Asian Journal of Assessment in Teaching and Learning
The International Journal of Assessment and Evaluation in Education has change the name to Asian Journal of Assessment in Teaching and Learning [AJATeL] (eISSN 2821-2916) is refereed journal and published by UPSI Press for Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris and published biannually (June and December beginning 2019). It provides an opportunity for those involved in the field of education (science, engineering, mathematics, design and technology, vocational, arts, psychology and counselling and other related areas) to express and exchange ideas on assessment in teaching and learning. AJATeL maintains a standard double-blind peer review process. The double-blind process means that the identity of the author and the reviewer are not known to each other. AJATEL supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
Pejabat Karang Mengarang, Universiti Pendidikan Sultan Idris, Malaysia
Exploring the Role of Multiple Representation Strategies in Social Studies Learning Outcomes Among Secondary School Students in Nigeria
The study investigates the effectiveness of a multiple representation strategy in social studies instruction on learning outcomes in Lagos State junior secondary schools. One hundred and twenty students in JSS II intact classes were used as the sample. The study employed a quasi-experimental research design with a 2x1x1 factorial matrix. The participants were drawn from the Oshodi-Isolo zone in Education District VI. Sixty students were taught using the Multiple Representation Strategy, and sixty students were taught using the conventional method. Four research questions were raised and four null hypotheses were formulated to guide the study. The Social Studies Achievement Test was used to collect data for the study. Data collected were analyzed with mean, standard deviation, and analysis of covariance (ANCOVA) at a 0.05 significance level. Findings revealed that students treated with Multiple Representation Strategy performed academically well the F-value 7.77(2, 145) is significant at 0.05, and that student’s attitude and gender is not a factor in using MRS in Social Studies class which shows that [F (2, 145) =1.740 and 1.00 (1, 145)] respectively is not significant at 0.05. The study concluded that MRS was effective in enhancing efficient learning outcomes in Social Studies. The study recommends that large-scale further application of the therapy should be employed generally at Lagos State junior secondary schools.
Copyright (c) 2024 Shekoni Lateef, Sanni Mufutau Olayiwola, Shittu Hafees Adewale, Jimoh Akinola Saliu, Tajudeen Olukoya https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges In Implementing EKSA in Malaysian Vocational College: A Virtual NGT Analysis
The Public Sector Conducive Ecosystem (EKSA) is an initiative aimed at enhancing the quality, productivity, and workplace environment within public sector institutions in Malaysia. Despite its strategic importance, EKSA implementation in Malaysian Vocational Colleges faces significant challenges. This study employs the virtual Nominal Group Technique (vNGT) to identify and analyze these challenges. Seven participants with extensive experience in EKSA implementation were selected, ensuring a balanced representation of roles within vocational colleges. The findings reveal six key challenges: time constraints, financial and resource limitations, high implementation commitment, insufficient training, an unsuitable assessment rubric, and lack of promotion. These challenges underscore the need for effective scheduling, financial support, tailored assessment frameworks, comprehensive training programs, and enhanced communication strategies to facilitate successful EKSA implementation. This study provides valuable insights into the obstacles faced by vocational colleges and offers a foundation for developing targeted strategies to overcome these challenges, ultimately supporting the mission of effective education and training in Malaysia.
Copyright (c) 2025 Mohd Lutfi Mohd Raffi, Mohd Azlan Mohammad Hussain, Mark D. Threeton, Rafiezah Mohd Zulkifli, Nurul Hidayah Mohd Ali, Norisham A. Rahim, Ramli Sappar https://creativecommons.org/licenses/by-nc-sa/4.0
Formative Assessment through Supervisory Feedback on Undergraduate Thesis Writing
This study examines supervisor written feedback as a form of formative assessment on undergraduate thesis writing. The objectives of the study are to: (1) determine the frequency of types of feedback, and (2) examine patterns of change in the frequency of feedback across three drafts of writing. The study involved the writing of the final year project proposal by five undergraduate students in a global communication degree program. Each student had a different supervisor, and three drafts of their final year project proposal were analyzed. The theoretical frameworks of the study were Vygotsky’s sociocultural theory and Sadler’s theory of formative assessment. The analysis revealed that directive feedback constituted the majority of the responses, accounting for 56.6% of the 369 total comments. This was followed by referential feedback at 29.8%, and expressive feedback at 13.6%. A closer examination of the commentary provided by five supervisors across three successive drafts identified two distinct patterns. First, there was a marked reduction in the volume of feedback by the third draft. For instance, Supervisor 1 initially made 70 comments (57%) on the first draft, which declined to 38 comments (30.9%) on the second draft and further to 15 comments (12.2%) on the third. In contrast, other supervisors, such as Supervisor 5, demonstrated greater consistency in the early stages, offering 29 comments (41.4%) on both the first and second drafts before decreasing to 12 comments (17.1%) in the final draft. The tracking of supervisors’ feedback over drafts produces novel findings on the usefulness of the supervisor’s scaffolding in getting undergraduate students closer to writing conventions in the research community.
