Factors that influence learning opportunities of participants in regular courses

Murugan Rajoo

QR Code Link :
Type :	article
Subject :	LB2361 Curriculum
ISSN :	2021-1231
Main Author :	Murugan Rajoo
Additional Authors :	Nurul Ain Najihah Rozainal Nelson Cyril Tiana Mohamad
Title :	Factors that influence learning opportunities of participants in regular courses

Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2021
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

Purpose – The objective of this research is to assess the correlation between the independent variables i.e., conduct of course, relationship between facilitators, content and materials with course supervisors, facilities and support service, personal beliefs, learning opportunity of the participants and their learning opportunity. Methodology – This study employs a longitudinal research comprising 582 from a total of 645 participants from fiscal year 2010/2011 to fiscal year 2019/2020. The sampling method used in this research is quota sampling. Findings - The findings of this research concluded that there is a significant relationship between the variables and the learning opportunities of the participants. Additionally, there are 3 factors that influence the learning opportunity for participants which are the conduct of course, content and materials, and personal beliefs while the other three factors were not affected. Significance – The findings showed that only three independent variables significantly influenced the participants’ learning opportunity i.e., Conduct of Course, Content and Materials, and Personal Beliefs. This research provides a clearer justification for RECSAM's future regular based on the findings and may suggest improvement on other variables that can be employed in making sure better learning opportunities courses in the future. Keywords: Regular courses, Learning opportunity, Fiscal year, Personal beliefs, Key educators.

References

Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3-4), 204-222.

Ahmodu, O., Lateef, A. O., & Shehu, A. A. (2018). Impact of School Facilities on Students’ Academic Performance in Oshodi-Osolo LGA Senior Secondary Schools, Lagos State.

Amal Al-Ibrahim. (2019). Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom. European Journal of Educational Research. 8(1)325-336

Chen, K.-C. (2010). A Study of Participants’ Learning Motivation at Digital Opportunity Centers, Pingtung County. National Pingtung University of Education.

Coakes, S. J. (2013). SPSS: analysis without anguish: version 20 for Windows. John Wiley & Sons Australia, Ltd.

Crabbe, D. (2007). Learning opportunities: adding learning value to tasks. ELT journal, 61(2), 117-125.

Daniela, L., Strods, R., & Kalniņa, D. (2019). Technology-Enhanced Learning (TEL) in Higher Education: Where Are We Now?. In Knowledge-intensive economies and opportunities for social, organisational, and technological growth (pp. 12-24). IGI Global.

Dickson, E. W. (1976). The impact of the multiplier effect on teachers and students involved in an ESS and SCIS science program (Doctoral dissertation, Illinois State University).

Dillon, J. T. (1982). Male-Female Similarities in Class Participation. The Journal of Educational Research, 75(6), 350-353.

Dimkpa, D. I. (2015). Teachers' Conduct in the 21st Century: The Need for Enhancing Students' Academic Performance. Journal of Education and Practice, 6(35), 71-78.

Eupena, R. G. (2012). Teacher communication behavior: It’s impact to the students’ attitude in learning science. IAMURE: International Journal of Social Sciences, 3.

Fazzlijan Mohamed Adnan Khan. (2017). Technology-enhanced Learning (TEL): Enhancing Primary Science Teaching and Learning through Technology. SEAMEO RECSAM.

Firoozi, M. R., Kazemi, A., & Jokar, M. (2017). The role of socio-cognitive variables in predicting learning satisfaction in smart schools. International Electronic Journal of Elementary Education, 9(3), 613-626.

Freebase. (2020, March 17). Definitions. The Web's Largest Resource for Definitions & Translations: https://www.definitions.net/definition/facilitator

Frost, J. (2020). Statistics By Jim: Making statistics intuitive. Retrieved from How High Does R-squared Need to Be?: https://statisticsbyjim.com/regression/how-high-r-squared/#:~:text=Any%20study%20that%20attempts%20to,high%20R%2Dsquared%20should%20be.

Hadar, L. L., & Brody, D. L. (2020). Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities. Professional Development in Education, 1-14.

Hanssen, T. E. S., & Solvoll, G. (2015). The importance of university facilities for student satisfaction at a Norwegian University. Facilities.

Hein, V. (2012). The effect of teacher behaviour on students motivation and learning outcomes: a review. Acta Kinesiologiae Universitatis Tartuensis, 18, 9-19.

Hong, T. K. (2019). Enhancing Primary Mathematics Teaching and Learning through Professional Learning Community.

