Rafiza Abdul Razak

The Developmental Process of Managing Virtual Training for Teachers

 Abstract—This paper explores the developmental process of managing virtual training for 120 teachers from three different schools. Training sessions wereadministered in two phases: authentic environment andface-to-face virtual environment. Observation and content analysis were the two techniques employed in collecting the data. The outcome of the research was production of a system for managing virtual training for teachers. 

A Proposed Performance-Based System for Teacher Interactive Electronic Continuous Professional Development (TIE-CPD)

The paper introduces Teacher Interactive Electronic Continuous Professional Development (TIE-CPD), an online interactive training system. The framework and methodology of TIE-CPD are designed with functionalities comparable with existing e-training systems. The system design and development literature offers several methodology and framework examples. In the process of designing an e-training system, other system designs may be referenced to provide an overview of the framework and methodology for TIE-CPD. The proposed system are primarily intended to facilitate acceptance and use of electronic training environments for teachers across a broad range of nations. The main function of such a system is to provide a training system for teacher use in enhancing competency, professionalism, skill, and knowledge. A continuing development program based on this system can be interactively conducted online and accessed from anywhere. Thus, online training programs can be improved consistently and the cost in terms of both money and labor for such programs can be reduced.

Pembelajaran Berasaskan Penghasilan Penceritaan Digital Multimedia Bagi Menganalisis Novel Bahasa Melayu (Learning Based on Multimedia Digital Story Telling in Analysing Malay Language Novel)

Language being a measure of test construct inhibits limited English proficiency (LEP) students’ performance. This study examined the effects of using bilingual (English and Malay) and English-only test booklets among Malaysian LEP students. Their mathematics achievement was investigated by examining the equivalence of the two test booklets by linking the scores using RAGE-RGEQUATE Version 3.22. The 2,021 students came from 34 schools from the states of Penang and Perak. 1049 sat for the bilingual test while 972 for the English-only test which were spirally administered using random group design. Both booklets contain the same 40 multiple-choice Mathematics items obtained from timss 1999 and 2003 released items. Results indicated that a score difference of one unit between the two tests was due to equating error and therefore the bilingual test was not easier for the LEP students, but helpful as they still used the adapted language version to ease understanding. However, they still preferred to answer in English as they were more familiar with the mathematical terminologies that were used. A better alternative is to simplify the linguistic complexity so that language of instruction matched language of assessment.