Copyright (c) 2025 Lian Zhao, Su-Hie Ting https://creativecommons.org/licenses/by-nc-sa/4.0
The Interest and Stress Level Among Fast-Track Architecture Students in UiTM
Boosting students’ disciplinary interest has long been considered an important mechanism to increase student success and retention in architecture education. However, despite this strong interest in the field, architecture is one of the education courses contributing significantly to high rates of mental health issues. According to the Royal Institute of British Architects (RIBA) educational statistics for 2021/2022, about 4% of architecture students have disclosed stress issue. Therefore, this study aims to identify the level of interest among architecture students and their corresponding stress levels. 310 fast-track architecture students from Universiti Teknologi MARA participated in the study by answering a distributed questionnaire. The findings indicate that fast-track architecture students exhibit a high average mean score in both interest level (M= 4.16) and stress level (M=3.69). For interest levels, there is a statistically significant difference across the different years of study (p-value < .001), but no significant difference based on the type of financial resources during study or family socio-economic status. Regarding stress levels, there are statistically significant differences across the different years of study (p-value = .003) and financial resources during study (p-value = .005) but not based on family socio-economic status. Spearman’s rho test revealed there are a relationship between interest level and stress level among fast-track architecture students. The study findings support the use of the instrument to gain a broad understanding of students’ individual interest and stress levels. With minor adaptations, the instrument could also be evaluated for use in other architecture disciplines and for use by other populations.
Copyright (c) 2025 Tee Tze Kiong, Nur Ashikin Mohd Sharif, Nurulwahida Azid, Charanjit Kaur Swaran Singh, Rahmat Azis Nabawi, Muhammad Aris Ichwanto https://creativecommons.org/licenses/by-nc-sa/4.0
Developing Problem-Solving Skills in Students through Instructional Scaffolding
The study examined the use of Instructional Scaffolding in developing problem-solving skills among junior secondary school students in Lagos State, Nigeria. The study employed a quasi-experimental design of pre-test post-test, non-equivalent control group. A multistage sampling technique was first used to sample three schools from the population of all public Junior Secondary Schools students in Lagos State. These three schools had three intact classes of students who were purposively selected as sample for the study which resulted in a sample size of 108 students. Data were then collected using a problem-solving Achievement Test labeled “Junior Secondary School Students Problem-Solving Achievement Test (JSSSPSAT)” and a perception Questionnaire labeled “Junior Secondary School Students Scaffolding Perception Questionnaire (JSSSSPQ)”. The reliabilities of the instruments were computed using Cronbach’s alpha technique, with reliabilities of 0.71 and 0.78 for the JSSSPSAT and JSSSSPQ respectively. The study utilized frequency count, mean, and standard deviation for descriptive analysis and an independent t-test with Two-way ANOVA to test significance at a 0.05 alpha level. The findings revealed that JSS students taught with Teacher-Led-Think-Aloud scaffolding technique were found to significantly perform better than those taught with Reciprocal-Think-Aloud scaffolding (t(106) =13.55, p <0.05). The findings also show that generally, scaffolding strategy is significantly better than conventional teaching method (modified lecture) as students taught under the strategy outperformed those taught under conventional teaching methods (t(66) =4.47, p <0.05), but no significant interaction effect was found between gender and the techniques used [F (2,102) =0.244; p>0.05]. Based on the findings of the study, it was recommended among others that curriculum planners should ensure scaffolding techniques are incorporated into the Junior Secondary School curriculum and whenever a teacher is confronted with the choice of scaffolding technique, Teacher-led-Think-Aloud should be considered over Reciprocal-Think-Aloud scaffolding and gender factors should not be considered when planning and delivering scaffolding strategy lessons.
Scaffolding Instructional Strategies (Teacher-led Think-Aloud and Reciprocal-Think-Aloud)
Copyright (c) 2025 Adebanjo Salmon Adeyinka, Abidat Oluwashola Mohammed, Ariyibi Olanrewaju O. https://creativecommons.org/licenses/by-nc-sa/4.0
Revamping Agricultural Science Practical Assessments in Nigeria: Lessons from IGCSE
This study explored the assessment of Agricultural Science practical examinations in Nigerian Senior Secondary Schools (SSCE) and compares them with the Cambridge International General Certificate of Secondary Education (IGCSE) approach. Kolb’s Experiential Learning Theory was adapted to support the study. This theory supports learning through experience, reflection and active experimentation. The study adopted an exploratory sequential mixed-methods research design involving three phases: qualitative, secondary and quantitative research. Firstly, qualitative data were collected through an interview of eight selected persons in a focus group discussion (FGD) made up of Agricultural Science teachers, school administrators, and examiners. Afterwards, secondary data were retrieved from official educational websites in order to benchmark the structure and components of Agricultural Science practical assessments in Nigerian SSCE against those in IGCSE. At the final phase, the study conveniently sampled 122 respondents to provide quantitative validation for the qualitative findings and evidence from secondary sources. Results of the study indicates that SSCE Agricultural Science practical assessments are mainly theoretical with emphasis on the identification of specimens, structured questions and diagrams rather than authentic and field-based assessments. The comparisons done alongside IGCSE showed that this lack of projects, fieldwork and direct observation in the SSCE assessments stands out. Critical barriers like poor infrastructure, lack of funds, and insufficient teacher training were pinned down as limiting factors for the greater adoption of practical-based approaches. These findings imply that the inclusion of elements in Nigeria SSCE model such as field hands-on activities, investigative projects and digital evidence may work to the improvement of Agricultural Science education in Senior Secondary Schools in Nigeria. The study made recommendations to incorporate field assessments in the SSCE, adopt mixed-methods for assessment, improve on infrastructures and set up capacity-building programs for teachers. Closing these gaps would bring Agricultural Science education in Senior Secondary schools in Nigeria in line with international standards and sharpen the readiness of students for careers in agriculture and related areas.
