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Breastfeeding Education in Term of Knowledge and Attitude through Mother Support Group Lina Handayani; Azlina Mohd Kosnin; Yeo Kee Jiar
Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012
Publisher : Intelektual Pustaka Media Utama

Knowledge and attitude are important factors for successful breastfeeding practice. The objective of this study was to examine the influence of knowledge and attitude on breastfeeding among Indonesian mothers who joined mother support group (MSG) program. This was a community based cross-sectional study. There were 221 mothers participated on this study. Multiple regression was used to asses the influence of knowledge and attitude on breastfeeding. Result of the study showed that knowledge and attitude influence breastfeeding practice.

Exploring A-level mathematics teachers’ teaching practices and use of technology Chinghao Chua; Azlina Mohd Kosnin; Kee Jiar Yeo
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.v11i3.22672

Student-centered teaching methods and technology are often viewed as effective tools to raise students’ performance and interest in mathematics learning. Limited research exists on discussion of teaching methods and the use of technology on the general certificate of education (GCE) A-level mathematics. The purpose of this qualitative research where data were collected using semi-structured interviews was to explore how A-level mathematics teachers used teaching methods and technology for the delivery of mathematics instruction. Convenience sampling was applied, the participants were seven A-level teachers from a private college in Johor, Malaysia. The gathered responses were analyzed using thematic analysis based on the approaches suggested by Braun and Clarke. The findings of this research reported that while mathematics teachers revealed they made some attempts in incorporating technology and student-centered teaching approaches to their classes, traditional teaching approaches such as chalk-and-talk and drill-and-practices remained to be the dominant teaching approaches they would use in their classes. In order to have a closer examination between the relationship of students’ interest and students’ performance in mathematics, the researcher suggests the future direction of study on the development of a teaching module which serves as a reference guide to alleviate the mentioned teachers’ concerns.

Fuzzy Delphi method for A-level mathematics technological pedagogical and content knowledge module Chinghao Chua; Azlina Mohd Kosnin; Kee Jiar Yeo
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25982

This study sought to identify the elements for designing and developing the A-level mathematics technological, pedagogical, and content knowledge (TPACK) teaching module. The aim of the module was to incorporate various pedagogies and technological tools for helping mathematics teachers to trigger, maintain, as well as sustain students’ interest in learning mathematics. This study used the Fuzzy Delphi method to determine the consensus on how A-level mathematics instruction should be designed. A semi-structured interview had first been conducted to develop a questionnaire. Then, a group of 16 experts was consulted together to discuss their ratings and reach a consensus. The group of experts included educational technology and subject matter experts. Data analysis results showed that the experts accepted all these elements through the expert consensus value above 75%, the threshold value (d)≤0.2, and the Fuzzy score (A)≥α-cut value of 0.5. This research provides implication to A-level mathematics teachers to systematically create an environment that is more conducive to learning and that will ultimately lead to an increase level of students’ interest towards learning.

Structural equation modelling: validation of career readiness model using psychological constructs Norazwa Yeop Kamarudin; Azlina Mohd Kosnin; Lina Handayani; Che Rozid Mamat
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.27143

The career readiness model is needed as a reference source for relevant parties, especially universities, to implement various career development and interventions initiatives. This study was conducted to assess the reliability and validity of personality, career efficacy, career readiness skills along with indicators using Partial Least Squares Structural Equation Modeling in forming a career readiness model. Results show that each construct achieved good reliability and validity through composite reliability (CR) readings recorded between 0.78 and 0.92 to measure internal consistency reliability, while convergent validity through average variance extracted (AVE) readings exceeded 0.5. The construct of this model had also achieved discriminant validity through the recorded readings of cross loading, Fornell-Larcker and HTMT confidence intervals which did not contain the value of 1. The findings also indicate that career efficacy and career readiness skills are accurate and relevant constructs for developing a career readiness model.

