Kajian-kajian berkaitan pencapaian matematik menunjukkan bahawa status pencapaian pelajar Malaysia berada pada tahap yang membimbangkan, lebih-lebih lagi dalam kalangan pelajar sekolah menengah. Persekitaran pembelajaran, kesedaran metakognisi, dan kemahiran penyelesaian masalah telah dikenalpasti sebagai antara faktor yang mempengaruhi pencapaian matematik pelajar. Justeru, kajian ini telah dijalankan untuk mengenalpasti saling hubungan antara persekitaran pembelajaran, kesedaran metakognisi, kemahiran penyelesaian masalah, dan pencapaian matematik pelajar sekolah menengah. Di samping itu, kajian ini juga dijalankan bagi mengenalpasti hubungan antara komponen-komponen persekitaran pembelajaran terhadap kesedaran metakognisi, kemahiran penyelesaian masalah, dan pencapaian matematik pelajar sekolah menengah. Selain itu, kajian ini turut dijalankan untuk mengenalpasti kewujudan faktor pengantara (mediator) dalam hubungan-hubungan yang melibatkan persekitaran pembelajaran, kesedaran metak.....

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The purpose of this study was to examine whether students’ mathematics achievement could be improved through the development of metacognitive awareness when students were exposed to a holistic learning environment. Such environment refers to learning environment which has four interrelated characteristics, namely learner-centered, knowledge-centered, assessment-centered, and community centered. This study employed a survey design involving 333 middle school students from ten secondary schools in one of the states in Malaysia who have been selected by using multistage stratified random sampling procedures. Data were collected through self-reported questionnaire and analysed by using Structural Equation Modelling (SEM) technique. Results indicated that the provision of holistic learning environment was related to the development of metacognitive awareness which consequently led to higher students’ mathematic achievement. Educational implications based on these results were discussed......

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Studies concerning mathematics achievement indicated that the achievement status of Malaysia students is in alarming condition, especially among secondary school students. Ineffective learning environment has been identified as among the factors that led to such problem. Bransford, Brown and Cocking [1] built a holistic learning environment model that consists of four components, namely learner-centered learning environment, knowledge-centered learning environment, assessment-centered learning environment and community-centered learning environment. This study aims to identify the relationship between those learning environment components and secondary school students' mathematics achievement. This study involved a total of 333 Form Four students from ten secondary schools located in one of the states in Malaysia who were selected by using multistage stratified random sampling. The obtained data have been analyzed by using Structural Equation Modeling (SEM) technique. The results showe.....

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Teacher competency is crucial in ensuring the quality of early childhood education (ECE). This qualitative study was conducted to explore the competency among ECE educators in Malaysia. Seven ECE experts, seven government officers, and 12 operators have been interviewed in this study. Data analysis produced five themes; four of them supported the literature review, namely knowledge, skills, experience, and personality, while one additional theme was related to creativity. All themes were found to be important in improving the competency of ECCE in Malaysia. Implications in light of these findings were discussed..

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This study aims to identify the role of problem-solving skills as mediator in the relationship between the learning environment and mathematics achievement among secondary school students. This study uses survey method involving a total of 333 Form Four students from ten secondary schools who were selected using two-stage stratified sampling technique. Data were analyzed using the Structural Equation Modelling technique, in which direct and indirect effects between variables were identified. Findings show that the direct effect between learning environment and achievement has decreased from 0.548 (p ..

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