Agricultural Science practical assessments
Senior Secondary School Certificate Examination (SSCE)
Copyright (c) 2025 David Nwanna Dumbiri, Nwabueze Monday Gideon https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching Approaches and Bridging the Classroom-Reality Gap in Higher Education
In today's ever-changing modern world, traditional educational settings often struggle to keep pace with the evolving needs of the workforce. As academic institutions strive to equip students with practical skills, there is a growing recognition of the need to connect classroom learning to real-world situations. This study examined the relationship between teaching approaches and bridging the classroom-reality gap in higher education in Nigeria. In particular, it draws on Experiential Learning Theory (ELT), which posits that meaningful learning is achieved through direct experience, reflection, and active engagement rather than passive absorption of information. By emphasizing learning as a process where knowledge is created through the transformation of experience, ELT underpins the study’s exploration of experiential learning as a key pedagogical strategy. A structured survey was used to gather quantitative data for the study. The lecturers in Nigeria's public universities were the target population. SPSS and SmartPLS tools were used to analyze the data. The findings suggest that effective management of teaching approaches such as experiential learning, technology integration, and career preparation in higher education institutions significantly influences the gap between the classroom and reality. The study's findings show a statistically positive and significant association between experiential learning, technology integration, career preparation approaches, and bridging the classroom-reality gap in higher education. By bridging the gap between theoretical knowledge and practical implementation, the findings of this study contribute to the ongoing dialogue on pedagogical practices in higher education and workforce development, aiming to better prepare students for the challenges they will face in their future careers.
Copyright (c) 2025 Nimota Jibola Kadir Abdullahi https://creativecommons.org/licenses/by-nc-sa/4.0
A Tripartite Instructional Approach for Demarginalising Biology Classrooms: Impact on Cognitive Achievement and Process Skills
Biology classrooms in Nigeria, especially in under-resourced and culturally diverse settings, are often marginalised due to a persistent disconnect between theoretical knowledge in biology and its practical application. This marginalisation stems from rigid teaching methodologies, limited resources, and a lack of contextual relevance, which hinder meaningful learning. The Culturo-Techno Contextual Approach (CTCA) 2.0 offers a tripartite instructional framework to address these 21st-century challenges, particularly in Africa, hence this study examined the impact of the CTCA2.0 on biology students’ cognitive achievement and process skills acquisition and further investigated the relationship between the two variables. The study sample consisted of 104 students (science = 38, non-science = 66) from two senior secondary schools in Lagos State South-West, Nigeria. Using an explanatory sequential design, quantitative data were collected through the Biology Cognitive Achievement Test (BCAT) and Biology Process Skills Acquisition Test (BPSAT), with reliability coefficients of 0.79 and 0.76, respectively. Qualitative data were obtained using the Biology Students Interview Protocol (BSIP). Data were analysed using mean, SD, ANCOVA formula and Pearson’s correlation. The findings revealed statistically significant differences in cognitive achievement [F (1, 48) = .000; P < .05], process skills acquisition [F (1, 48) = .000; P < .05], and a positive relationship between the two variables (r = 0.24; p =.01) in the experimental group. Despite limitations, the study concluded that CTCA2.0 plays a pivotal role in demarginalising biology classrooms by enhancing students’ cognitive abilities and process skills. Therefore, it was recommended that the approach should be adopted to improve students’ cognitive ability and process skills in challenging biology concepts.
Culture-Techno Contextual Approach (CTCA) 2.0
Copyright (c) 2025 Ayodeji Ogundowole, Tunde Owolabi, Hakeem Akintoye, Umar Adam, Soladoye Lameed, Toyin Joy Abolaji, Okunola Ajose https://creativecommons.org/licenses/by-nc-sa/4.0
Additional English Language Materials and the Learners with Disabilities’ Learning Outcomes in Malaysia: A Correlational Study
This study explores the relationship between the use of additional instructional materials—including technological tools, pedagogical resources, and supplementary learning aids—by special education teachers and the classroom performance of learners with disabilities in Malaysia, as measured by Pentaksiran Bilik Darjah (PBD) assessments. The sample consisted of 33 special education teachers (22 females and 11 male), representing diverse teaching backgrounds and experience levels across Malaysian primary schools. Quantitative data were collected through teacher questionnaires and analysed using Spearman's rank-order correlation and chi-square tests in SPSS 20.0. The findings revealed a strong positive correlation (r = 0.757, p < 0.001) between the frequency of additional material use and learners’ performance outcomes. Furthermore, a moderate correlation (r = 0.287, p < 0.01) was identified between teachers' perceptions of learners' performance and their reported use of additional materials. These results highlight the practical significance of incorporating structured and consistent additional materials to enhance learning outcomes for students with disabilities. The study underscores the need for standardising supplementary resources to ensure equitable access and effectiveness. Policymakers and educators are encouraged to develop guidelines for integrating these materials, emphasizing their role in promoting inclusive education practices and improving learner performance.
Copyright (c) 2024 Muhammad Azwan Basaruddin, Hema Rosheny Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
Potential Use of The TikTok Application as An Informal Learning Medium for Geography Education Students at University Pendidikan Sultan Idris
This study aims to identify the selection factors of the TikTok application as an informal learning medium, to analyze the relationship between the use of the TikTok application and its potential as an informal learning medium, and to identify the effect of the use of the TikTok application on the motivation and interest in learning for Geography Education students of University Pendidikan Sultan Idris. The quantitative approach and questionnaire method were used in this study. The study sample consisted of 210 UPSI Geography students using a simple random sampling technique. Descriptive analysis (mean, percentage, standard deviation) and inferential analysis (Spearman Rho correlation) were used to answer each research question. The findings of the study show that the main factor for students to choose TikTok as an informal learning medium is because TikTok has interesting content or videos. Next, the main potential of using the TikTok application as an informal learning medium is that students can find out about current issues either in the country or abroad. The effect of using the TikTok application on the interest and motivation to learn has a positive effect on students because the results of the study show that students enjoy using the TikTok application as a learning medium. The results of the Spearman-Rho correlation analysis show that there is a significant relationship between the use of the TikTok application and its potential as an informal learning medium. In conclusion, this study shows that the TikTok application has the potential as an informal learning medium for students. The implications of this study can be used as a reference by researchers and future researchers so that they can continue this kind of research more effectively so that our country can produce civilized students.
