Mohammad Aziz Shah Mohamed Arip

Constructing Validity and Reliability of Suicide Tendency Inventory

This study is conducted to construct, develop and determine the validity and reliability of the Suicide Tendency Inventory which consist of five subscale namely; a) Subscale 1: Interpersonal, b) Subscale 2: Hope, c) Subscale 3: Depression, d) Subscale 4: Stress and e) Subscale 5: Emotion. This inventory consists of 50 items which is divided into five (5) subscale where each subscale has ten items. The validity of soft skills inventory was evaluated by a panel of seven (7) experts which are made up of academic lecturers, academic staff and counselors. The finding showed the total validity of the inventory is good and acceptable which scored 0.849 (84.90%). A study was also carried out on 40 students from Sultan Idris Education University (UPSI) to obtain the reliability of the inventory. The result was analyzed and it showed a good reliability and is acceptable which is 0.893 (89.30%). Thus, the finding of this study appear to have produced the inventory with good validity and reliability and it will also be beneficial to be used in areas of counseling, hospital and in government and non government organization agencies.

Factors that Influenced the Problem of Truancy among Secondary School Students

This study aims to identify the factors that influenced truancy among the students in Federal Land Development Authority (FELDA) in a secondary school in Pahang. This study was conducted on 200 respondents consisting of 52 students from Form One, 118 students from Form Two and 30 students from Form Four. These respondents have truancy records that have been identified by the school administrators. The respondents’ gender have been selected randomly. The researcher had used the method of observing using the technique of questionnaires. In this research, the researcher also used descriptive statistics to find the mean in the contributing factors and T-Test for Independent Samples Test for the gender differences. The factors that need to be observed are from the respondents themselves, socioeconomic factors, peer influence and school environmental factors which is the attitude of teachers that influence and contribute to truancy. Peer influence is seen as the most dominant factor with the mean = 2.0349, followed by socio-economic factors with the mean = 1.0830, next is the school environmental factors that which is the attitude of the teacher that leads to truancy with the mean = 0.2440 and finally the respondents’ self factors with the mean = 0.0947 that lead to the truancy in the school.

Construction And Validity Testing Of Contents For Practitioner Encouragement Of Emotional Intelligence Module (EeiM)

This study aimed to test the validity of the content panel module practitioner for the Encouragement of Emotional Intelligence Module (EeiM). PKe module has five main strategies Strategy 1: Introduction to Emotional Intelligence, Strategy 2: Recognize Self-Emotions, Strategy 3: Development of Self-Management, Strategy 4: Development of Social Skills Efficiency and Strategy 5: Development of Social Skills. This module contains 5 major strategy and 20 selfinitiated activity for 19 hours and 45 minutes. The implementation of this module focuses on the application of the concepts, principles and techniques of character development in a systematic and practical based Goleman Mixed Emotional Intelligence Model. The instrument used was a validity questionnaire of the module based on the recommendations of Russell (1974) and suitability questionnaire sessions and activities in accordance with the recommendations of Mohammad Aziz Shah (2010). For content validity, as many as 10 people have been judging panel practitioner for EeiM. The data obtained showed the validity of the content module according to Russel (1974) was 88.4% (.884). Next, the content validity and appropriateness of the proposed activity session by Mohammad Aziz Shah (2010) has gained in value by 89% (.890).

Training and Evaluation of Module of Self Concern Sexual Education on Facilitator's Efficiency

This study aimed to observe and evaluate the coaching program of sexual education(Training of Trainer) on facilitator by using (Self-Concern Sexual Education Module) based on Knowledge, Skills and Attitudes. This study involved 80 students of Sultan Idris Education University that were randomly selected and trained to be facilitators by using Self-concern Module. This study used a research design of pre-test and post-test, and experiment was used to collect data. The subjects were divided into two groups, the control group (40 students) and treatment group (40 students). The treatment group received the TOT program and followed all the units inSelf-concern Module. While the control group just received the circulation of information about sexual education as general and there was no any specific training given to them. The data was analyzed using Statistical Package for Social Science (SPSS) version 22 to check for the mean differences between the two groups. The findings showed that there were difference between the means of pre and post of the two groups. The results showed that the mean scores of all three aspects of Knowledge, Skills and Attitudes of facilitators increased after followed the coaching program. Mean score of Knowledge aspect showed the highest score, 3.94, compared to mean scores of Skills and Attitudes. This shows that module is very effective to increase facilitators’ knowledge about sexual education. Overall, this study successfully trained facilitators’ efficiency in using this module.

