysian students’ online experiences, in order to investigate the potential of the site in cultivating the students’ cosmopolitan sensibilities and cosmopolitan performances together with the students’ offline experiences. This thesis emphasises the need for the voices of the individuals to be heard, and their experiences to be understood within their own contexts. By capturing their voices, the nuances in their use of the site, their cosmopolitan sensibilities and performances could be obtained. To achieve this, an ethnographic approach that employed semi-structured interviews and online observation is used. This research has captured the voices of the respondents and found a specific form of cosmopolitanism that is influenced by their dominant Malay Muslim context, so creating what this thesis author has labelled as rooted Muslim cosmopolitanism. This concept refers to a form of cosmopolitanism rooted in the students’ Malay Muslim identity; the online and offline contexts they are in which are a replication of the host society’s contexts and their own home contexts. The discussion centres on the students’ negotiation of Malay Muslim identities in both online and offline contexts. This thesis contributes a different angle to the understanding of cultural religious cosmopolitanism for Malaysian and the general cosmopolitanism discourse, through a number of elements including: online experiences, international students as cosmopolitan actors and everyday experiences. An analytical framework was employed that separates cosmopolitan sensibilities and performance by using the six dynamics of online cosmopolitanism: self-reflexivity; motivation; affordances and features; self-disclosure and self-censorship; collapsed contexts and audience; and privacy, as well as a call for rethinking what cosmopolitanism and cosmopolitan are.
38
Ng, Lee-Luan, and n/a. "The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.
Full textAbstract:
Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective.
Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation.
The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.
39
Yusof, Ebil bin. "The effects of the Malaysian Department of Wildlife and National Park's environmental education program on the environmental knowledge and attitudes of 13-17 year old students." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=993.
Full textAbstract:
Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xv, 235 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 160-172).
40
Rathore, Animesh S. "Malaysia's Changing Media Environment and Youth Political Engagement — Student Voices from 2010." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459358726.
Full text
41
Ahmad, Nur Jahan. "Designing, implementing, and evaluating a teaching sequence to promote Malaysian upper secondary school students' conceptual understanding of aspects of electrochemistry." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530851.
Full text
42
Tamuri, A. H. B. "A study of the students' knowledge of akhlaq in the Malaysian secondary schools (with special reference to Islamic education in the ICSS)." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497860.
Full text
43
Ng, Swee Chin. "A longitudinal investigation into the relationships between Malaysian students' preferred learning styles, their perceptions of their classroom environment and their academic achievement." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426248.
Full text
44
Yaakub, Baiduriah. "Graphing calculators and the zone of proximal development : a study of fourteen year old Malaysian students development of graphical concepts with technology." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020421/.
Full textAbstract:
This study investigates 14 year-old students' development of graphical concepts using graphing calculators. Two learning models based on two broad interpretations of Vygotsky's "zone of proximal development" were implemented to gauge the role of graphing calculators in technology-based learning. Epistemological case studies were used to ascertain the extent to which the graphing calculator facilitated the learning of key graphical concepts. To this end, students of different levels of mathematical attainment were observed to determine the different kinds of understanding they derived from using the technology. The 24 students participating in the study were pre and post tested, and formed into two groups. One group was taught according to a structured, teacher-led learning model, and the other group was taught according to an open-ended, activity-led learning model. What emerges from the study is the complexity of the teaching and learning situation when technology is incorporated. A student's learning of graphical concepts with the graphing calculator was the result of an interplay between his/her knowledge of the functionality of the graphing calculator, existing mathematical knowledge and the nature of teacher intervention. The use of the graphing calculator raises the issues of the ordering or sequencing of learning of graphs from simple linear equations to those perceived as more complex polynomials. With the graphing calculator, students were able to learn much more than was thought possible. Changes in students' mathematical learning were accompanied by a change in the role of the calculator from a static display tool to a mediational tool. The study also highlights the issues of teachers' roles when technology is incorporated including teacher's content knowledge, and the ways in which teachers intervene with students, in particular how teachers deal with students' semantic and syntactic errors in using the calculator.
