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All Journal International Journal of Evaluation and Research in Education (IJERE)
Normala Ismail
Universiti Putra Malaysia
Education

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Personality traits, entrepreneurial self-efficacy, and entrepreneurial intention among vocational students Halimatun Saadiah Juhari; Normala Ismail; Samsilah Roslan; Zeinab Zaremohzzabieh
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23472

Abstract

Entrepreneurship in technical and vocational education is a current and relevant topic. While the role of entrepreneurial self-efficacy (ESE) and personality traits as determinants of entrepreneurial intention (EI) has been extensively studied, the role of ESE and personality traits as determinants of vocational students’ EI is still poorly understood. Thus, this study employed ESE and big five personality traits to explore the determinants of EI among vocational college students. This study’s survey had a sample size of 162 technical vocational education and training (TVET) college students, enrolled in technology in automotive, technology in welding, and technology in refrigeration and air conditioning programs. Data were analyzed using Pearson Correlation and Multiple Linear Regression. The results indicate that apart from neuroticism, openness to experience, conscientiousness, agreeableness, and extraversion were positively associated with EI. The results also confirm that ESE is a predictor of EI. Going forward, the article intends to contribute to a better understanding of ESE and personality traits that influence vocational students’ EI, as well as provide some important insights into the unique aspects of TVETs that empower youth to actively participate in micro-entrepreneurial initiatives. This study encourages academics and policymakers to reconsider the approach used in entrepreneurship education in the vocational setup.
Cooperative learning implementation among elementary Trust School Teacher Program Wan Nur Fuziana Abdol Jani; Fazilah Razali; Normala Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26352

Abstract

Malaysia’s education system is continuously transforming to provide pupils with 21st-century skills. Cooperative learning is viewed as a studentcentered approach that helps pupils develop 21st-century learner characteristics. This study aims to identify the relationship between teachers’ content knowledge, pedagogical knowledge, and technological knowledge with the implementation of cooperative learning. A total of 100 elementary Trust School Program teachers in Selangor were involved in this quantitative study, which comprises a correlational design. Respondents were randomly selected to answer the teachers’ cooperative learning questionnaire (TCLQ) and the content, pedagogical, and technological knowledge questionnaire. The findings obtained indicate that teachers’ content knowledge, pedagogical knowledge, and technological knowledge are at a high level. No significant difference was reported between teachers’ knowledge and implementation of cooperative learning based on years of teaching experience in Trust School Program. The result also revealed a positive and strong relationship between content knowledge and cooperative learning implementation (r=0.551, p=0.000), as well as a positive and strong relationship between pedagogical knowledge and cooperative learning implementation (r=0.603, p=0.000). However, a positive and moderate relationship was reported between teachers’ technological knowledge and cooperative learning implementation (r=0.384, p=0.000). This study can help raise awareness about the elements that educational policymakers and educators need to take into account during cooperative learning.
Co-Authors Fazilah Razali Halimatun Saadiah Juhari Samsilah Roslan Wan Nur Fuziana Abdol Jani Zeinab Zaremohzzabieh