Fatin Syamilah Che Yob
Universiti Selangor

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Impact of VUCA world on children’s emotional development during online learning Afiq Azri Mohd Ghani; Lim Seong Pek; Rita Wong Mee Mee; Md Rosli Ismail; Uzzairah Nabila Ahmad Tazli; Tengku Shahrom Tengku Shahdan; Fatin Syamilah Che Yob
International Journal of Public Health Science (IJPHS) Vol 11, No 3: September 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v11i3.21405

Abstract

Living in a world of unstable and fluctuating economy has put children’s development at risk particularly children from low-income families. Hence their development should be on alert. The concern regarding online learning is crucial towards children’s emotional development as it can positively or negatively affect them. In the volatility, uncertainty, complexity, and ambiguity (VUCA), no other performance is relevant due to high-speed change. Children as young generations today have more disruptive behaviours causing adults to be fearful in dealing with their unruly behaviour. This study discovered the impact of the current environmental situation of uncertainty and parent-child relationship on children’s emotional development. In view of the COVID-19 pandemic restrictions and preventive measures, the study was conducted with parents’ consent using an online survey tool administered using Google Form. The quantitative survey comprised general population-CORE (GP-CORE) and perceived stress scale (PSS) questionnaires from 108 respondents studying in primary schools around urban areas in Selangor, Malaysia. The findings were analysed and described descriptively. Findings showed that children are greatly affected by parents’ job loss and low-income households’ instability, causing emotional stress when learning from home. Therefore, the study can be the mechanism to aid the educational system in emphasising emotional learning in school.
Interactive language learning activities for learners’ communicative ability Siti Fatimah Omar; Haslinda Sutan Ahmad Nawi; Tengku Shahrom Tengku Shahdan; Rita Wong Mee Mee; Lim Seong Pek; Fatin Syamilah Che Yob
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20605

Abstract

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.