Development and Testing of High Order Thinking Skills (HOTS) Training Module for Sciences Subjects among Secondary School Students in Malaysia

The study aims to develop, test the value of the content validity and the reliability of the High Order Thinking Skills (HOTS) Training Module for Science Subject among Secondary School Students in Malaysia. This module is developed based on six (6) HOTS main strategies by Blooms1 Taxonomy (1956) and was updated with Andersons2 Taxonomy (2001) which is to remember, understand, apply, analyze, evaluate and create. The HOTS module has eight sessions: Session 1: Introduction: Understanding HOTS in Science subjects, Session 2: HOTS Strategy 1: Remembering Skills, Session 3: HOTS Strategy 2: Understanding Skills, Session 4: HOTS Strategy 4: Analytical Skills, Session 6: HOTS Strategy 5: Evaluation Skills, Session 7: HOTS Strategy 8: Creating Skills and Sessions 8: Integrating 6 HOTS strategies in Science subjects. To test the content validity, a panel of 14 experts in HOTS, science, mathematics, psychology, counseling and education were selected to answer the content validity questionnaires of the module based on Russell3 (1974) and the validity questionnaire of session and activity suitability based on Mohammad Aziz Shah4 (2010). Subsequently, 34 respondents of secondary school students in Selangor undertook a pilot test to obtain the reliability value. The findings of the content validity of the module based on Russell3 (1974) were 0.844 (84.40%) and the validity value on suitability of the sessions and activities based on Mohammad Aziz Shah4 (2010) was 0.863 (86.30%). The value of reliability of the entire module is high at.987. The results of the study show that HOTS Training Module for Science Subjects in Secondary School Students in Malaysia have high content and reliability values and prove that HOTS Training Modules are suitable for use in school environments in Malaysia to enhance students’ high-level thinking skills in science subjects.

Development, Validity and reliability of Positive and Healthy thinking Inventory (PHtI)

The purpose of this study is to build, acquire content validity and reliability of Positive and Healthy Thinking Inventory (PHTI). PHTI is built on the integration Model of Positive and Healthy Thinking based on CBT by Aaron T. Beck1 (1964) and Multidimensional Self Concept Model (MSCS) by Bracken2 (1992) that stresses on the aspect of family, feeling, social, physical, efficiency and academic. Overall, the PHTI have 90 items (nine positive items and six negative items for each sub-scale) were divided into Sub Scale 1: Families (15 items), Sub Scale 2: Feelings (15 items), Sub Scale 3: Social (15 items), Sub Scale 4: Physical (15 items), Sub Scale 5: Skills (15 items) and Sub Scale 6: Academic (15 items). PHTI was given to nine expert panels which consists of five members of the academic and four practitioners of school counselors. PHTI has good overall content validity of 8.76 while the validity of the content based on Family sub-scale at 8.80, Feeling sub-scale at 8.70, Social sub-scale at 8.80, Physical sub-scale at 8.70, Efficiency sub-scale at 8.80 and Academic sub-scale at 8.70. Result shows that the PHTI has high content validity. Reliability of PHTI has been tested randomly towards 50 respondents consisted of Universiti Pendidikan Sultan Idris students. PHTI analysis of overall reliability is high at.950, while the sub-scale analysis also showed good results, namely.664 for Families,.750 for Feelings,.826 for Social,.836 for Physical,.817 for Efficiency, and.846 for Academic. Thus, reliability and validity of PHTI findings were good and helpful and could be applied in higher education institutions, workplaces and schools to produce a positive thinking and healthy human being.