Syed Sofian Syed Salim

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).