UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :QA Mathematics
Main Author :Liew, Lee Chan
Title :Development of a teaching framework for pre-service mathematics teachers
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2018
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The main purpose of this study is to develop a teaching framework for pre-service mathematics teachers. Specifically, this study validates the items that measure the constructs of  the Teaching Framework for Pre-service Mathematics Teachers (TF@Maths) and examines whether  mathematics content knowledge (MCK), mathematical pedagogical knowledge (MPK), general pedagogical  knowledge (GPK), classroom management skills (CMS), and mathematical disposition (MDP)  significantly relate to quality mathematics teacher (QMT). This study employed a quantitative  approach to look at the constructs of a quality mathematics teacher from the perspective of the  pre-service teachers. Data were collected using a questionnaire from a sample of 400 students which  were randomly selected from three Public Universities (PUs) and seven Institutes of Teacher  Education (ITEs). Structural Equation Modelling (SEM) was applied to analyse the data. The results  reveal an acceptable fit of the TF@Maths framework with satisfactory convergent validity,  discriminant validity and reliability. All confirmatory factor analysis (CFA) models achieved  convergent validity with Average Variance Extracted above 0.50 and the value of construct  reliability exceeded 0.70. These indicated that all items of each constructs could measure the same  traits. The Structural Equation Modeling analysis indicated significant overall fit of the model  and the discriminant validity showed that all correlation coefficient values were less than 0.90  which indicated that all constructs were different significantly. The results also showed that MCK,  MPK, GPK, CMS, and MDP are significant predictors of QMT. In conclusion, this study showed that  TF@Maths is well fitted and can be accepted as a valid and reliable instrument to determine a  quality mathematics teacher. The study implicates that the TF@Maths framework and findings could  provide a new instrument to help stakeholders in designing mathematics curriculum.  

References

 

Alton-Lee, A. (2003). Best evidence synthesis: Quality teaching for diverse students

in schooling. Wellington: Ministry of Education.

 

Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view 

from the West. Journal of Mathematics Education, 2(2), 147–164.

 

Asri, R. (2005). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.

 

Australian Association of Mathematics Teacher. (2006). Standards for Excellence in Teaching 

Mathematics in Australian School. Adelaide: The Australian Association of Mathematics Teachers Inc.

 

Ausubel, D. P. (1967). A cognitive structure theory of school learning. Instruction: Some 

Contemporary Viewpoints. San Francisco: Chandler.

 

Awang, Z. (2012). A Handbook on SEM (Structural Equation Modeling), Using AMOS Graphic. Kota Bharu: 

Universiti Teknologi Mara Kelantan.

 

Bagozzi, R. P., & Yi, Y. (2012). Specification, evaluation, and interpretation of structural 

equation models. Journal of the Academy of Marketing Science, 40(1), 8–34.

 

Ball, D., Bass, H., & Hill, H. (2004). Knowing and using mathematical knowledge in teaching: 

Learning what matters. In Proceedings for the 12th Annual Conference of the South African 

Association for Research in Mathematics, Science and Technology Education. Durban: SAARMSTE.

 

Barber, M., & Mourshed, M. (2009). Shaping the future: How good education systems can become great 

in the decade ahead. Report on the International Education Roundtable, 7.

 

Barlett, J. E., Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining 

appropriate sample size in survey research. Information Technology, Learning, and Performance 

Journal, 19(1), 43.

 

 

Beauchamp, G., & Parkinson, J. (2008). Pupils’ attitudes towards school science as

they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does 

ICT matter? Education and Information Technologies, 13(2), 103–118. doi: 10.1007/s10639-007-9053-5

 

Bernardo, A. B. (1998). The learning process: The neglected phenomenon in science and mathematics 

education refrom in the Philippines. Science Education in the Philippnines: Challenges for 

Development, 27-28.

 

Bhattacherjee, A. (2012). Social science research: principles, methods, and practices.

2nd edition. Zurich, Switzerland: Creative Commons Attribution.

 

Bolyard, J. J., & Moyer-Packenham, P. S. (2008). A review of the literature on mathematics and 

science teacher quality. Peabody Journal of Education, 83(4), 509–535.

 

Bransford, J., Darling-Hammond, L., & LePage, K. (2005). Preparing teachers for a changing world. 

San Francisco: Jossey-Bass.

 

Brophy, J. E. (1983). Classroom organization and management. The Elementary School Journal, 83(4), 

265–285.

 

Brown, T. A. (2014). Confirmatory factor analysis for applied research. New York: Guilford 

Publications.

