Sharifah Md Nor

Dropout Prevention Initiatives for Malaysian Indigenous Orang Asli Children.

This paper discusses dropout prevention initiatives by the Malaysian government for the disadvantaged indigenous Orang Asli people in the rural villages of Peninsular Malaysia. The roles of the Ministry of Education (MOE) as well as the Institutes of Teacher Education (ITEs) are highlighted pertaining to efforts at improving the quality of education for elementary school Orang Asli children. The out-reach programs and in-service courses for teachers in Orang Asli Schools are highlighted. Challenges faced in the implementation of these initiatives are also discussed.

The Influence of Emotional Intelligence of Secondary School Teachers on Classroom Discipline Strategies

Abstract The purpose of this study is to analyze the level of social intelligence among teachers employed in government secondary schools based on a selected demographic variable. The sample of the study comprised 203 teachers. The findings of the study showed that there was a significant difference among the teachers from (Malaysia, India and China) and their social intelligence. The study also revealed that there were significant differences between teachers with high and moderate level of social intelligence in five strategies of classroom discipline used, that is, teachers with high level of social intelligence scored higher in the classroom discipline strategies of discussion, recognition, involvement, and hinting, whereas teachers with moderate level of social intelligence scored higher in the use of aggression. However, no significant difference was found concerning one strategy of classroom discipline (punishment).

They Passed with Flying Colours, but why are they Failing Now?

To continue their studies to the pre university level, students need to excel in their Malaysian Certificate of Education Examinations. Pre-university education is provided by the Ministry of Education in the form of matriculation programs.. However a small number of these students who succeeded in enrolling into these matriculation programmes are not faring well. They either fail or are given conditional passes. The main purpose of this paper is to discuss findings of a research which aimed to investigate why these students are failing. A qualitative design employing in depth interview involving five respondents was undertaken. The findings reveal five important factors namely students’ life style, attitude, adjustment to a different environment, the overloaded curriculum and lack of attention given by lecturers are contributory factors. The findings suggest that continuous monitoring of students’ academic and social behavior need to be undertaken by the Matriculation centers. This means that early intervention in the form of tutorials, individual attention and counseling are crucial steps to be undertaken in order to prevent able students from dropping out.

Persepsi Pelajar Berisiko Terhadap Iklim Pembelajaran (At-Risk Students’ Perception Toward Learning Climate)

The aim of this study is to identify teachers’ teaching approach, students’ learning style, and types of evaluation of Form 4 sport science subject in secondary schools. The study also meant to identify the relationship between students’ learning style with their achievement in sport science subject. Samples consist of 208 teachers who thought in sport science subject and 2729 of students who participate in the sport science subject at selected secondary schools. Instruments used in the study consist of questionnaires for teachers and students with reliability of α = .962 and α = .799 respectively. The results showed that teachers’ teaching approach based on teaching management strategy was at medium level while its teaching techniques and teachers’ content knowledge on sport science were at high level. This study also found that students acquired a high interest towards sport science subject but at of a medium level on perceptual learning style which involve visual, auditory, and kinaesthetic. The evaluation styles chosen for measuring students’ learning achievement was written test, practical test, oral test, semester examination, project, and performance evaluation. Students’ learning achievement of Form 4 sport science subject was 9.2% scored grade A, 21% grade B, 38% grade C, and 18.5% grade D. Learning factor has a low significant relationship (r = .17**, p < .00) with students’ achievement in form 4 sport science subject. In conclusion, teachers’ teaching approach should anticipate with students’ learning styles and include varieties of evaluation process to evaluate students’ learning achievement in sport science subject