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An Analysis of CMPF112 Computing Skills Final Examination Subsection Questions for Foundation Students in CFGS: A Case Study

Author(s):Noorazizun Mohd Saad -- Law Yi Feng
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 195-201
Foundation students are those students after SPM, and starting new life in campus environment. The transition between the styles of education from spoon-fed in high school to lectures in university surely affected the way they think and act. As CMPF112 Computing Skills are among the early subject being taught, it is interesting to study how the student answering questions which created based on Bloom Taxonomy, using their high school experiences only. This study analyzed three sections in CMPF112 Computing Skills final examination paper for trimester 1 2012/2013 based on their marks and conclude the level of transition from school-to-university.

An Approach on Student?s Performance and Skills in Implementing Theories to Conduct Lab Experiments

Author(s):S. K. Raveendran -- K. Kamil 
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 202-207
Student?s ability to express in terms of knowledge, skills and principles upon completion of course are one of the important aspects that contribute to Program Outcome (PO). Comprehensible articulation of course outcomes provides good foundation in evaluating the effectiveness of teaching and learning process. This paper will be presented on the evaluation of student?s performance outcome on lab experiment course which has been designed to support the theory studied in Electrical Machines and Drives (EMD) course. Students should prove theories that have been learned in EMD, examined the machine?s characteristics using approximate analytical methods and demonstrated basic practical testing techniques. Machines used in the experiments are the AC synchronous and induction machine, and DC machine whereby they will function as motors and generators. This experimentation done by selected Electrical Power students. The result shows the performance of student in implementing the theories that have been learned towards the lab experiments which are sufficient to analyse the results which achieve the PO requirements.

Learning Style and Course Performance: An Empirical Study of Uniten it Students

Author(s):Izyana Ariffin -- Badariah Solemon -- Marina Md. Din -- Rina Md. Anwar
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 208-216
Many tertiary education institutions struggle in identifying how best to teach students to learn statistics. Finding factors which advocate successful and effective learning is considered vital in any tertiary education institutions. Numerous studies have been conducted within the context of teaching and learning in order to determine the factors that contribute to a better learning environment. This includes determining how various learning styles affect students? performance. By knowing students? learning preferences, the course instructor can assimilate necessary course delivery methods which suit students? learning style preferences, thus enhancing the learning experience. This paper intends to examine the relationship between learning styles and course performance in Statistics course of IT students in Uniten. Thirty (30) IT students in Statistics for Computing class in Semester 2 2012/2013 participated in this study. They were asked to complete the Visual Auditory Kinaesthetic (VAK) learning style self-assessment questionnaire. Based on the assessed learning styles, all participants preferred single sensory modality with 37% are Visual (V) learners, 26% are Auditory (A) learners and 37% are Kinaesthetic (K) learners. The performance of the  students in all three (3) learning styles was analyzed by using both parametric and non parametric tests due to the small sample size. Both tests yield the same result; it was found that there was no statistical significant relationship between learning style and course performance.

Students, Assessment Through Open-Book Concept for Final Exam

Author(s):Muhammad Fairuz Abdul Jalal -- Siti Sarah Ain Fadhil -- Hasril Hasini
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 217-225
Starting from Semester 2 2011/2012, open-book final examination has been applied to a third year mechanical engineering subjects; Machine Design (MEMB 333). The student, who are enrolled in this subject, are exposed to critical thinking in designing and evaluating the components. In this paper, the performance of 84 students from 3 sections in answering static and fatigue failure theories by having open-book final and close-book mid semester examination will be presented. The study will focus on the influence of distraction under open-book condition and the evaluation on their overall performance. It is understood that students perform poorly, tended to replicate the solution from textbook.