45
HADIYONO, JOHANA ENDANG PRAWITASARI. "THE EFFECT OF THE NATIVE LANGUAGE AND ENGLISH DURING INTERACTIONAL GROUP PSYCHOTHERAPY WITH INDONESIAN AND MALAYSIAN STUDENTS, AND THE EFFECTIVENESS OF THIS METHOD FOR FOREIGN STUDENTS FROM NON-WESTERN COUNTRIES." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188050.
Full textAbstract:
Language and treatment modality are important variables in conducting psychotherapy with students from non-Western countries. Both variables might also have significant impact on therapeutic outcome. Foreign students in America speak at least two languages, and utilizing either their native language or English during sessions might result in different kinds of emotional expressiveness. Indonesian and Malaysian students are from countries where it is uncommon to express emotions publicly. Since language is a part of culture, using English might facilitate a distancing from their cultural context, and might also facilitate more verbal expressions of emotion. On the other hand, using their native language might facilitate a warm and "at home" atmosphere. The purpose of this dissertation is to study the effect of native language and English during interactional group psychotherapy with Indonesian and Malaysian students, and to assess the efficacy of this modality with foreign students. Yalom's interactional group psychotherapy was used with a group of Indonesian, a group of Malaysian, and a group of international students. These three treatment groups were compared to a group of international students who served as a control group. English and the native language were used alternately during the sessions with the Indonesian and Malaysian groups. Only English was used during the sessions with the international student groups. Objective measurements used were the Profile of Mood States, the Personal Orientation Inventory, the Group Environment Scale, the Group Climate Questionnaire, and the Subjective Evaluation Ratings Scale. Subjective measurement was independent judges. Results indicated that Indonesians and Malaysians rated themselves as significantly more active during sessions in English than during sessions in their native language. Raters perceived the Indonesian and Malaysian groups as more cohesive when sessions were conducted in the native language than when conducted in English. This study also indicated that interactional group psychotherapy was effective for foreign students, with some limitations. This treatment method was effective in improving mood states and personality profiles. The method was most effective for the Malaysians. In addition, this study also supported the notion that insight awareness therapy is effective for YAVIS (young, attractive, verbal, intelligent, successful) clients.
46
Chau, Meng Huat. "From language learners to dynamic meaning makers : a longitudinal investigation of Malaysian secondary school students' development of English from text and corpus perspectives." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6087/.
Full textAbstract:
This thesis considers how language development takes place over time by a group of 124 secondary school students of English. A series of five studies were conducted for this purpose using the tools and methods from corpus linguistics and written discourse analysis. Specifically, the thesis presents a detailed analysis of (1) how a set of function words (that, to and of) were used by these students over a 24-month period, and (2) how narrating practices concerning the structure of selected individual texts changed over time. The two distinct strands of investigation, both of which based on an inductive methodology, highlight, on the one hand, the extent to which there are common as well as unique aspects of language use observed across time and space (Francis et al., 1996, 1998) and, on the other, the role of human agency and meaning making practices in using linguistic resources over time and in shaping and constructing texts within and across individuals. Taken together, the overall inductive methodology and an emphasis on treating all instances of the conventionally labelled ‘learner language’ as equally valid features of natural human language use, show clear advantages over alternative approaches based on a deficit model.
47
Liew, Hui. "ETHNICITY AND ACADEMIC ACHIEVEMENT BY MALAYSIAN EIGHT-GRADE STUDENT." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222009-100839/.
