Browsing by Author "Sharifah Sariah Syed Hassan"

Computer technology plays a crucial role in science education in Malaysian schools. Accordingly, teachers should thrive to keep students involved and interested to learn science. However, there appears to be a growing concern in a lack of creative teaching and the knowledge in the application of science in every day life. Incorporating ICT with Basic Psychological Needs theoretical framework, this present study was designed to provide an insight on the influence of science teachers support namely autonomous, competence and relatedness towards student affective engagement. Specifically, the main purpose of the study was to evaluate the structural model of motivation which was based on the Basic Psychological Needs theory (BPNT); a sub theory of the Self Determination Theory (SDT). The invariance study of the structural model was also examined across Lower and Upper secondary samples to determine whether the model was similar for both groups. There were 400 samples involved among secondary school students of Form One, Two (Lower secondary) and Form Four (Upper secondary) from four potential schools proposed by the District Education Department. A cross sectional survey has been carried out using the adapted version of instrument used by Skinner and Belmont (1993). The theory posits that when science teachers provide support for autonomy, competence and relatedness, their students will be engaged in the ICT learning environment. Three alternative models were tested for the best fit model that explained the data from the whole population selected. The structural model supported the Competing Model II of which competence support was the only direct predictor of student affective engagement. Relatedness support was found to be indirectly influenced student affective engagement via competence support. The finding also revealed that autonomy support was positively correlated with relatedness support. The structural model was further examined and replicated in the invariance study across Lower and Upper secondary samples. It was found that the structural model was similar across both age groups. Discussion centres on the theoretical, methodological and practical implications of these results.

One of the main barriers that hinder effective ESL teaching and learning process is lack of motivation among teachers and students. The present study was carried out to explore the potentials of Augmented Reality (AR) applications on teaching and learning ESL. The main purpose of this study was to examine the AR acceptance of teachers and students in the ESL primary school setting. The acceptance was examined in relation to perceived usefulness and ease of use among teachers based on the Theory of Acceptance Model (TAM) framework. Secondly, the investigation has also gained insights into the motivation from both teachers and students based on the framework of ARCS model and engagement. The third purpose was to comprehend how teachers could implement their teaching while implementing AR in the ESL primary classrooms. The researcher has also attempted to propose a model of teaching and learning experience from the process of integrating AR-based tools into ESL learning. Other theories such as the Constructivist Learning Theory (CLT), Situated Learning Theory (SLT), and the aspect of Inner Speech via al-Mahdi's and Vygotsky's approach were adopted to underpin the research. Prior to the study, the researcher created a module by providing a training for the teachers using Gagne's nine events of instructions as the guidelines. The study was designed from a standpoint of a case study via qualitative approach through individual face to face interviews with two ESL teachers and 8 students from two selected primary schools in Kuwait. Two observations for each school were also carried out. The results revealed the following: (1) teachers and students of AR classroom context have perceived acceptance not only from usefulness and ease of use but also the willingness to use AR in the future; (2) students' engagement has been materialised from their enjoyment and interest; (3) the efficacy and practicality of the AR model framework incorporating the TAM, CL T, SL T, ARCS, and inner speech were materialised. This study has contributed to TAM with effectiveness as an additional factor. The study has also contributed to the practical importance of the designed module with strategic pedagogical approach which was used to ensure the success of the AR lessons. Finally, the Vygotskian and al-Mahdi's Islamic views on the functionality of inner speech in student learning were discussed.