Influence of an English Lecturer’s Code-Switching Practice on Student?s Confidence in the Subject

Author(s):Lee Yi Ling -- Ng Yu Jin -- Chong Seng Tong -- Mohd. Ariff Tarmizi -- Nurhanis Sahiddan
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 226-233
Malaysian classrooms are culturally-diverse and used to the practice of switching from one language to another. This practice is known as code-switching. Code-switching takes place not only among students? communication but also among educators in order to facilitate students? learning process. The factors of educators code-switching in class has been an area of study frequently explored by scholars. Nonetheless, not many have looked at it from the students? perspectives in response to what they think about their teachers? code-witching practice. Therefore, the researcher took the opportunity to look into students? reaction towards lecturer?s code-switching in class. A survey was distributed to 27 students of B. Sc. (Hons) in Software Engineering to investigate their lecturer?s code-switching in relevance to their affective reaction and their learning success. The aim of this research was to find out whether these students react positively or negatively to their lecturer?s alternation from English to other languages while teaching.

Development of Program Educational Objectives (Peo) for Engineering Program at UNITEN

Author(s):Adzly Anuar -- Hazlinda Hakimie -- Miszaina Osman -- Khairul Salleh Mohamed Saharia
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 234-241
The College of Engineering (COE) of Universiti Tenaga Nasional (UNITEN), Malaysia has implemented outcome-based education (OBE) in all its engineering programs since 2007 due to the requirement of accreditation body, the Malaysia Engineering Accreditation Council (EAC). Recently EAC has introduced new updates and consequently, COE has developed a new set of PEO (Program Educational Objectives) and PO (Program Outcomes) to fulfil this requirement. A new approach is used in coming up with these objectives and outcomes. This paper describes the process of developing the PEO and PO at college level and how stakeholders? inputs are being taken into consideration in improving the outcomes. This paper also discusses on how these outcomes are trickled down and implemented at department level.

Contribution of "Non-Exam" Assessment to Undergraduate Final Grade: A Case Study on the Subject Thermodynamics 1

Author(s):Hasril Hasini -- Siti Sarah Ain Fadhil -- Nur Irmawati Om
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 242-248
This paper describes the study on the difference and implication of continuous assessment and exam-type assessment to students? performance in the subject Fundamental Thermodynamics.The case study was carried out to measure the effect of weightage given to two types of assessments namely "non-exam" and "exam-based assessment". The analysis was done by varying the percentage contribution of the two methods and its corresponding contribution towards the students? final grades. It is shown that higher weightage on the non-exam assessment results in better overall grade for the student. It is also alarming that majority of students achieve weak grade for exam-based assessment, but the overall grade improves as the cumulative marks include the non-exam assessment marks at which most students performed better.

Investigating the Implementation of Team-Based Learning in a University Level Teacher Education Course

Author(s):Arshad Abd.Samad -- Juridah Md. Rashid -- Sharifah Zainab Syd Abd. Rahman -- Hawanum Hussein
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 249-257
Team based learning is a popular educational approach in medical and business education, but is less common in other disciplines.  This paper first compares team based learning to other similar approaches such as collaborative learning and cooperative learning that have gained a fairly strong following in the teaching of various disciplines.  Secondly, it reports on the progress of a year-long research project that examined university student diary entries and questionnaire responses regarding the implementation of team based learning in a teacher-education context.  Finally, it will propose rubrics for implementing team based learning at Malaysian institutions of higher education based on student responses received during the project.

Internationalization of Higher Education: A Literature Review on Competency Approach

Author(s):Chong Pui Yee
Journal: International Journal of Asian Social Science
Publisher:
Abstract
| Pages: 258-273
This paper is a literature review on the internationalization of higher education focusing on staff competency in managing international students. This writing uncovered some empirical studies by researchers in a Malaysian context on the issue, challenges and expectation from both international students and university academics and administrators. International students faced great challenges in adjusting their life in Malaysia, these include different teaching and learning style, culture, language, loneliness and social distancing among others. On the other hand, the university academics and administrators similarly faced unfamiliar international students’ characteristics and needs. Thus, universities need to review and look into the competency required to manage this group of students more effectively. This paper ends with recommendations by scholars to mitigate these gaps and challenges for universities. 
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