 

Brownell, W. A. (2007). The progressive nature of learning in mathematics. The Mathematics Teacher, 

100, 26–34.

 

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge: Harvard University Press.

 

Bruning, R. H., Schraw, J. G., Norby, M. M., & Ronning, R. (2004). Cognitive psychology and 

instruction. Columbus, OH: Pearson.

 

Byrne, B. M. (2013). Structural equation modeling with EQS: Basic concepts, applications, and 

programming. UK: Routledge.

 

Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2012). Assessing teacher effectiveness: 

different models. UK: Routledge.

 

Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding. 

Mathematics Classrooms That Promote Understanding, 19–32.

 

 

Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the

streets  and  in  schools.  British  Journal  of  Developmental  Psychology,  3(1), 21–29.

 

Casey, C., & Childs, R. (2017). Teacher education program admission criteria and what beginning 

teachers need to know to be successful teachers. Canadian Journal of Educational Administration and 

Policy, (67).

Cha, E., Kim, K. H., & Erlen, J. A. (2007). Translation of scales in cross‐  cultural

research: issues and techniques. Journal of Advanced Nursing, 58(4), 386–395.

 

Chua, Y. P. (2012). Mastering research methods. Malaysia: Mcgraw-Hill Education.

 

Chua, Y. P. (2014). Statistik Penyelidikan Lanjutan: Ujian Regresi, Analisis Faktor dan analisis 

Sem. Malaysia: McGraw Hill (Malaysia) Sdn Bhd.

 

Coakes, S. J., Steed, L. G., Coakes, S. J., & Steed, L. G. (2003). Multiple response and multiple 

dichotomy analysis. SPSS: Analysis without Anguish: Version 11.0 for Windows, 215–224.

 

Cox. (2004). What sort of of “teacher training” do mathematics lecturers want? MSOR Connections, 

4(4), 23-26.

 

Creswell, J. W. (2005). Research design: Planning, conducting, and evaluating quantitative and 

qualitative research. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

 

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis 

Archives, 8, 1.

 

Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers 

should learn and be able to do. New York: John Wiley & Sons.

 

Dienes, Z. P. (1969). Building up mathematics. United Kingdom: Hutchinson & Co. (Publishers) Ltd..

 

Doyle, W. (1985). Recent Research on Classroom Management Implications for Teacher Education. 

Journal of Teacher Education, 36(3), 31–35.

 

Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science 

teaching and learning. International Journal of Science Education, 25(6), 671–688.

 

Elliot, S. N. (2000). Education Pycology:Effective Teaching and Effective Learning.

Singapore: Mc Graw-Hill.

 

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable 

variables and measurement error. Journal of Marketing Research, 39–50.

 

Gagné, R. M. (1975). Essentials of learning for instruction. New York: Dryden Press.

 

Gao, S., Mokhtarian, P., & Johnston, R. (2008). Nonnormality of data in structural equation models. 

Transportation Research Record: Journal of the Transportation Research Board, 2082(1), 116–124.

 

Garson, G. D. (2012a). Structural Equation Modeling. Asheboro, NC: Statistical Associates 

Publishing.

 

Garson, G. D. (2012b). Testing statistical assumptions. Asheboro, NC: Statistical Associates 

Publishing.

 

Gaskin, J. (2012). Confirmatory factor analysis. Gaskination’s StatWiki. Retrieved from 

http://statwiki.kolobkreations.com/wiki /Structural_Equation_ Modeling# Mediation

 

Gates, P., & Vistro-Yu, C. P. (2003). Is mathematics for all? In Second international handbook of 

mathematics education (pp. 31–73). New York: Springer, Dordrecht.

 

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis 

and applications, student value edition. Upper Saddle River, NJ: Merrill.

 

Ghazali, D., & Sufean, H. (2016). Metodologi penyelidikan dalam pendidikan: amalan dan analisis 

kajian. Kuala Lumpur: Penerbit Universiti Malaya.

 

Goh, P. S. C. (2012). The Malaysian Teacher Standards: A look at the challenges and implications 

for teacher educators. Educational Research for Policy and Practice, 11(2), 73–87.

 

Goh, P. S. C. (2013). Conceptions of Competency: A Phenomenographic Investigation of Beginning 

Teachers in Malaysia. Qualitative Report, 18(20), 1–16.

 

Goh, P. S., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during 

teaching practice. Australian Journal of Teacher Education (Online), 36(3), 12.