Copyright (c) 2025 Marryjoy Eduardo, Sumayyah Aimi Mohd Najib https://creativecommons.org/licenses/by-nc-sa/4.0
Social Media and Secondary School Students: How Online Engagement Affects Agricultural Science Academic Performance
Social media's rise has revolutionized how students engage, learn, and communicate. While social media offers benefits such as collaboration, networking, and information sharing, it also poses risks to academic success. This study investigates the impact of social media on academic performance among senior secondary school students in Ogbomoso, Oyo State. A survey of 300 S.S.2 students revealed that over half engage with social media daily. The primary purposes of social media use were sharing photos and videos (24.3%), accessing current events and news (20.7%), and learning new skills. However, only 37% of students used social media for academic purposes. Smartphones were the preferred device for accessing social media, with 82.3% of students using them, despite concerns about distractions, cyberbullying, and negative mental health effects. The study found a negligible relationship (r = 0.057, p>0.05) between social media use and academic performance in agricultural science. This suggests that social media use does not significantly impact academic achievement in this subject area. However, the study emphasizes the need for responsible social media guidelines and collaboration between educators, parents, and students to balance the benefits and risks of social media on academic engagement. Further research is recommended to better understand the nuanced relationship between social media usage, assessment practices, and academic outcomes in specific educational contexts. This study highlights the need for targeted strategies to promote responsible and purposeful social media use, ensuring it supports rather than hinders students' achievement in agricultural science.
Copyright (c) 2025 Sunday Paul Adegoke, Titilayo Iyabode Mamadelo Okanlawon, Peter Olubunmi Adeniji https://creativecommons.org/licenses/by-nc-sa/4.0
Development and Utilisation of Physics Learning Management System for Learning Difficult Concepts in Senior Secondary School Physics – Methodological Insights
While science educators were battling the challenge of difficulty in learning physics, the sudden outbreak of the COVID-19 pandemic and the consequent lockdown of schools, compounded the existing ugly situation. This paper explored the methodological insights to the development and usability of Physics Learning Management System (PLMS). The study adopted the type II developmental research design to develop a functional PLMS using some of the existing digital technologies. Multistage sampling procedure was adopted to select 27 secondary school physics teachers in the six south-western states of Nigeria. The selected teachers were trained on the rubrics of instructional video production, Learning Management System and Culturo-Techno Contextual Approach (CTCA) model to teaching physics for five weeks. The results obtained were 86 instructional videos on perceived difficult topics in physics which were used as the content of the PLMS. To establish the validity and usability of the PLMS, 298 physics students were randomly selected from six public secondary schools across six states in south-west Nigeria. Feedback from the students and other technical observations were used to improve the functionality and usability of the PLMS. We hypothesized that the outcome of this study will over time, in addition to other similar initiatives, enhance physics learning in Nigeria in response to the call of the new normal and 4th industrial revolution. In addition to the urgent call for facility upgrades in public schools to promote virtual learning, it is also recommended upskilling and further capacity building should be encouraged among science teachers.
Copyright (c) 2024 Jamiu Oluwadamilare Amusa, Oladejo Ibrahim Adekunle, Ayanwale Musa Adekunle, Bello Lukuman, Adewale Adeshina, Hakeem Akintoye, Funke Apata, Sunday Adeyemo, Tunde Owolabi https://creativecommons.org/licenses/by-nc-sa/4.0
From Classroom to Society: Exploring the Role of Economic Literacy on Public Pedagogy
This study delves into the powerful role of economic literacy in sparking public pedagogy and fostering civic engagement. It examines how formal education, innovative teaching strategies, and active public discourse can work together to enhance individuals' economic understanding and participation in society. The study is guided by the PRISMA protocol. The study identified 31 high-quality studies that meet the criteria of relevance, methodological rigor, and recent publication. The study focuses on exploring the role of economic literacy in promoting public pedagogy by addressing three key areas: identifying effective teaching strategies that foster economic literacy, examining classroom environments that extend economic literacy into public pedagogy, and investigating how classroom-based economic literacy programs influence students' engagement in public economic discourse. The review reveals that economic literacy enhances public engagement and drives greater participation in economic matters. Additionally, this research offers a conceptual framework for educators and policymakers, aimed at optimizing the integration of economic literacy into both formal education systems and public pedagogy. These findings shed light on the significant influence of economic education in cultivating informed, engaged, and economically active citizens.
Copyright (c) 2024 Nurudeen B. Bamiro https://creativecommons.org/licenses/by-nc-sa/4.0
Effect of the Flipped Classroom Model with Loop Game on Learning Outcomes in Economics Threshold Concepts
This study investigated the influence of implementing a Flipped Classroom model integrated with Loop Game activities on students’ learning outcomes in Economics Threshold Concepts. The study employs a quasi-experimental design with a one-group pre-test and post-test format. A systematic sampling technique was used to select a sample of 12 schools from the four zones in Lagos State Education District V, using three schools from each zone. Intact classes of year two senior secondary school students were used in each sampled school. The study raised two research questions and tested one hypothesis at a 0.05 level of significance. Results indicated that the application of the Flipped Classroom model combined with Loop Game activities significantly improves learning outcomes in Economics Threshold Concepts. The pre-test average score was observed to be 5.22, which increased to 7.42 in the post-test, amounting to over 40% increase. This descriptive comparison illustrated a substantial enhancement in students’ understanding of the material following the implementation of this learning model. A paired sample t-test analysis confirmed a significant increase in learning outcomes (r = 0.81, p < 0.05). These findings demonstrated that the use of the Flipped Classroom model with Loop Game activities effectively enhances learning outcomes in Economics Threshold Concepts. It was recommended, therefore, that senior secondary schools should make efforts to integrate the Flipped Classroom model with Loop Game activities in teaching Economics Threshold Concepts as it has been found to create more effective and interactive learning experiences for senior secondary school students.
