Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Quah, Wei Boon
Unknown Affiliation
Humanities Education Library & Information Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Predicting students’ intentions for post-COVID-19 face-to-face classes Quah, Wei Boon; Gopal, Krishnavehni
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29737

Abstract

The COVID-19 pandemic led to community college closures, with reopening being considered as a potential strategy to enhance learning outcomes. However, existing literature lacks insights into the factors that determine students’ intention to attend limited face-to-face classes. To address this gap, a study was conducted to explore the intentions of 122 English students at a Malaysian community college regarding attendance in such classes post-reopening, using the theory of planned behavior as a framework. Results indicated a moderate level of intention to attend. Perceived behavioral control (PBC) and subjective norm positively predicted students’ intentions, while attitude did not significantly contribute. These findings highlight the critical role of PBC and subjective norms in shaping students’ intentions. As many community colleges prepare for phased reopening, understanding students’ diverse perspectives is crucial for informed decision-making regarding in-person instruction. Institutions must consider these factors to gain nuanced insights into students’ inclinations towards face-to-face classes, thereby facilitating effective planning amidst ongoing uncertainties.
Exploring the development of front office instructional module from the experts’ opinions Quah, Wei Boon; Sulaiman, Tajularipin; Razali, Fazilah
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30124

Abstract

In the world of hospitality, the front office plays a crucial role as it is the first point of contact for guests entering a hotel. This makes front office operation (FOO) a vital subject in hospitality education programs, especially at community colleges. While there is a growing body of research on FOO, there's a lack of instructional modules designed specifically for community college students. To address this gap, a study was conducted to understand the need for developing a FOO module based on expert opinions. Using the analyze, design, develop, implement, and evaluate (ADDIE) framework, data from three experts were analyzed. Educators cited issues such as limited practice time, communication skill hesitancy, and struggles with term comprehension and pronunciation. Meanwhile, students encountered obstacles like inadequate practical equipment, unsupportive learning environments, and overwhelming syllabi. Nonetheless, educators acknowledged the potential of a FOO instructional module to enhance student learning experiences. This study emphasizes the significance of crafting a tailored module for community college students, paving the way for advancements in hospitality education.
Resilience of novice teachers: a recent systematic literature review (2023-2024) Jin, Beranda Yii Ping; Md Zalli, Mohd Muslim; Jamil, Mohd Ridhuan Mohd; Quah, Wei Boon
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22651

Abstract

The beginning of a teaching career is filled with obstacles, requiring new educators to demonstrate significant resilience. This systematic literature review (SLR) investigates the resilience of novice teachers, addressing the challenges they face and the strategies they employ to overcome these obstacles. The primary problem addressed is the need for a comprehensive overview of how various factors and interventions influence the development of resilience in novice teachers. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, the study systematically analyzed 22 articles published between 2023 and 2024 from Scopus and ERIC databases. The analysis identified three key themes: i) teacher resilience and coping strategies, ii) resilience during crises and pandemics, and iii) teacher resilience in international and cross-cultural contexts. Findings highlight the importance of effective mentorship, professional development, and self-reflective practices in enhancing novice teachers’ coping abilities. Adaptability and innovation are crucial during crises, underscoring the importance of support systems. Additionally, cultural competence and strong support networks are essential for teachers in diverse environments, aiding them in navigating unique challenges and leveraging opportunities. These insights emphasize the need for targeted interventions to strengthen teacher resilience, especially in the face of global challenges. These interventions will ultimately contribute to more effective teaching and improved educational outcomes.
Co-Authors Gopal, Krishnavehni Jamil, Mohd Ridhuan Mohd Jin, Beranda Yii Ping Md Zalli, Mohd Muslim Razali, Fazilah Sulaiman, Tajularipin