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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Proceedings of The ICECRS INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Faizahani Ab Rahman
Universiti Utara Malaysia
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The validity and reliability of quality improvement and accreditation system instrument in managing childcare center Siti Noor Ismail; Faizahani Ab Rahman; Farah Mohamad Zain; Aizan Yaacob
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22522

Abstract

Quality improvement and accreditation system (QIAS) instrument was developed to determine the quality management practices level in childcare centers in Malaysia. This study was conducted in Kedah, Penang, and Kelantan to intricate the reliability and validity of the instrument. Exploratory factor analysis (EFA) and item reliability analysis have been used to measure the level of reliability and authenticity of the questionnaires. Further, inter-rater reliability (IRR) test was used to obtain expert confirmation of the reliability, validity and credibility of the instrument. All the seven constructs possessed high reliability index value between 0.87–0.92. Similarly, EFA analysis showed that there are seven dimensions exist in the QIAS instrument with factor loading ranged from 0.64–0.88. The findings also showed that the variance explained in the data is 64.46% with Eigenvalue more than 1. These results reflecting that all the item are accepted with a high verification. In addition, a very high reliability coefficient value, α=0.93 and inter-rater reliability of 91% indicated a high level of agreement and reliability among field evaluators. The results proved that this QIAS instrument had high validity and reliability and was capable to measure the quality management practices level in Malaysian childcare center.
The Experience of Mature Malaysian Postgraduates in a university in England: Learning Challenges Faizahani Ab Rahman
Proceedings of The ICECRS Vol 1 No 2 (2017): Science for Social Welfare and Justice
Publisher : International Consortium of Education and Culture Research Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.005 KB) | DOI: 10.21070/picecrs.v1i2.1429

Abstract

To date, the increasing number of research on international students in higher institutions in the United Kingdom has generally focused on the experiences of mainly the undergraduates coming from various countries. Research that explores the experiences of international postgraduates has recently concentrated on Chinese students as they comprise a high percentage of international students’ population in England. This paper, in contrast, draws on the experiences of a group of mature Malaysian postgraduates in a university in the south-west England and focuses on their learning experiences. The qualitative feasibility study of 16 Malaysian postgraduates suggests that their learning challenges are exclusively to them being mature students such as challenges in managing time and roles, international students in terms of language barriers and racial discrimination and postgraduates, such as meeting the expectations of their supervisors and other parties and meeting the demands of research work and ethics. This leads to suggestions on the types of support that mature Malaysian postgraduates studying abroad would need to help with the completion of their PhDs.
The development of augmented reality framework to enhance students’ motivation Farah Mohamad Zain; Marini Kasim; Faizahani Ab Rahman; Mohd Faiz Mohd Yaakob
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.21294

Abstract

Previous studies have shown that augmented reality (AR) is an interactive teaching aids that can improve students’ learning motivation. Many studies have discussed AR technology but there are scarce studies on developing AR framework and guideline for teachers. Therefore, the objective of this research is to study the need to develop an AR framework to enhance motivation among students based on Gagne’s nine events of instruction and self-determination theory (SDT). This research employs the design and development research (DDR) method with a blend of quantitative and qualitative in which data was collected via a closed and open questionnaire. The respondents of this research are 35 teachers who are teaching technology course in Kedah, chosen through purposive sampling. The findings revealed the need to develop an AR framework by taking into consideration five main constructs, namely motivation, technology skills, instructional design, AR development tools and types of AR applications. Hence, AR developed using this framework has the potential to enhance student motivation and create effective AR learning experiences for students.
Enhancing English Scientific Writing through Team-Based Project: EFL Students' Perspectives in Higher Education Tri Wintolo Apoko; Silih Warni; Bambang Yudi Cahyono; Faizahani Ab Rahman
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/def2x342

Abstract

Team-based project (TBP) is an innovative learning model that promotes students' active participation and collaborative knowledge construction in English language learning. Nevertheless, limited research has examined how TBP facilitates English scientific writing among English as a Foreign Language (EFL) students in higher education. This study investigated EFL students' perceptions of the implementation of TBP in generating English scientific writing. A mixed-methods design was employed involving 62 undergraduate students enrolled in a Scientific Writing course at a reputable private university in Jakarta, Indonesia. Quantitative data were collected through a 20-item Likert-scale questionnaire and analysed using descriptive statistics (means, standard deviations, and percentages), while qualitative data were gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that students perceived TBP positively across four dimensions: English scientific writing development (M = 3.85), creativity (M = 3.95), learning motivation (M = 3.87), and learning opportunities (M = 4.00), indicating high levels of agreement with the effectiveness of TBP. Interview data further showed that collaborative planning, peer feedback, and shared problem-solving enabled students to produce higher-quality scientific writing and increased their confidence in academic writing. The study recommends integrating TBP into Scientific Writing course to strengthen students' academic writing competence and collaborative learning experiences.
Co-Authors Aizan Yaacob Bambang Yudi Cahyono Farah Mohamad Zain Marini Kasim Mohd Faiz Mohd Yaakob Silih Warni Siti Noor Ismail Tri Wintolo Apoko