 

 

Graham, K. J., Li, Y., & Buck, J. C. (2000). Characteristics of mathematics teacher

preparation programs in the United States: An exploratory study. Mathematics Educator. Retrieved 

June 20, 2016, from: http://math.nie.edu.sg/ame /matheduc/ tme/ tmeV5_12/ Doc2.pdf

 

Grasha, A. F. (1996). Teaching with style: Enhancing learning by understanding teaching and 

learning styles. Pittsburgh. PA: Alliance Publishers.

 

Groenland, E. A. G., & Stalpers, J. (2012). Structural equation modeling: A verbal approach 

Nyenrode Research Paper Series. Breukelen, The Netherlands, Nyenrode Business University.

 

Gwinner, C. (2006). Infosurv white paper 5-point vs. 6-point likert scales. Infosurv Online 

Research Service. Retrieved November 5, 2016, from http:// www. 

infosurv.com/wp-content/uploads/2011/01/Likert_Scale_Debate.pdf

 

Hair, J. F. (2014). AMOS covariance-based structural equation modeling (CB-SEM): guidelines on its 

application as a marketing research tool. New Jersey: Prentice Hall.

 

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2006). Multivariate data analysis (5th 

ed.). New Jersey: Prentice Hall.

 

Hair, J. F., Black, W. C., & Babin, B. J. (2010). RE Anderson Multivariate data analysis: A global 

perspective. New Jersey: Pearson Prentice Hall.

 

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006).

Multivariate data analysis (Vol. 6). Upper Saddle River, NJ: Pearson Prentice Hall.

 

Hatcher, R. L., & Barends, A. W. (1996). Patients’ view of the alliance in psychotherapy: 

Exploratory factor analysis of three alliance measures. Journal of Consulting and Clinical 

Psychology, 64(6), 1326.

 

Heid, M. K. (2005). Technology in mathematics education: Tapping into visions of the future. 

Technology-Supported Mathematics Learning Environments, 67, 345.

 

Hill. (1990). Order in the Classroom. Teacher Magazine 1(7), 70-77.

 

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for 

teaching on student achievement. American Educational Research Journal, 42(2), 371–406.

 

 

Ho,  R.  (2006).  Handbook  of  univariate  and  multivariate  data  analysis  and

interpretation with SPSS. Florida: CRC Press.

 

JPNIN, J. P. M. (2016). JPNIN Negeri Mengikut Zon-zon. Retrieved from http://www.jpnin.gov.my/en

 

Kaino, L. M. (2015). Towards a Framework for Effective Mathematics Continuous Professional 

Development. International Journal of Educational Sciences, 8(1), 223–228.

 

Kinoshita. (2000). Kyoto academia turns to private sector for help. Retrieved from 

http://www.yomiuri.co.jp/newse/0605so13.htm

 

Kirk, J., & Miller, M. L. (1986). Reliability and validity in qualitative research.

Califonia: Sage Publications Inc.

 

Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. 

Califonia: Sage Publications Inc.

 

Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research activities. Educational 

and psychological measurement, 30(3), 607-610.

 

Lee, M. N. N. (2002). Teacher education in Malaysia: Current issues and future prospects. Teacher 

Education: Dilemmas and Prospects, 8, 57.

 

Lei, P., & Wu, Q. (2007). Introduction to structural equation modeling: Issues and practical 

considerations. Educational Measurement: Issues and Practice, 26(3), 33–43.

 

Leong, K. E., Chew, C. M., & Suzieleez, S. A. R. (2015). Understanding Malaysian Pre-Service 

Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge. Eurasia Journal of 

Mathematics, Science and Technology Education, 11(3), 363–370. doi: 10.12973/eurasia. 2015.1346a

 

Lim, S. K., & Chan, T. B. (1993). A case study comparing the learning of mathematics among Malay 

pupils in primary national schools and primary national schools. Journal of Science and Mathematics 

Education in South East Asia.

 

Lomax, R. G., & Schumacker, R. E. (2004). A beginner’s guide to structural equation modeling. UK: 

Psychology Press.

 

Lucas.  (2000).  Hong  Kong  set  to  abandon  rote  learning.  The  Financial  Times.

Retrieved from https://www.ft.com/louise-lucas

 

 

Lynn, M. R. (1986). Determination and quantification of content validity. Nursing

Research, 35(6), 382–386.

 

Maat, S. M., & Zakaria, E. (2011). Hubungan antara kepercayaan matematik, amalan pengajaran dan 

pengetahuan pedagogi kandungan guru-guru matematik sekolah menengah. (Unpublished doctoral thesis): 

Universiti Kebangsaan Malaysia, Bangi.