Copyright (c) 2024 Akinola Saliu Jimoh, Abidat Oluwashola Mohammed, Samod Olayiwole Lawal-Arogundade, Gabriel Ayodeji Obimuyiwa https://creativecommons.org/licenses/by-nc-sa/4.0
Systematic Review of Reading Proficiency among Preschool Pupils Using PRISMA
The mastery of reading and writing plays a pivotal role in an individual's personal growth and is intrinsically linked to the acquisition of listening, speaking, reading, and writing skills—a critical facet of a child's language development. This study conducts a systematic review of reading strategies utilized in promoting reading proficiency among preschoolers. The study meticulously explores reputable databases, including Google Scholar, Web of Science, and Scopus for reliable research papers. The review followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This search yielded a total of 63 relevant articles published between 2008 and 2022. Following an in-depth assessment, 22 articles were identified and selected as most pertinent to the study's objectives. The findings of this systematic review indicate that various reading strategy approaches, including Montessori, pedagogical, e-book, and child-centered methods, wield a positive impact on children's reading skills. Notably, these approaches contribute significantly to decoding, fluency, and comprehension abilities among preschool learners. The implications of these findings underscore the potential for educators to employ these strategies effectively in preschool environments, fostering the development of young children's reading skills.
Copyright (c) 2024 Mariam Oluwatoyin Idris, Mazlina Che Mustafa, Kung-Teck Wong, Hendeweh Dorcas Hunpegan, AbdulFatai Olohunfunmi Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the Extent of Utilization and Availability of Artificial Intelligence in Teaching and Assessment of Students by Lecturers in University
This study assessed the extent of utilization and availability of Artificial Intelligence (AI) in teaching and assessment at Ambrose Alli University. As educational paradigms shift towards digitalization. This study employed survey research design. A snowball sampling method was used to select 103 lecturers who provide the relevant data or information regarding the extent of availability and utilization of AI in teaching and assessment of students. The instrument for data collection was a self-developed semi structured questionnaire, entitled Availability and Utilization of AI in Teaching and Assessment of Students by Lecturers in Ambrose Alli University (AUAITASLAAU). The Statistical Package for Social Sciences version 23.0 was used to analyze the data collected. The study found that a positive reception of AI-enhanced teaching and assessment tools among both Lecturers and Students, highlighting increased engagement, personalized learning experiences, and efficient assessment mechanisms. However, concerns related to data privacy, accessibility, and technological proficiency remain significant barriers to widespread AI adoption. The author logically concluded that the adoption of AI for teaching and assessment of students by lecturers within the university setting will measurably improve the teaching and unbiased assessment of students. The author recommended, among others, that before implementing AI, the management of Ambrose Alli University should endeavour to improve on the quality of electricity power supply.
Copyright (c) 2024 Margaret Ose Asika, I. James Asika https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating the Psychometric Properties of Economic Literacy Measures: A Systematic Review
Prior studies often misinterpreted economic literacy concepts, constructs, and psychometric properties as related but distinct ideas. This often led to inaccurate measurement choices and poor generalisation of research outcomes. This research investigates economic literacy's conceptual clarity, factors influencing it, psychometric properties of measures, and suggests suitable instruments for its assessment. The PRISMA protocol was used in the study, while data were collected from WOS, Scopus, and Google Scholar. Out of the 126 publications from 2014 to 2023, 24 studies met inclusion criteria. The quality of the articles that met the inclusion criteria was assessed using MMAT tools. The result indicated that the measurement of economic literacy's depends on theoretical perspectives. Psychometric qualities of economic literacy assessment are influenced by theoretical perspectives, social context, and the chosen unit of analysis. Additionally, criterion-based measurements tend to focus on knowledge and may not provide an accurate measure of economic literacy. The provide guidelines to operationalize, and measure economic literacy while preventing confusion with related concepts. The study stressed the need for validation of the TEL scale across countries due to curriculum and socioeconomic variations.
Copyright (c) 2024 Nurudeen Babatunde Bamiro, Zainizam Zakariyah, Qian Li, Sulaiman Adewale https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of Term Final Examination Questions for Undergraduate Program of Agrotechnology Discipline Based on Bloom’s Cognitive Domain
Cognitive skills enable individuals to make precise decisions and solve real-life challenges, which are essential for theadvancement of both the state and society at large. Questions serve as a tool for gathering information, inspiring thought, and redirecting reasoning. In university education, teachers frequently use questions to encourage students to think critically and reason effectively. Term final examination question papers are employed by academics to assess the retention and practical skills of graduates. However, it is hypothesized that, at the university level, questions assessing application skills should increasingly take precedence over questions that assess retention skills, as students’ progress to more advanced stages of education. These questions can be categorized into higher-order or lower-order types. The cognitive domain is one of the three learning domains outlined in Bloom’s Taxonomy, proposed by Benjamin Bloom in 1956. The objective of this study is to analyze the cognitive levels of students’ learning based on Bloom’s cognitive domain. Specifically, we examine the term final examination assessment tools for the undergraduate program at Khulna University, Bangladesh, from the 1st year to the 4th year, using Bloom’s cognitive stages as a framework. The study analyzes 43 question papers from the 2018-2019 academic years, which were set by instructors for the examinations. A total of 1,222 question items were evaluated. Additionally, three thinking skills-LOTS (Lower-Order Thinking Skills), MOTS (Middle-Order Thinking Skills), and HOTS (Higher-Order Thinking Skills), were also considered. The findings of the study reveal that the majority of the questions are concentrated at the lower cognitive levels (knowledge and comprehension). The results further indicate that academics in the Agrotechnology Discipline predominantly use LOTS rather than HOTS in their term final question papers. Therefore, it is recommended that a balance be maintained between LOTS and HOTS questions across different academic years at Khulna University. Notably, the questions devised by instructors rarely assess students’ abilities in innovation and justification. Consequently, there is a need to review and revise the procedures used in designing examination question papers to ensure that students are assessed across a range of cognitive levels. To achieve this, it is essential that the university authorities organize regular and comprehensive pedagogical training for teachers.
