Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education for Sustainability and Diversity
Azlina Mohd Kosnin
Universiti Teknologi Malaysia
Religion Humanities Education Social Sciences Other

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The Level of Interest or Motivation With Differentiated Instruction in Blended Learning Among Low Achieving Students Hoe, Sin Ling; Yeo , Kee Jiar; Mohd Kosnin, Azlina
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.345

Abstract

The consequences of nationwide school closures in reaction to the COVID-19 outbreak are far- reaching, affecting instruction and learning over the last two academic years. Blended learning is one of the growing educational methods in the digital era. Most teaching and learning processes have actively embraced blended learning to improve quality and keep up with technological innovation. Many children require differentiated instruction to satisfy their individual learning needs. This teaching method has the potential to greatly improve the lives of at-risk students. Teachers' attitudes and beliefs can help inspire students in a variety of ways. This study will look into how differentiated instruction in blended learning affects students' degrees of interest or motivation. To collect data from research participants among low-achieving students, the current study used a quantitative research methodology (Descriptive methodology). Data was collected from low achieving students using a set of surveys to determine their level of interest or motivation in blended learning. According to the findings of this research, teachers’ differentiated instruction on blended learning had a generally positive impact on students' levels of interest or motivation. If students are given the tools they need, they can become active participants in their own educational adventures rather than passive learners.
A qualitative study on the mental and emotional well-being of first-year university students in Malaysia Guna Segar, Pauviya A/P; Mohd Kosnin, Azlina; Handayani, Lina
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

Abstract

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.
Co-Authors Guna Segar, Pauviya A/P Hoe, Sin Ling Lina Handayani Yeo , Kee Jiar