 

Maat, S. M., Zakaria, E., Nordin, N. M., & Meerah, T. S. M. (2011). Confirmatory factor analysis of 

the mathematics teachers’ teaching practices instrument. World Applied Sciences Journal, 12(11), 

2092–2096.

 

MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. 

Psychological Methods, 4(1), 84.

 

Malaysia Education Blueprint, M. (2013). Malaysia Education Blueprint 2013 - 2025.

Ministry of Education Malaysia, 27(1), 1–268. doi: 10.1016/j.tate.2010.08.007

 

Malaysia Ministry of Education. (2016). PISA 2015. Putrajaya: Bahagian Perancangan dan Penyelidikan 

Dasar Pendidikan, KPM.

 

MATHTED & SEI. (2011). Framework for Philippine Mathematics Teacher Education. Manila: SEI-DOST & 

MATHTED.

 

Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommendations for 

conducting factor analyses. International Journal of Testing, 5(2), 159–168.

 

Nagendralingan, R., Chang, L. H., Maria, S., Low, J., Nagalingam, K., Ainon, O., ...

& Abdul, T. M. H. (2014). Curriculum framework for preparing quality teachers for the future : 

Developing guiding principles. Journal of Research, Policy & Practice of Teachers & Teacher 

Education, 4(2), 32–44.

 

Naing, L., Winn, T., & Rusli, B. N. (2006). Practical issues in calculating the sample size for 

prevalence studies. Archives of Orofacial Sciences, 1, 9–14.

 

National Council for Teachers of Mathematics. (2000). Principles and Standards for School 

Mathematics. New York: Guilford Press.

 

National Institute of Education, S. (2007). Mathematics Framework. Retrieved from 

http://www.nie.edu.sg/research/research-offices/office-of-education-research/rese 

arch-development-framework/mathematics

 

 

National Research Council. (2001). Adding it up: Helping children learn mathematics.

Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social 

Sciences and Education. DC: National Academies Press Washington.

 

NCTM. (1991). Professional Standard of Teaching Mathematics. VA: The Council.

 

Nik Aziz, N. P. (1999). Pendekatan konstruktivisme radikal dalam pendidikan matematik. Kuala 

Lumpur: Penerbit Universiti Malaya.

 

Noor Shah, S., Mohd, D., & Zulkifley, M. (2013). Pengetahuan dalam kalangan guru matematik sekolah 

rendah berdasarkan standard pengajaran matematik. Jurnal Pendidikan Sains & Matematik Malaysia, 

3(2), 43–62.

 

Noor Shah, S., Nor’ain, M. T., Zulkifley, M., Muzirah, M., & Lim, K. B. (2009).

Standard Kecemerlangan Pengajaran Matematik (SET@MATH): Satu Cadangan bagi Meningkatkan Kualiti 

Pengajaran Guru Matematik. UPSI: Fakulti Sains & Teknologi.

 

Noor Shah, S., & Sazelli, A. G. (2010). Teaching Mathematics in Secondary School: Theories and 

Practices. UPSI: Ampang Press Sdn. Bhd.

 

Noraini, I. (2006). Teaching and Learning of Mathematics. Kuala Lumpur: Utusan Publications & 

Distributors Sdn Bhd.

 

Noraini, I. (2013). Penyelidikan dalam pendidikan (Edisi Kedua). Kuala Lumpur: McGraw Hill.

 

Norhayati, A., Aida Suraya, M. Y., Rohani, A. T., Kamisah, O., & Lilia, H. (2006).

Perancangan Kurikulum Pendidikan Matematik. OUM: Meteor Doc. Snd. Bhd.

 

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. UK: Cambridge University.

 

Oke, A. E., Ogunsami, D. R., & Ogunlana, S. (2012). Establishing a common ground for the use of 

structural equation modelling for construction related research studies. Australasian Journal of 

Construction Economics and Building,12(3), 89.

 

Oluwatayo,  J.  A.  (2012).  Validity  and  reliability  issues  in  educational  research.

Journal of Educational and Social Research, 2(2), 391–400.

 

Onno, D. J., & Lilia, H. (2009). Teachers’ professional knowledge in science and mathematics 

education: Views from Malaysia and abroad. Bangi: Faculty of Education, Universiti Kebangsaan 

Malaysia.

 

 

Pallant, J. (2007). SPSS survival manual, 3rd. Edition. New York: McGrath Hill.

 

Pallant, J. F. (2000). Development and validation of a scale to measure perceived control of 

internal states. Journal of Personality Assessment, 75(2), 308–337.