Full textAbstract:
Malaysias preferential policies have reduced the educational attainment gap between ethnic groups. However, we know less about their effects on ethnic differences in academic achievement. With this point in mind, the overall goal of this study is to examine inter-ethnic differences in mathematics and science achievement based on the cohort of eighth grade (Form 2) Malaysian students who participated in the Third International Mathematics and Sciences Study Repeat Project (TIMMS-R). It sought to determine the extent to which theoretical propositions of the structural and cultural perspectives developed to explain achievement differences in the United States are applicable in Malaysia. Malaysia is an interesting setting for the purpose of the present study for three reasons. First, the interethnic differences in educational outcomes were historically linked to occupational structure and class-and ethnicity-based residential segregation during the Brisish colonial rule. Second, Malaysia is one of the few countries (i.e. Fiji, Nigeria, Sri Lanka, Uganda, India, and New Zealand) that have strong public policies to rectify the historical ethnic inequalities in access to education. However, the difference between Malaysia and these countries seems to be in the relative status of the formerly disadvantaged ethnic group in question. Finally, as a new member of the New Industrialized Countries (NICs), Malaysia is in the process of making the transition from an agricultural economy to an indutrialized nation. As such, the importance of mathematics and science education increases along with socioeconomic and technological advance and the discrepancies in mathematics and science achievement can have important implications on socioeconomic disparity among ethnic groups. The primary contribution of this dissertation is that it holistically examines how individual, family and school characteristics affect mathematics and science achievement of the eighth graders in Malaysia. The multilevel modeling analyses showed that Non-Malay students performed significantly better in mathematics achievement than Malay students, even after controlling for family and school characteristics as well as students perceived importance of mathematics and educational expectations. Overall, the results suggest that the structural and cultural perspectives work differently for Malay and Non-Malay students.
48
Yusoff, Mazirah. "Evaluating business student satisfaction in the Malaysian private educational environment." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/7991/.
Full textAbstract:
The educational environment is very dynamic and challenging with intensifying competition, as well as an increase use of public comparisons between institutions. Therefore, understanding and attempting to improve student satisfaction is becoming critical to educational institutions. In Malaysia, education is a leading industry and plays a vital role in national development. As the private education sector is growing rapidly, there is a mounting interest to use service quality improvement measures to enhance competitiveness. The main aim of this study is to identify and evaluate the drivers that influence business student satisfaction in the Malaysian private educational environment. Specifically, this study seeks to measure the influence that each driver has on business student satisfaction and the importance of each driver to students; identify the underlying dimensions of the satisfaction drivers that influence business student satisfaction; evaluate the influence of factors such as gender, year of study, programme of study, semester grade and nationality on the results; identify areas of service priority towards better allocation of resources; and to discuss the practical implications of the results. A positivist approach is adopted in this study, whereby 1,200 questionnaires have been distributed to undergraduate business students at four private educational institutions in Malaysia. A total of 823 responses were found to be usable for analysis giving a response rate of 69%. This study adopted and extended a “service-product bundle” model to evaluate the satisfaction level and the importance of the specific service attributes at the educational institutions. Results were analysed using SPSS and quadrant analysis. The results revealed that students are satisfied and placed more importance on the physical facilities of an institution, followed by the teaching and learning drivers. Analysis of the underlying dimensions of the satisfaction drivers resulted in the adoption of a 12-factor solution after conducting several trial rotations. Significant differences exist between the demographic factors and six factors. Quadrant analysis conducted showed eight out of the 12 factors require attention by the educational institutions towards better allocation of their resources. This study contributes to the marketing literature by providing an examination of several marketing constructs. This is an important contribution as it provides an improved understanding of student satisfaction and perceptions of the factors linking to the physical facilities and facilitating goods as well as the teaching and learning issues. From the professional practice contributions, this study will benefit the business schools and educational institutions in general as it provides practical information about what and how students of different levels of study; programme of study; gender; nationality; and level of academic performance consider important in their level of satisfaction and perceptions.
49
Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.
Full textAbstract:
Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
50
Shabdin, Ahmad Affendi. "Developing a vocabulary knowledge test for primary school students in Malaysia." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397583.
Full text