Aminuddin Hassan

Academic productivity as perceived by Malaysian academics

The purpose of this research is to explore the perspectives of Malaysian academics in relation to academic productivity and some factors affecting it. A large scale online questionnaire was used to gather information from six public universities. The most productive role in the eyes of the academics was found to be teaching. with research and administration coming second and third, respectively. Several factors were found to be related to productivity and some of these have policy implications. The universities themselves differed markedly and research productivity was related to the amount of time available, and linked negatively to the teaching load.

How Does Inquiry-Based Instruction Affect Learning in a Secondary School Science Class?

This study used a quasi-experiment with pretest–post-test design (quantitative) to compare thinking skills achievement tests of students who practise structured-inquiry-laboratory practices (St-IQL) and students who only receive classroom teaching (CT) using two biology chapters in secondary schools. Two classes of Form 4 students (n = 64) from two public secondary mixed schools in Kuala Lumpur, Malaysia, were selected for the study. Higher and lower order thinking skills questionnaires (suggested by Bloom) were handed out in the pretest and post-test. The post-test was administered after both classes had done the treatments, respectively (8 weeks), in order to evaluate the level of students’ thinking skills of biology concepts. The students who were exposed to St-IQL treatment achieved higher post-test mean scores than those who were exposed to CT method. A small effect size (partial eta squared) of 0.23 suggests that 23% of the variance in the post-test scores was related to the differences in the instructional methods.

The Readiness of Lecturers in Embedding Soft Skills in the BachelorâÂÂsDegree Program in MalaysiaâÂÂs Teachers Education Institute

This is a preliminary research to obtain information to formulate a problem statement for an overall study of the embedding of soft skills in the program courses in higher learning institutions. This research was conducted in the form of single case and multi-case studies. The research data was attained through mixed methods; the quantita - tive method by utilizing questionnaires and the qualitative method utilizing open-ended questionnaires. Qualitative data were used as supporting data in this research. This research sought to study two main issues; the readiness of lecturers and problems encountered in embedding soft skills into teachers’ bachelor’s degree courses in Malaysia’s Institute of Teachers Education. Quantitative data was processed manually to show frequency, while qualitative data was processed according to themes. Research findings indicated that a majority of lecturers are interested and ready to embed soft skills in the core courses. However, lecturers lamented about problems encountered in embedding soft skills in teaching and learning of courses even though the curriculum of the programs have been designed holistically to fulfill the needs to develop soft skills within trainee teachers.

The solution of social problems from the perspective of philosophy of education.

The purpose of this paper is to explore educational philosophy approaches to solving social problems. These approaches are also considered from the perspectives of some popular denominations and branches of philosophy of education that discuss social problems. This paper stressed that social problems are not to be seen only from this mechanism; it is also upon the basis on how the problems occurred or to avoid them through wise evaluation. Malaysia is a country which is in the process of paradigm shift and experiencing rapid technological development that will bring it to the same level as the other developing countries. However, globalization and modernization have brought both positive and negative elements to the society. These two main elements need to be faced as a challenge in modern life. Nevertheless, development as a positive value can still be accepted as long as it does not conflict with religion, culture, and society’s norms. However, during this development, social problems increase and collapse Malaysia’s social structure. Many teenagers lose their life focus. Modernization and globalization had changed their behavior, lifestyle, and their thinking. Development has been misused by them and they became involved in unhealthy activities, ruined their future and their parents and indirectly destroyed state’s expectations of them. Many of the teenagers have become involved in hedonistic culture, refuse to think, and do not seriously face the realities of life. Their loss of focus makes them a burden to their country.