Copyright (c) 2024 Md. Sarwar Jahan, Farhatun Nisa, Rahima Nusrat Remme https://creativecommons.org/licenses/by-nc-sa/4.0
Using Response Tokens as a Criterion in an Oral Assessment
This research aims to investigate the use of response tokens as a criterion in an oral assessment. A few research instrument is used in this study to find out the types of response tokens used by English speakers and the reasons behind using them. Besides, this study also helps to determine whether the use of response token has effects on oral assessment and to discover the validity and reliability of their usage. Osgood-Schramm’s Model of Communication is used in the assessment; as in to evaluate speaking skills, listening skills and also the use of response tokens as a part of active listening strategies. Listening skills are often assessed on its own without the integration with other skills in most standard testing, thus this research studies the role of active listening in the oral test. An assessment based on interactive speaking and listening model involving the use of response token is carried out and the results are thematically categorised. The findings from this research proved that the response tokens are actively used as a listening strategy for several different reasons or to convey different meanings and the use of response token as a component in assessment are both valid and reliable. The most significant implication of this finding is on assessment and pedagogical aspect where the importance of response token as one of the measuring components in communicative competence when conducting oral assessments is highlighted.
Copyright (c) 2024 Rubini Radza, Afza Diyana Abdullah , Qiu XiaoTing https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the Effectiveness of Constructivist Teaching Approaches in Physics Education: Insights from Free Fall Motion Topics
Physics subjects encompass all aspects of nature on both the macroscopic and submicroscopic levels. It was reported that upper secondary school students in Malaysia have difficulties in some topics in Physics which lead to poor performance of students and a lack of interest in the Science, Technology, Engineering and Mathematics subjects. This research assessed the level of students' knowledge of Free Fall Motion, explored the difficulties faced by the students with Free Fall Motion’s topics, measured the effectiveness of the constructivist teaching approach for students in learning Free Fall Motion, and collecting students' perception towards the constructivist teaching approach. This study used a pretest-posttest research design. The population was upper secondary school students from public secondary schools in Malaysia and 30 students were selected as a research sample in this study Using descriptive analysis and paired sample t-tests, it was revealed that majority of students preferred constructivist teaching approach in learning this topic as significant difference in effectiveness of two constructivist coping techniques, visual learning and contextual learning were observed while, assisting students in managing difficulties in learning Free Fall Motion. In conclusion, the constructivist teaching approach improved student`s understanding of the Free Fall Motion concept, however, because of different perspectives and having to adapt to various methods of learning, not all of the students were interested in applying it in their classroom.
Copyright (c) 2024 Nor Adilah Zailani, Nurul Raihan Mohd Suib, Ahmad Fuzairi Ahmad Faizal, Megat Mohd Izhar Sapeli, Siti Zulaikha Ngah Demon, Nurkhaizan Zulkepli https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Feedback on Continuous Assessment: Students’ Views
Feedback is a crucial component of the learning process, particularly in the realm of continuous assessment, where it serves to enhance student understanding, guide improvement, and foster engagement. This study examined the effectiveness of feedback mechanisms within the context of continuous assessment from the viewpoint of students. Through a cross-sectional study employing quantitative methods, data were collected from a diverse sample of students enrolled at the Institute of Teacher Education Malaysia under the Bachelor of Teaching Degree Preparation Program (PPISMP), Bachelor of Teaching Degree Program (PISMP), and Postgraduate Diploma in Education Program (PDPP). The findings highlighted that most students have a very positive perception of lecturers’ feedback on continuous assessment. Many students valued constructive feedback as a catalyst for future improvement, while a small number expressed concerns regarding the consistency and usefulness of feedback provided by instructors. Additionally, the findings provided vital insights for lecturers to use as guidelines in giving feedback on students’ continuous assessments. Overall, this study underscored the importance of soliciting and integrating students’ views in the design and implementation of feedback mechanisms within continuous assessment frameworks, thereby optimizing learning outcomes and promoting student engagement and satisfaction.
Copyright (c) 2025 Suguna Sankaran, Low Suet Fin https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Si Pathol Media Based on Articulate Storyline 3 for Learning Outcomes of Science Elementary School Students
This research aims to enhance the learning outcomes of sixth-grade science subjects using Si Pathol media. It is a Research and Development (R&D) study focused on product development through planning, production, and evaluation of product validity. The development process consists of eight steps. Data analysis techniques include validation sheet analysis, feasibility questionnaire analysis, teacher and student response questionnaires, and t-test analysis to determine the effectiveness of the developed learning media. The effectiveness data of Si Pathol, based on the Articulate Storyline 3 application for science subjects, were analyzed using gain tests and t-tests at a significance level of 0.05. The product trial design used a pretest-posttest control group design, with Class VI students from SD Negeri 1 Karangmangu as the experimental group and students from SD Negeri Temperak as the control group. The results showed that Si Pathol learning media effectively improved learning outcomes. The average pretest scores for the experimental and control classes were 58.95 and 61.12, respectively. After the intervention, the posttest averages increased to 87.34 and 87.80. The t-test results indicated a significant difference, with t = 3.933 and a significance level of 0.000 < α = 0.05. In conclusion, the Si Pathol learning media based on the Articulate Storyline 3 application is proven to be appropriate, feasible, and effective for sixth-grade science learning. It is recommended that teachers use the Si Pathol learning media to improve student learning outcomes.