Influencing factors of academic performance among first-year university students in Malaysia Pauviya Guna Segar; Azlina Mohd Kosnin; Lina Handayani
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24238

This study investigates the factors influencing academic success among first-year university students in Malaysia during their transition to university. Using qualitative methods, semi-structured interviews were conducted with 15 first- and second-year students to explore their experiences. Thematic analysis identified several key factors affecting academic performance, including family influence, peer relationships, university environment, self-esteem, mental health, study habits, and lifestyle. Positive parenting styles and family support were found to be crucial for academic success, while negative parenting styles, financial difficulties, and lack of parental involvement posed challenges. Supportive peer relationships were linked to enhanced academic outcomes, whereas toxic peer pressure negatively affected performance. A positive university environment, with accessible resources and supportive lecturers, contributed significantly to success. Mental health issues, low self-esteem, and poor study habits, such as procrastination and irregular sleep, had detrimental effects on academic performance. While the study provides valuable insights, it is limited by a small sample size, reliance on subjective self-reports, and a lack of a longitudinal approach. Future research should address these limitations by using larger, diverse samples and incorporating quantitative methods. Additionally, studies should focus on students at risk of underperformance to gain a broader understanding of the factors impacting academic success.

Navigating the transition: a qualitative exploration of first-year university students’ challenges, coping mechanisms and support systems Pauviya Guna Segar; Azlina Mohd Kosnin; Lina Handayani
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24217

This qualitative study examines the challenges, coping mechanisms, and support systems encountered by Malaysian university students during their first year. Using semi-structured interviews with 15 first- and second-year students, the study identifies key non-academic and academic challenges, coping strategies, and sources of support systems. Thematic analysis reveals that students face non-academic challenges such as independence and self-reliance, logistic and environmental challenges, increased autonomy and responsibility, and diminished family and social time. Academic challenges include time management and academic discipline, lack of guidance and support, challenges in course structure and content, academic overload and struggles with balancing university life, and external pressure and expectations. Coping mechanisms include homesickness and emotional support from others, lifestyle, time management and organization, hobbies and leisure activities, participation in university-supported socializing programs, and building friendships at the university. This study highlights the importance of tailored support interventions for first-year students and suggests improvements in university support frameworks. However, the research is limited by its small sample size and reliance on self-reported data. Future research could expand upon these findings with larger, more diverse samples and incorporate quantitative methods to validate and deepen insights into the first-year transition experience.

A qualitative study on the mental and emotional well-being of first-year university students in Malaysia Pauviya A/P Guna Segar; Azlina Mohd Kosnin; Lina Handayani
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34358

This study investigates the mental and emotional challenges faced by first-year university students in Malaysia to identify key factors influencing their adjustment to university life. Using a qualitative approach, semi-structured interviews were conducted with 15 first- and second-year students selected through purposive sampling. Conducting this research in Malaysia is essential, as limited studies have examined how local students experience and manage the emotional and mental health challenges associated with the transition to university life. Thematic analysis revealed four key themes: i) declining mental health marked by heightened anxiety and depression; ii) fluctuating self-esteem due to academic pressures and newfound independence; iii) financial stress exacerbating emotional distress; and iv) the role of therapy and professional help in managing mental health concerns. The findings contribute to the growing discourse on student mental health by offering insights into the psychological and emotional dimensions of university transition. The study provides important implications for policy and institutional practice, underscoring the need for comprehensive, student-centered support systems such as structured mental health programs, peer mentoring, and financial literacy workshops. Addressing these factors can enhance students’ well-being, academic performance, and retention. Despite its rich qualitative insights, the small sample size and self-reported data highlight the need for future mixed-method and longitudinal research.

Psychosocial factors of cyberbullying experienced by Malaysian public university undergraduates Siti Nurfathin Idris; Mastura Mahfar; Faizah Mohd Fakhruddin; Azlina Mohd Kosnin; Aslan Amat Senin; Halimah Mohd Yusof; Nur Azmina Paslan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39582

Cyberbullying has emerged as a critical issue among university students in Malaysia, driven by the widespread use of digital technologies and associated with serious psychological consequences. Despite its increasing prevalence, limited research has explored how psychosocial factors shape cyberbullying victimization within the Malaysian higher education context. This study addresses this gap by exploring the psychosocial factors influencing cyberbullying victimization among university students in Malaysia. A qualitative case study approach was employed, involving five university students who had experienced cyberbullying. Data was collected through semi-structured, in-depth interviews and analyzed using thematic analysis. The findings suggest that cyberbullying victimization is influenced by an interplay of psychological and social factors. Psychological factors include passive behavior, low self-esteem, irrational beliefs and personality traits, while social factors encompass peer relationships, parenting styles, social media engagement, and online gaming environments. This study suggests that cyberbullying is a multifaceted phenomenon shaped by both individual vulnerabilities and environmental influences. These findings highlight the need for comprehensive, psychosocial-based interventions to support students’ wellbeing and promote safer digital environments in higher education institutions.

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