SEAMEO RECSAM.(2019, March 12). Info Media: Menjana Maklumat Pendidikan. Putrajaya: Sektor Pusat Dokumentasi Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. Retrieved from Berita Harian: Jumlah Pelajar Mengambil Sains,Teknologi, Kejuruteraan dan Matematik (STEM) Semakin Merosot: https://www.moe.gov.my/penerbitan/2301-infomedia-bil-02-mac-april-2019/file

Kaplan, D. (2018). Behaviorism in Online Teacher Training. Psychology, 570-577.

Kidd, J. M., & Smewing, C. (2001). The role of the supervisor in career and organisational commitment. European Journal of Work and Organisational Psychology, 10(1), 25-40..

Kotirde, I.Y., Adama, M., & Onn, H. (2014). The supervisor's role for improving the quality of teaching and learning in Nigeria secondary school educational system..

Kumar, S., & Chong, I. (2018). Correlation analysis to identify the effective data in machine learning: Prediction of depressive disorder and emotion states. International journal of environmental research and public health, 15(12), 2907.

Lancaster, S., & Milia, L. D. (2013). Supervisor behaviours that facilitate training transfer. Journal of Workplace Learning, 25(1) 6-22.

Lepkova, N., & Žūkaitė-Jefimovienė, G. (2012). Study on customer satisfaction with facilities management services in lithuania. Slovak Journal of Civil Engineering. 4, 1 – 16

Majcher, J.-A., & Daniluk, J. C. (2009). The process of becoming a supervisor for students in a doctoral supervision training course. Training and Education in Professional Psychology, 3(2), 63–71. https://doi.org/10.1037/a0014470

Malaysian Qualifications Agency. (2014). Education Program Standard (EPS). Selangor: Malaysian Qualifications Agency.

Malone, J. (2017). John B. Watson. Spring Encyclopedia of Animal Cognition and Behavior.

Mee, L. S. (2017). Fostering Higher Order Thinking Skills in Primary Science Education. SEAMEO RECSAM.

Mee, L. S. (2019). Fostering Higher Order Thinking Skills in Secondary Science Education. SEAMEO RECSAM.

Millar, R. (2004). The role of practical work in the teaching and learning of science. University of York.

Montecillo, P. L. (2017). Enhancing Mathematical Thinking in Secondary Classrooms. SEAMEO RECSAM.

Moran, B. I. (2010). Disappearing act: The lack of values training in legal education-A case for cultural competency. SUL Rev., 38, 1.

Napitupulu, D., Rahim, R., Abdullah, D., Setiawan, M. I., Abdillah, L. A., Ahmar, A. S., Simarmata, J.,

Nazrai A. Z., Woo, T. K., Kumar, P. R., Mansor Fadzil, & Syarifah Hidayatul Syed. (2017). Quality assurance in learning material development at OUM. Asian Association of Open Universities Journal, 12(1)69-81

Ng'andu, K., Hambulo, F., Haambokoma, N., & Milingo, T. (2013). The Contribution of Behavioral Theories of Learning to Education. Zambia Journal of Education, 4(1) 58-74

Quinn, K., Macrae, C., & Bodenhausen, G. (2006). Social Cognition. Annual Review of Psychology.

RECSAM Research and Development Division. (2017). Course Evaluation: Regular Course For Fiscal Year 2016/2017. SEAMEO RECSAM.

Remillard, J. T., & Heck, D. J. (2014). Conceptualizing the curriculum enactment process in mathematics education. Zdm, 46(5), 705-718..

Sagiv, L., Roccas, S., Cieciuch, J., & Schwartz, S. H. (2017). Personal values in human life.

Samuels, P., & Gilchrist, M. (2014). Pearson Correlation.

Sarla, G. S. (2021). Non-verbal Communication: Be Kind with What You Wordlessly Say. Tridha Scholars.

Sekaran, U., & Bougie, R. (2016). Research methods for business : a skill-building approach. John Wiley & Sons.

Thornberg, R. (2008). The lack of professional knowledge in values education. Teaching and Teacher Education, 24(7), 1791-1798.

Tiana M., & Yean, O. M. (2019). Course Evaluation Report: Regular Courses for Fiscal Year 2018/2019. SEAMEO RECSAM.

Tiana M., Yean, O. M., & Mangao, D. D. (2019). Course Evaluation Report: Regular Course for Fiscal Year 2017/2018 (Batch 1). SEAMEO RECSAM.

Tiana M., Yean, O. M., & Mangao, D. D. (2019). Course Evaluation Report: Regular Courses for Fiscal Year 2018/2019 (Batch 1). SEAMEO RECSAM.

Tracy, P. (2020, September 30). Dictionary: InvestingAnswers. Retrieved from InvestingAnswers: https://investinganswers.com/dictionary/f/fiscal-year

Zhou, J. (2003). When the presence of creative co-workers is related to creativity: role of supervisor close monitoring, developmental feedback, and creative personality. Journal of applied psychology, 88(3), 413.

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