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All Journal International Journal of Social Learning (IJSL) Journal of Mathematics Instruction, Social Research and Opinion Mathematics Education Journal
Asamoah, Daniel
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exemplary Leadership Qualities of Mathematics Teacher Leaders Asamoah, Daniel; Abdullah, Nor Azura; Shahrill, Masitah; Laidin, Dalilah Farzana Haji; Ismail, Nur Fatin Haji; Abu Bakar, Najibah Pg; Shahrum, Mohamad Bahzi Al Barakat; Emran, Afiqah Bari’ah Haji; Abas, Nur Basmirah Haji
Journal of Mathematics Instruction, Social Research and Opinion Vol. 2 No. 3 (2023): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v2i3.163

Abstract

In theorizing teacher leadership, little is known about the leadership qualities teachers are likely to learn or model within their community of practice. This descriptive qualitative study examined 12 graduate teacher candidates to describe the exemplary leadership qualities of mathematics teacher leaders. After thematic analysis, two categories of exemplary leadership qualities of mathematics teacher leaders were revealed: the leadership qualities they exhibit for students to imitate and the qualities they model from significant others in their community of practice. We conclude that exemplary leadership qualities are a function of role modeling and social learning. Implications for teacher leadership in mathematics education are discussed further in this paper.
Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing? Japar, Irfan; Asamoah, Daniel; Shahrill, Masitah
Mathematics Education Journal Vol. 16 No. 1 (2022): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

The addition and subtraction of fractions are considered one of the most difficult topics in mathematics for students. However, interventions to improve student performance in this direction are not widespread. This action research study investigated the effectiveness of synchronous videoconference intervention in improving student performance in addition and subtraction of fractions. It also explored the perceptions of students about synchronous e-learning sessions. A total of 51 Year 7 students conveniently sampled from a government school in Brunei Darussalam served as participants for this study. The action taken included a pre-test, a videoconference lesson intervention, a post-test, survey, and interviews. The paired sample t-test revealed a significant difference in test scores t(50) = -3.50, p<0.001, with post-test scores (Mean = 8.47, SD = 1.78) higher than the pre-test scores (Mean = 7.1, SD = 3.10). These findings suggest that student performance improved after the videoconferencing intervention. The results of the survey and interviews revealed that the students had a positive perception of the videoconference lessons. They described the lessons as pleasant, collaborative, and convenient. However, they reported challenges, such as unstable internet connection, distractions, and inadequate teacher supervision. Despite these challenges, they equally preferred videoconferencing and traditional face-to-face lessons. This study concluded that videoconferencing could be a useful tool in teaching and learning fractions. It has the potential in improving student-centered teaching and learning, especially when the challenges that come with its use are controlled.DOI : https://doi.org/10.22342/jpm.16.1.17027.103-120
Improving Conceptual Knowledge and Soft Skills among Vocational Students through Inquiry-Based Learning in a Flipped Classroom Haji Hamdan, Muhammad Khairul Kamilin; Salleh, Sallimah M.; Shahrill, Masitah; Asamoah, Daniel
International Journal of Social Learning (IJSL) Vol. 2 No. 2 (2022): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.177 KB) | DOI: 10.47134/ijsl.v2i2.140

Abstract

This study investigated the efficacy of inquiry-based learning (IBL) in a flipped classroom in enhancing vocational students’ conceptual knowledge and inquiry skills of vocational students. We conducted IBL interventions in a flipped classroom through a pre-experimental design (i.e., one-group pretest-posttest approach). A total of 14 second-year students of the HNTec in Agro-technology programme in one of the vocational schools in Brunei Darussalam were conveniently sampled. Data were collected through achievement tests and online interviews, and analysed using the paired sample t-test, the Wilcoxon-signed rank test, and thematic analysis. The findings showed that the IBL intervention in a flipped classroom improved the conceptual knowledge and inquiry skills of vocational students. There were significant differences (p=0.001<0.05) between the pretest and posttest scores of students’ conceptual knowledge: declarative, procedural, and semantic, and the dimensions of inquiry skills: observation, questioning, hypothesising, investigation and interpretation. Students reported positive perceptions toward IBL in a flipped classroom although they faced accessibility and adaptability challenges. This study concluded that IBL in a flipped lesson environment enhances the conceptual knowledge and inquiry skills that are fundamental in developing soft skills among vocational students. Recommendations were made based on the need to ensure a simultaneous use of IBL and flipped pedagogical approaches in vocational education.
Co-Authors Abas, Nur Basmirah Haji Abdullah, Nor Azura Abu Bakar, Najibah Pg Emran, Afiqah Bari’ah Haji Haji Hamdan, Muhammad Khairul Kamilin Ismail, Nur Fatin Haji Japar, Irfan Laidin, Dalilah Farzana Haji Masitah Shahrill, Masitah Salleh, Sallimah M. Shahrum, Mohamad Bahzi Al Barakat