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Search Results: 1 - 10 of 1518 matches for " Kamisah Osman "
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The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students  [PDF]
Ashraf Kan’an, Kamisah Osman
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.68082
Abstract: This study is aimed to investigate the relationship between students’ self-directed learning readiness and their science achievement. 83 students were randomly selected from a secondary school in Qatar. The students’ self-directed learning readiness was measured by the Self-Directed Learning Readiness Scale (SDLRS) and their science achievement was determined by the science subject National Exam (NE) scores. The findings of the study showed that SDLRS total score significantly predicted the National Exam science subject score (p = .049). It was suggested that self-directed learning is essential for students to be academically successful to their fullest potential. Therefore, attention should be given to possible causal factors of self-directed learning.
The Effectiveness Comparison of Virtual Laboratory and Physical Laboratory in Nurturing Students’ Attitude towards Chemistry  [PDF]
Murugan Mini Ratamun, Kamisah Osman
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.99105
Abstract: The aim of the research is to compare the effectiveness of Virtual Laboratory and Physical Laboratory in students’ attitude towards chemistry. The students’ attitude towards chemistry is compared by gender and the interaction effect between groups and gender was studied. The instrument used in this research is Attitude Towards Chemistry Lessons Scale (ATCLS). A quasi-experimental research design with nonequivalent control group pre-survey and post-survey was used. The participants of this research are Malaysian?upper secondary four?science stream students. This research involved a total of 147 students, which are 64 male students and 83 female students. The two-way ANCOVA analysis showed that the effectiveness of group on the post ATCLS mean score was not significant. It concluded that the level of students’attitude towards chemistry is same when experiment is done in VLab or PLab. The effectiveness of attitude towards chemistry on gender was not significant. The analysis also showed that the interaction effect between group and gender in ATCLSis not significant. This means the group’s influence on the mean score of ATCLS is not caused by the gender and the gender influence on the mean score of ATCLS is not caused by groups.
Primary Science: Knowing about the World through Science Process Skills
Kamisah Osman
Asian Social Science , 2012, DOI: 10.5539/ass.v8n16p1
Abstract: In the past three decades, science education has received increased attention at all level of schooling and continues to be a major concern at the present time. In the past, the new curriculum models for science at the elementary and secondary level proliferated, and although many of the models shared some element in common, they differed by placing an emphasis on either content, process, discovery learning or problem solving as the central focus of the curriculum. As the concern for improved science education was "thrust downwards", science educators were, and are, faced with similar decisions regarding science education in the early years; i.e. primary science. Although the process of scientific inquiry was frequently cited as a goal of science activities by some primary educators, the prime emphasis appeared to be on the acquisition of scientific concepts or content. This situation should be revamped because primary science is not just a matter of knowing about the world, but there is equally emphatic goal of helping children to behave as scientists. Therefore, this paper attempts to establish an overview of why scientific process skills should be emphasized at primary level. In achieving this aim, the value of teaching science and why it should be thought at primary level will be reviewed and the nature of children's idea will be explored.
Learning Aids in Chemistry: Design and Development
TienTien Lee,Kamisah Osman
Research Journal of Applied Sciences, Engineering and Technology , 2012,
Abstract: Electrochemistry is found to be a difficult topic to learn due to its abstract concepts that involve the macroscopic, microscopic and symbolic representation levels. Research showed that animation and simulation using Information and Communication Technology (ICT) can help students to visualize and hence enhance students’ understanding in learning abstract chemistry topics. As a result, Interactive Multimedia Module with Pedagogical Agent (IMMPA) named EC Lab was developed in order to assist students in the learning of the Electrochemistry topic. KemGerly Model (combination of Kemp Model, Gerlach and Ely Model) were combined as instructional design models for the design of IMMPA EC Lab. Pedagogical Agents (PAs) were added in IMMPA EC Lab to facilitate learning in computer-mediated learning environments. The information delivery and the flow of content follow the Needham phases in constructivism theory. It is hoped that the IMMPA EC Lab would be able to assist students in the learning of Electrochemistry in terms of concept understanding and motivation level.
Students Characteristics: Implications to the Design of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the Learning of Electrochemistry
Tien Tien Lee,Kamisah Osman
Research Journal of Applied Sciences , 2012, DOI: 10.3923/rjasci.2012.177.184
Abstract: Kemp Model and Gerlach and Ely Model are combined as an Instructional Design Model for the design of IMMPA named EC Lab for the learning of Electrochemistry. A preliminary survey was carried out to study the learners characteristics including general characteristics, specific entry competencies and learning styles. There were 126 students involved in this survey which was carried out by means of questionnaire. All of the samples involved are 15 years old and the majority of them are female. Specific entry characteristics involve items related to skills in using EC Lab. Results showed that the students have high computer proficiency and excellent reading and listening skills. They are able to study alone and have positive perception toward new learning methods. Results from VAK Learning Style Self test showed that the majority of the samples have auditory and kinaesthetic learning styles.
