The purpose of this study is to determine the relationship between teaching History subject and the students’ performance at five schools that performed poorly in the history subject in SPM. The five teaching aspects are; teachers’... more
The purpose of this study is to determine the relationship between teaching History subject and the students’ performance at five schools that performed poorly in the history subject in SPM. The five teaching aspects are; teachers’ ability (KGS), teaching skills (KMG), teaching methods (TPG), usage of teaching aids (BBM), and teachers’ observation on the students work (PTK). A sample of 436 form five students from the five poorly performed schools in SPM with a minimum mean score of 36.08 and below; in the year 2002 to 2004 was selected as respondents. These five schools are located in Perlis and Penang. The respondents are inclusive of male and female students and Malays and non- Malays students. The instrument used in this study is a set of questionnaire to measure the students’ perceptions regarding the teacher’s performance. The findings show that the KGS and KMG are found to be positive, whereas the TPG, BBM, and PTK are moderately positive. Overall, the students’ perception towards the teacher’s teaching method is moderately positive. The inferential statistics used in this study include Chi-Square Test and t-Test. Chi-Square Test shows that there is no significant difference between the female and the male students, and the Malays and non-Malays students in their History examination results. Whereas the t-Test shows that there is no significant difference between the female and the male students on the perception regarding the teacher’s performance. But there is a significant difference between the Malays and non- Malays students. The correlation analysis shows that there is no significant relation between the teaching aspects and the students’ results except for the teaching skills. This study suggests that it is importance to the schools and teachers to find an approach that will assist the History teachers to improve and vary their teaching skills and consequently produce excellent students in History.
The Fourth Industrial Revolution (IR 4.0) has emerged as one of the most influential contributor in the development and landscape of the modern world. Students in tertiary education are expected to get out of the way to meet the... more
The Fourth Industrial Revolution (IR 4.0) has emerged as one of the most influential contributor in the development and landscape of the modern world. Students in tertiary education are expected to get out of the way to meet the challenges posed by IR 4.0. One of the fields that is affected by this wave of revolution is Education, therefore it is pertinent for a University to provide space and opportunity for future graduates to have a sense of self-identity and competitive ability. Following this view, a student's university experience is significantly correlated with the development of his well-being. The development includes the acquisition of knowledge and skills in their field of choice, although it is generally preferable for a student to acquire skills in various fields. Competent students are those who are well-equipped with knowledge, skills and values that are relevant to current practice. Drawing from this idea, the purpose of this paper is to evaluate students' challenges, skills, and preparations at the University in facing the IR 4.0 era. A qualitative case study was conducted, employing interviews and document analysis to obtain data from 35 respondents. The respondents were comprised of university students who were selected through purposive sampling. The findings identified several main skills; career and life skills, learning and innovation skills, information, media and technology skills. This study discussed the possible scenarios that might be faced by the students and the university in depth. Based on the findings, proactive measures are needed to encourage students to improve their skills, particularly the skills related to information technology, knowledge, and personal soft skills. Such measures are crucial to fulfil the challenges of IR 4.0.