Copyright (c) 2023 Fuad Irsyad, Su' ad, Khamdun https://creativecommons.org/licenses/by-nc-sa/4.0
Education encompasses lifelong learning, signifying continuous acquisition of knowledge throughout life. The IPAS curriculum integrates science and social studies, yet the effectiveness of science education at the elementary level remains suboptimal, reflected in low student learning outcomes. Observations at SD 4 Karangmalang revealed an average score of 51.1, with only one student achieving a completion rate of 11.11% out of nine students. Similarly, at SD 9 Gondosari, the average score was 51.1, with an 18.1% completion rate. Interviews with teachers indicated that current science teaching methods predominantly rely on conventional resources available solely within school premises, such as worksheets and government-issued textbooks, lacking engagement with local contexts. Consequently, student motivation suffers, leading to disinterest and disruptive behaviors in class. This study aims to explore the necessity for science and technology textbooks that promote explorative and critical thinking skills rooted in local wisdom. Employing questionnaires, observations, and interviews for data collection, qualitative descriptive analysis was used to assess the impact of these textbooks on student engagement, learning outcomes, and classroom activities.
Copyright (c) 2023 Syarifa Rahma Amalia, Irfai Fathurohman, Sri Utaminingsih https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Literacy Process of Learning Science in Elementary School: A Case Study in Jepara
The study aims to examine students' interest in learning science, categorizing it into high, moderate, and low levels among fourth-grade students at SD Negeri 01 Raguklampitan Batealit Jepara. The purpose is to describe and analyze the literacy process in science learning for these students. The research employs a qualitative case study method involving observations, interviews, and documentation. In elementary education, literacy encompasses the development of skills in writing, reading, arithmetic, speaking, and problem-solving, all of which are essential for everyday life. The subjects of this research include fourth-grade students, their teachers, and the school principal at SD N 01 Raguklampitan. One of the ways to foster literacy is through science education. The findings reveal that students with high interest (subjects 1 and 2) enjoy science lessons, those with moderate interest (subjects 3 and 4) are focused during lessons, and those with low interest (subjects 5 and 6) participate but struggle to understand much of the material.
Copyright (c) 2023 Setiyawan Mustakul, Sumaji, Mochamad Widjanarko https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Scientific Learning Model Based on Local Wisdom of Kendal Batik on Learning Ability of Early Childhood Students
The traditional learning model has proven suboptimal in terms of knowledge transfer absorbed by children within the first fifteen minutes of learning, especially when compared to the absorption of contextual understanding related to the real world. This model does not support children in developing critical, analytical, and precise thinking skills necessary for identifying, understanding, solving problems, and applying learning material. Therefore, there is a need for an appropriate learning development model tailored to child development. This research, a combination of research and development, aims to find practical model products suitable for use in the field of education. The research method consists of four stages: define, design, develop, and disseminate. Data analysis techniques include descriptive statistics and the N-Gain test, while data validity techniques involve both quantitative and qualitative data using concurrent triangulation. These data sets are then compared to identify convergence, differences, or combinations. The study concludes that the scientific learning model is suitable for use in Kindergarten B at PKG Markisa Kendal, effectively improving the cognitive abilities of early childhood students. This conclusion is supported by product trial results, indicating that the experimental class using the scientific model outperformed the control class using conventional learning models.
Copyright (c) 2023 Sofiyah, Slamet Utomo, Khamdun https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of IDOLA Media Based on Articulate Storyline 3 on Elementary School Science Learning Outcomes
This study aims to identify the effect of using IDOLA media on student learning outcomes in science subjects for grade IV. This study uses a research and development (R&D) approach with a focus on validation and development of educational products. The development model used is Borg and Gall, including eight steps: 1) Identifying Potential and Problems, 2) Collecting Data, 3) Designing Products, 4) Validating Designs, 5) Revising Designs, 6) Conducting Initial Trials, 7) Revising Products, and 8) Conducting Trials. Data collection methods include tests, observations, interviews, questionnaires, and documentation. Quantitative data analysis techniques include validation sheet analysis, feasibility questionnaire analysis, teacher and student response questionnaires, and t-test gain analysis. This study involved grade IV students from three elementary schools in the Pringgodani Cluster, Sarang District, Rembang Regency. The results showed that IDOLA media was effective in improving learning outcomes. The pre-test average for the experimental and control classes were 37.25 and 39, respectively. The post-test average increased to 84.75 for the experimental class and 77 for the control class. The t-test results showed a t-value of 3.555 with a significance level of 0.000, which is smaller than α = 0.05. This study concluded that the development of IDOLA media, with the help of Articulate Storyline 3, is effective for teaching science subjects in grade four. It is recommended that teachers incorporate IDOLA media in their teaching practices to improve student learning outcomes.