Interactive Multimedia Module with Pedagogical Agents: Formative Evaluation
Tien Tien Lee,Kamisah Osman
International Education Studies , 2012, DOI: 10.5539/ies.v5n6p50
Abstract: Electrochemistry is found to be a difficult topic to learn due to its abstract concepts that involve three representation levels. Research showed that animation and simulation using Information and Communication Technology can help students to visualize and thus enhance students’ understanding in learning abstract chemistry topics. As a result, an interactive multimedia module with a pedagogical agent (IMMPA) named EC Lab was developed to assist students in the learning of Electrochemistry. There were 35 students and seven experts involved in this formative evaluation to test the usability and effectiveness of the module developed. Instruments involved were module evaluation questionnaire, module reliability questionnaire, module validity questionnaire, pretest, post-test and motivation questionnaire. Results showed that the students and experts rated the module developed as high (M = 3.94) and very high quality (M = 4.45). Besides, the respondents also see the module as reliable (M = 3.87) and valid (M = 4.51). Students have higher scores on their post-test and have gained higher motivation level after learning with the IMMPA EC Lab. However, some corrections and modifications have been made based on feedback and suggestions from the respondents to improve the quality of IMMPA EC Lab.
Educational Computer Games for Malaysian Classrooms: Issues and Challenges
Kamisah Osman,Nurul Aini Bakar
Asian Social Science , 2012, DOI: 10.5539/ass.v8n11p75
Abstract: This paper proposes the implementation of educational computer games in Malaysian classrooms. Local research has found that Malaysian students are familiar with computer games but the implementation of computer games as teaching and learning aids in the classroom has yet to be carried out. In reviewing this topic, the authors refer to the chemistry classroom as the case in point. The paper examines the issues and challenges faced by education stakeholders in designing and implementing educational computer games for Malaysian classrooms. Three main issues to be discussed here are the issues of: (i) the available educational computer games in the market and whether they are suitable to be used in Malaysian classrooms, (ii) the factors that ought to be considered in adapting and designing an educational computer game to be used in Malaysian classrooms and (iii) the barriers which hinder the implementation of educational computer games in Malaysian classrooms. The authors further propose an educational computer game design model for Malaysian classrooms. The model grasps the important issues and challenges discussed, depicting the factors to be considered during the planning and designing phases of an educational computer game. The paper concludes by encouraging local and international researchers to further explore the diverse scope of the computer game niche especially in the context of the local education system and chemistry education.
M-21CSI: A Validated 21st Century Skills Instrument for Secondary Science Students
Tuan Mastura Tuan Soh,Kamisah Osman,Nurazidawati Mohamad Arsad
Asian Social Science , 2012, DOI: 10.5539/ass.v8n16p38
Abstract: The tremendous change in the 21st century is the emerging nature of a new set of economic and social indicators which eventually capture the changes in structural transformation, technological advance, and competition in the job market. This paper aims to discuss the development and validation process of the Malaysian 21st century skills instrument (M-21CSI) to be used within the teaching and learning of science processes. The M-21CSI consists of five distinctive elements which are: i) Digital age literacy; ii) Inventive thinking; iii) Effective communication; iv) High productivity; and iv) Spiritual value. Through an extensive review of the literature and group discussion, constructs that represent the Malaysian 21st Century Skills were identified and further refined by Two Round Delphi Studies. Subsequent to that, items representing each construct were then drawn up. In order to justify the validity of this instrument, the questionnaire built has been tested its validity by face validity, language and content validity. This then was followed by factor analysis. The reliability of each construct was justified in terms of its internal consistency by means of Cronbach Alpha. Findings of this study confirmed the validity and reliability of the M-21CSI and thus indicated that it is a useful instrument to evaluate the mastery of Malaysian students towards 21st century skills.
Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study  [PDF]
Irene Lue Leh Ping, Lilia Halim, Kamisah Osman
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.106091
Abstract: Mastery regarding argumentation in science among high school biology students remains elusive. This study argues that argumentation can be explicitly taught and acquired through an explicit instruction revolving around argumentation. A teaching and learning module named as the LAB-MADI Module was developed to provide secondary biology students an environment to practice and acquire argumentation skills from reasoning based on evidence through practical work. An initial draft of the LAB-MADI Module for laboratory investigation was pilot studied in one of the schools with a group of twenty-two (n = 22) Grade 10 students (aged 16 years) from a pure science class taking biology as an examination subject. The results of the pilot study showed that the activities are able to improve students’ argumentation skills.
Moral Judgment: Truth, Order and Consequence  [PDF]
Magda Osman
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.65061
Abstract: Often we make snap moral judgments based on limited information. For instance upon reading a newspaper headline we very quickly decide on whether the implied outcome is good or bad. However, in situations like this we are also likely to revise our judgments when we read the main story and the conclusion of the article. One question yet to be answered is whether we adjust our moral judgments in a systematic way as we gain more details about a moral scenario. Two experiments (lab-based, online) addressed this question along with the influence of other factors on moral judgments (the origin of the moral scenario, the severity of the consequence of the scenario). Across both experiments, moral judgments were: 1) generally adjusted downwards as more information was presented; 2) more severe for headlines than the main story or the conclusion; 3) more severe for scenarios that were fabricated than real life stories; 4) more severe when the conclusion involved a severe consequence than a non-severe consequence.
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