This study aims to evaluate the level of computational thinking (CT) among pre-service Design and Technology (RBT) teachers at a Malaysian Institute of Teacher Education (IPG). The research addresses the growing importance of CT as a 21st-century competency, especially in teacher education, where pre-service teachers are expected to integrate digital thinking skills into classroom instruction. A descriptive survey with a quantitative approach was employed, involving 100 pre-service teachers selected from two different intake cohorts. The primary instrument used was the validated Computational Thinking Scale (CTS) developed by Korkmaz, Çakir, and Özden (2017), which comprises five key constructs: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving. Descriptive and inferential statistical analyses, including independent samples t-tests and ANOVA, were conducted using SPSS Version 30. The findings revealed that the overall level of CT was moderate to high, with creativity emerging as the strongest construct, while problem-solving recorded the lowest mean. A significant gender difference was observed only in the critical thinking construct, with male participants scoring slightly higher. No significant differences were found across cohort groups. These results suggest that while CT is well-integrated in the curriculum, targeted strategies are needed to further enhance critical thinking and problem-solving skills among pre-service teachers. The study underscores the need for diverse pedagogical approaches, including problem-based learning, unplugged activities, and reflective practices, to ensure teachers are future-ready in a technology-driven education landscape.
History is a vital subject in Malaysian education, fostering appreciation for our identity as citizens and recognizing the sacrifices of our forebears. Nevertheless, the concern of the scarcity of instructional resources for this subject, particularly digital materials, is frequently highlighted. Explanations about the Stone Age topic either lack specificity or are grounded in global history, failing to properly connect with Malaysian history. In this day of globalization, e-comics are reading materials that are easily accessible to everybody. This e-comic can also be utilized as a teaching tool in teaching and learning sessions to further increase students' knowledge, notably in the year four history subject. This study comprises the process of analysis, design, implementation, development, and assessment of the functionality of e-comic development for year four students in the topic of history. The construction of this e-comic serves to disseminate information connected to Unit 5 topic, which is the Stone Age. The developer has picked the ADDIE model as a method of approach in the e-comic production process. The ADDIE paradigm contains five phases, namely analysis, design, development, implementation, and evaluation. The research instrument employed by the researcher for this study is a questionnaire administered by two experts in the relevant topic. The questionnaire data was examined using the percentage approach to see the achievement of the model. The software used to construct this application is Adobe Illustrator, Adobe Animate, and Adobe Photoshop. The application designed utilizing the ADDIE model gives excellent direction for each phase which covers the analysis, design, development, implementation and assessment phases. The construction of the 2D animated e-comic application from the Stone Age for the year four history topic successfully gives the engaging learning resources needed by students. This programmed not only gives essential information but also employs multimedia components to boost student knowledge and interest.
Computational sustainability has become a key topic bridging environmental science, computer science, and sustainability research. This literature review explores the readiness dimensions necessary for advancing computational sustainability projects and examines how computational tools are applied to address sustainability challenges across various domains. This study examines 33 case studies and 56 empirical research papers that demonstrate the use of computational tools to improve readiness in a variety of scenarios, including technology readiness, faculty readiness, teaching readiness, e-learning readiness, and green education. By extensively reviewing previous material, this synthesis identifies recurring themes and emerging trends in readiness assessment across many sustainability sectors, case studies, and empirical research. The study blends several views and approaches, resulting in a better understanding of how readiness aspects might aid in the application and efficacy of computational tools in sustainability research. The literature synthesis highlights the dimensions of readiness in this study, ranking technological knowledge (35%), content knowledge (25%), teaching strategies (20%), training (15%), and equipment/software (5%) based on their significance in determining how well societies are prepared to effectively adopt sustainable practices. This literature synthesis explores readiness factors in computational sustainability, highlighting recent advancements and trends. The review focused on English-language publications from 2018 to 2024, with additional research from 2010 to 2017. This comprehensive analysis of faculty readiness for computational sustainability aims to enhance its effectiveness, paving the way for broader studies that benefit researchers, faculties, students, policymakers, and society.
Learning English pronunciation is crucial for primary school pupils to enhance their communication skills, yet many struggle. This study evaluates the effectiveness of a natural language processing (NLP) tool in improving English pronunciation among primary school pupils by measuring motivation, confidence, and performance. Conducted in a primary school in Johor, the research used a randomised controlled trial (RCT) design with 30 Year 3 pupils, divided into two groups of 15 each: control and treatment. The English teacher assessed motivation, confidence, and performance using a rubric-based evaluation, with a Cronbach’s Alpha value of 0.932, indicating high reliability. Paired t-tests were conducted to determine if the differences in motivation, confidence, and performance between the two groups were statistically significant. For motivation, t-values ranged from -1.871 to -1.468 for the traditional method and -6.548 to -13.229 for the NLP method. For confidence, t-values ranged from -1.871 to -1.468 for the traditional method and -11.500 to -7.135 for the NLP method. For performance, t-values ranged from -1.871 to -1.000 for the traditional method and -6.548 to -13.229 for the NLP method. With α = 0.05, the mean differences in motivation, confidence, and performance were significantly different for the NLP method (all p-values < 0.05) but not for the traditional method (all p-values > 0.05). High partial η² values, ranging from 0.474 to 0.827, suggest that the teaching methods account for a significant proportion of variance in the dependent variables. With α = 0.10, multivariate analysis of variance (MANOVA) assessed the effectiveness of the teaching methods. The combined dependent variables significantly differed based on teaching methods, Pillai Trace = 0.95, F(24, 5) = 3.72, p < 0.074, partial η² = 0.95. In conclusion, the study demonstrates that the NLP tool enhances English pronunciation learning by significantly improving motivation, confidence, and performance among Year 3 pupils.
The advent of technology and the COVID-19 pandemic has altered the higher education landscape by highlighting online education platforms, thus bringing transformation to the teaching and learning process. Drawing from the dynamic capability theory, this study examines whether institutional, technology and human resources are determinants for the performance of Open and Distance Learning (ODL) education in higher learning institutions (HEIs) in Malaysia. A quantitative approach was employed in this study, specifically utilising a structured questionnaire to collect data from a sample of 217 educators in Malaysian public and private HEIs. Data were analysed using the SmartPLS software. The empirical results reveal that institutional and technology resources significantly influence the performance of ODL in the HEIs. These results suggest that the ODL practices could be improved with dynamic resources supported by the HEIs. A sustainable ODL implementation would increase access to academic advancement for educators and students. Our findings implicate sustainable education for HEIs as they highlight the importance of policies and standards, procedures, modern infrastructure, information systems and management support, in supporting ODL in the long run.