Copyright (c) 2023 Uji Purwaningsih, Erik Aditya Ismaya, Khamdun https://creativecommons.org/licenses/by-nc-sa/4.0
Development of IPAS Learning Modules Based on Problem-Based Learning on Ecosystem Material for Elementary School Students
This study aimed to achieve the following objectives: (1) determine the necessity for an Independent Curriculum Science (IPAS) learning module in Sale District, Rembang Regency; (2) design a Problem-Based Learning (PBL) module for Science focused on Ecosystem Material for 5th-grade students in the same district; (3) assess the feasibility of the PBL-based IPAS learning module on Ecosystem Material for these students; and (4) evaluate the efficacy of the PBL Science module in enhancing learning outcomes for 5th-grade students in Sale District. The research employed a development approach based on Borg and Gall's methodology, with modifications to meet the project's specific needs. This included stages such as preliminary research, planning, initial product development, field trials, revisions, and final tests. Data collection utilized a combination of quantitative techniques (testing and validation) and qualitative methods (observation, interviews, questionnaires). Both qualitative and quantitative analyses were conducted. The findings indicated a significant need for the Problem-Based Learning science module. The development process involved detailed planning, execution, and evaluation phases. The module's feasibility was validated by experts, and its effectiveness was confirmed through statistical analysis, specifically a t-test using SPSS. The results demonstrated a significant difference in performance between the control and experimental groups, confirming the module's efficacy. Therefore, it was concluded that the Problem-Based Learning-based Science module is suitable for integration into the Independent Curriculum Science education for 5th-grade students.
Copyright (c) 2023 Endah Tri Noviani, Erik Aditia Ismaya, Khamdun https://creativecommons.org/licenses/by-nc-sa/4.0
Development of EMOPER Media in Mathematics for Elementary School in Jepara
The development of learning media involves a series of processes or activities aimed at producing new media based on existing development theories. Despite these efforts, field data indicates that many students still struggle with understanding multiplication and find mathematics uninteresting and difficult. This issue arises from the lack of technological integration in schools to create engaging learning media. This study aims to analyze the need for developing "Emoper" media for second-grade students and to develop a valid version of this media. The Research and Development method, specifically the Borg and Gall model, was utilized. The research stages included (1) preliminary study and data collection, (2) research planning, (3) product design development, (4) due diligence, (5) final revision of due diligence results, and (6) product dissemination and implementation. Participants were selected through purposive sampling, involving two classes—control and experimental—from elementary schools in Nalumsari District, Jepara Regency. Data collection methods included questionnaires and interviews. The findings indicate that both students and teachers recognize the need for Emoper media in teaching multiplication in mathematics. The media validity test yielded an average score of 3.70, categorizing Emoper media as highly feasible for use.
Copyright (c) 2023 Niken Amanda, Mohammad Kanzunnudin, Irfai Fathurohman, Hendri Pratama https://creativecommons.org/licenses/by-nc-sa/4.0
Do Exam Aims and Content Reflect those of the Curriculum? An Evaluative Study
Language tests, particularly high-stakes language tests, are a powerful tool for evaluating educational outcomes, but their effectiveness hinges on how they are constructed. Failure to construct valid sound tests can negatively impact both teaching and learning. Therefore, continuous research is needed to investigate and evaluate such types of tests. This study examines the congruency between the aims and content of a high-stakes public EFL examination and the prescribed curriculum in Libyan schools. Document analysis was conducted on a sample of the studied test, focusing on its intended objectives and their reflection on the curriculum's goals and content. While the exam offered some practical advantages, the findings revealed a mismatch between the administered exam and the curriculum, and between the stated aims and the actual content of the exam itself. The assessment focused solely on grammar points and reading comprehension based on information cloned verbatim from the prescribed textbook. Writing was assessed indirectly through true-false responses to prompts involving structured or unstructured sentences. Notably, the exam entirely neglected listening and speaking skills. These findings suggest that the current examination system could hinder curriculum implementation and EFL education in Libyan schools. Therefore, the study calls for examination reform to ensure alignment between the tests and the English curriculum, ultimately promoting effective second language learning.
Copyright (c) 2024 Abdulhamid Onaiba https://creativecommons.org/licenses/by-nc-sa/4.0
Designing Unifying Instructional, Assessment and Learning through Mathematical Modeling
Linking summative and formative assessments to improve the learning process remains an important issue, as there is very few research to address on this topic. The research aims to produce a valid mathematical modeling process student worksheet to integrate instruction, assessment, and learning. This research employed a development research approach, consisting of four stages of the modified ADDIE model: analysis, design, development, and implementation. The analysis step involved analyzing real-world situations, instruction, assessment, learning and the characteristics and principles of applied mathematical modeling problems. The analysis step focused on creating the design and product, while the development stage included an expert review. The implementation step utilized a formative evaluation approach consisting of self-evaluation, one-on-one interview, and field testing. However, the small-group evaluation and final evaluation stages of the ADDIE model were not yet conducted. This research developed valid student worksheet for mathematical modeling process, integrating assessment, instruction, and learning. Experts affirm that mathematical modeling instruction can unify these elements. While students can enhance their mathematical skills informally and find enjoyment in learning mathematics through mathematical modeling, they may still find the approach challenging due to its inherent complexity, uncertainty, and open-ended nature. This study highlights the importance of designing and implementing mathematical modeling learning and research. Further research should focus on developing assessment questions, student responses, feedback from teachers and peers, student actions towards feedback, self-assessment, followed by additional feedback with a formative assessment cycle to improve student competency. This iterative process aims to enhance student competencies, culminating in a summative assessment of their complete work. Further efforts should also extend the development of student worksheets for the mathematical modeling process to other contexts and larger participant groups.. Additionally, creating instructional videos and integrating technology to support assessment, instruction, and learning in mathematics and other disciplines can further contribute to delivering quality education.
Copyright (c) 2024 Bambang Riyanto https://creativecommons.org/licenses/by-nc-sa/4.0