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Emotional Intelligence of at Risk Students in Malaysian Secondary Schools

At-risk students in this study are those with low academic achievement and with behavioral problems. The study utilizes the descriptive survey method. The sample of this study comprised of 688 secondary school students who are at-risk and their average age was sixteen. Findings indicate that the mean EQ of at-risk students were rather low. The implications of the findings are discussed in terms of educational opportunities for at-risk students.

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Kajian Analisis Kos Projek Rintis Sekolah Bestari. Kuala Lumpur: BPPDP, 2004

1.0 Latar belakang

Projek Rintis Sekolah Bestari telah dilaksanakan secara rasminya apabial perjanjian antara Telekom Smart School Sdn. Bhd. (TSS) dengan Kerajaan Malaysia pada 29 Julai 1999 ditandatangani. Pihak Telekom Smart School Sdn. Bhd. Telah membekalkan sistem penyelesaian bersepadu PRSB secara berperingkat sehingga tahun 2002. Tempoh PRSB melalui kerjasama ini ialah tiga tahun bermula daripada tarikh tandatangan perjanjian antara Kerajaan dan Telekom Smart School Sdn. Bhd. Sebanyak 90 buah sekolah telah dipilih tetapi hanya 87 buah sekolah sahaja yang terlibat kerana 3 buah sekolah aras teknologi A masih belum siap dibina untuk menjalankan projek rintis ini. Ini termasuk perkakasan dan perisian untuk pengurusan sekolah dan P&P dibekalkan mengikut aras teknologi.

2.0 Objektif Kajian

Kajian ini dijalankan bagi menganggarkan kos makro purata perbelanjaan modal dan operasi terhadap program PRSB, kos tetap purata emolumen, kos purata mengikut komponen perbelanjaan mengikut komponen perbelanjaan sumber kewangan kerajaan dan bukan kerajaan.

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“Science Explorace???: Satu Kaedah Meningkatkan Minat 50 Pelajar Tingkatan Dua Smk Serendah

Kajian ini dijalankan untuk mengkaji peningkatan minat pelajar Tingkatan Dua terhadap subjek Sains KBSM. Tinjauan awal telah dilaksanakan melalui ujian bulanan pertama, soal selidik minat pelajar, pemerhatian tidak berstruktur terhadap pelajar dan guru terlibat serta temu bual pelajar dan guru sains terlibat. Hasil tinjauan awal menunjukkan keputusan ujian bulanan pertama pelajar tingkatan dua paling rendah kelulusannya. Daripada 245 pelajar tingkatan dua hanya 27.8% (65 pelajar) sahaja yang lulus. Pemerhatian tingkah laku pelajar menghadapi proses P & P sains kelihatan tidak menyeronokkan, mengharapkan semua jawapan dari persoalan aktiviti diberi oleh guru. Guru dan pelajar menjalani proses P & P seperti dalam keadaan terkongkong dengan teks. Soal selidik minat pelajar menunjukkan 72.8% responden merasakan minat terhadap subjek sains semakin menurun. Perancangan kajian tindakan difokuskan bagi meningkatkan minat pelajar kepada subjek sains dengan melakukan aktiviti-aktiviti luar bilik darjah menggunakan aktiviti "Science Explorace". Pelajar telah didedahkan kepada aktiviti "Science Explorace" selama sebulan mulai tarikh 1 April hingga 30 April 2005 dengan menggunakan ruang Bulan Sains dan Matematik SMK Serendah bagi meningkatkan minat pelajar terhadap subjek sains. Keputusan ujian pos menunjukkan peningkatan minat pelajar selepas aktiviti "Science Explorace" dijalankan. Pelajar menanti-nanti aktiviti seperti "Science Explorace" dijalankan semula.

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Enhancing Students’ Skills In Arranging The Adjectives In The Right Order Through “OSSACOM???

The purpose of this research is to deal with the problem faced by students of form 5 LR, in understanding the order of adjectives included in the form five syllabus. 19 students consisting of 4 Malay boys and 15 Malay girls were chosen for this particular research. This class had 19 students, so everyone was involved in the research. The students were those with low English Proficiency Level. Thus I, myself, as their English teacher carried out a research to further understand their weaknesses in using and arranging the adjectives before nouns in the right order. I identified their problems through early observations, students’ exercises and the pre test. The findings showed that students had problems arranging the adjectives because they did not know that there were actually rules to determine which adjective to put first. Therefore, this research focused on enhancing students’ skill in arranging the adjectives in the right order. First, I provided a straightforward and complete description of the adjectival rules to enable the students to understand the sequence of adjectives. Students were also provided with clear explanations of the terminology used: Opinion (Quality), Size, Shape, Age, Color, Origin (Nationality/Religion) and Material. From here, I used the word ‘OSSACOM’. Then, I designed a few activities to enhance their skills in using adjectives. Finally, I came up with innovative teaching aids to illustrate the rules of OSSACOM, which I called it as an ‘OSSACOM DEVICE’. The device had successfully boosted students’ confidence to use the adjectives and accelerated the process of getting the correct answers. A post test was used to measure my students’ achievement. The outstanding result from the post test showed that ample exercises, hands-on activities, constant support and encouragement from the teacher had greatly improved my students’ score.

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