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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Mauve Journal De Leardu
Noraini Idris, Noraini
Universiti Pendidikan Sultan Idris
Education Languange, Linguistic, Communication & Media Mathematics Other

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Investigating SATS-36 for a Matriculation Sample Krishnan, Saras; Idris, Noraini
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 2: June 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (52.662 KB) | DOI: 10.11591/ijere.v4i2.4496

Abstract

Students’ attitudes towards statistics have been more often negative due to many factors such as initial perception of the subject, low ability in mathematics and lack of motivation to study statistics. Studies involving SATS-36 included investigation of the different factors in relation to students’ attitude towards statistics. Other studies have investigated the structure of SATS-36 and the relationship between the different components of SATS-36. The research investigated the reliability and validity of SATS-36 for a sample of matriculation students. Results showed that while reliability and validity is maintained for the instrument, it is not the case for the sample of respondents.
Digital Pedagogical Transformation and Teacher Work Engagement in Secondary Schools Idris, Noraini; Simin, Ghavifekr; Ismail, Hairul Nizam
Mauve Journal De Leardu Vol. 3 No. 1 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i1.317

Abstract

This study investigates the impact of digital pedagogical transformation on teacher work engagement among secondary school teachers in Selangor, Malaysia. Grounded in the Job Demands–Resources (JD-R) model, the study aims to examine how digital-related job demands and job resources influence teachers’ levels of vigor, dedication, and absorption. A quantitative research design was employed using a cross-sectional survey of 320 teachers, and the data were analyzed using Partial Least Squares Structural Equation Modeling. The findings indicate that digital job resources have a strong positive effect on teacher work engagement, while digital job demands have a significant negative effect. However, the influence of resources is more dominant, suggesting that supportive conditions can mitigate the adverse effects of digital workload and complexity. These results demonstrate that digital transformation operates as a dual mechanism, acting both as an enabler and a constraint depending on contextual factors. The novelty of this study lies in its integrative approach, conceptualizing digital pedagogical transformation as a multidimensional construct within the JD-R framework. The study contributes to theory by extending the application of the JD-R model in digital education contexts and provides practical implications for policymakers to design balanced strategies that enhance teacher support. The findings highlight the importance of prioritizing teacher-centered approaches in achieving sustainable digital transformation in education.
Co-Authors Ismail, Hairul Nizam Saras Krishnan Simin, Ghavifekr