 

Piaget, J. (1971). The theory of stages in cognitive development. Retrieved from 

https://www.researchgate.net/publication/232574518_The_theory_of_stages_in_ cognitive_development

 

Putnam, R. T., Heaton, R. M., Prawat, R. S., & Remillard, J. (1992). Teaching mathematics for 

understanding: Discussing case studies of four fifth-grade teachers. The Elementary School Journal, 

93(2), 213-228.

 

Reisinger, Y., & Mavondo, F. (2007). Structural equation modeling: Critical issues and new 

developments. Journal of Travel & Tourism Marketing, 21(4), 41–71.

 

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. 

Econometrica, 73(2), 417–458.

 

Sam, F. (2015). Self-regulated Learning Predictors of Academic Performance and Strategies in 

Resolving Barriers to Learning. (Unpublished PhD thesis): Faculty of Education and Human 

Development, Universiti Pendidikan Sultan Idris, Perak.

 

Saunders, M. N. K. (2011). Research methods for business students. 5th edition. India: Pearson 

Education Limited.

 

SEAMEO RECSAM. (2016a). Malaysian Mathematics Teacher Quality Standards.

Peneng: Publication Unit, SEAMEO RECSAM.

 

SEAMEO RECSAM. (2016b). Southeast Asia Regional Standards-Mathematics Teacher (SEARS-MT). Peneng: 

Publication Unit, SEAMEO RECSAM.

 

Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics. 5th edition.

Boston, MA: Pearson Education. Inc.

 

Tajudin, N. M., Saad, N. S., Rahman, N. A., Yahaya, A., Alimon, H., Dollah, M. U., & Abd Karim, M. 

M. (2012). Mapping the level of scientific reasoning skills to instructional methodologies among 

Malaysian science-mathematics-engineering undergraduates. In AIP Conference Proceedings (Vol. 1450, 

pp. 262–265). AIP.

 

Tam, W., & Cheng, Y. C. (2007). Teacher education and professional development for sustainable 

school effectiveness. International Handbook of School Effectiveness and Improvement, pp. 751–766. 

New York: Springer, Dordrecht.

 

Turmudi.   (2001).   Strategi   Pembelajaran   Matematika   Kontemporer.   Bandung:

JICAUPI.

 

Vagias, W. M. (2006). Likert-type scale response anchors. USA: Clemson International Institute for 

Tourism & Research Development, Department of Parks, Recreation and Tourism Management. Clemson 

University.

 

Vethamani, M. E. (2011). Teacher education in Malaysia: Preparing and training of English language 

teacher educators. The Journal of AsiaTEFL, 8(4), 85–110.

 

Von Glasersfeld, E. (1991). An exposition of constructivism: Why some like it radical.

In Facets of systems science (pp. 229–238). New York: Springer, Dordrecht.

 

Wang, C. L., & Ahmed, P. K. (2004). The development and validation of the organisational 

innovativeness construct using confirmatory factor analysis. European Journal of Innovation 

Management, 7(4), 303–313.

 

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. 

Review of Educational Research, 73(1), 89–122.

 

Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the 

Course Experience Questionnaire. Studies in Higher Education, 22(1), 33–53.

 

Yunus, A. S. M., Hamzah, R., & Ismail, H. (2007). Mathematics Education Program in Malaysian 

Universities: Curriculum Emphasis and Preparedness of Students to Become Teachers. Proceedings of 

the Ninth International Conference-The Mathematics Education into the 21st Century Project, 6(Grade 

7), 425–430.

 

Zainudin, A. (2015). SEM Made Simple: A Gentle Approach to Learning Structural Equation Modeling. 

Bangi: MPWS Rich Publication.

 

Zeichner, K. M., & Cochran-Smith, M. (2005). Studying teacher education: The report of the AERA 

panel on research and teacher education. UK: Routledge.

 

Zhao, J., & Gallant, D. J. (2012). Student evaluation of instruction in higher education: Exploring 

issues of validity and reliability. Assessment & Evaluation in Higher Education, 37(2), 227–235.

 

Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal  

of  Cambridge  Studies, 4 (1), 73-81. doi:  10.17863  /  CAM.

1579

 

 

Zuraidah,  Z. (2014).  The Effects  Of Customer-Brand Relationship Investment On

Customer   Engagement   (Unpublised   PhD   Thesis):   Universiti   Kebangsaan Malaysia, Bangi.

 

Zuraidah, Z. (2016). Structural Equation Modeling ( SEM ): A Step By Step Approach (PART 1). 

Retrieved from https://www.researchgate. net/ profile/ Zuraidah_ Zainol /contributions. doi: 

10.13140/RG.2.1.1238.6809

 

 

 

 

 

 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.