MOJES: Malaysian Online Journal of Educational Sciences

ENHANCING MICROBIOTA-RELATED GUT HEALTH AWARENESS ACROSS AGE GROUPS: OUTCOMES OF INTERACTIVE EDUCATIONAL ACTIVITIES AT A SCIENCE FAIR

2024-12-24T15:46:17+08:00

The human gastrointestinal tract is host to a complex community of microorganisms called gut microbiota that is crucial for maintaining health through various metabolic, immunological and protective functions. Despite their significance, public awareness of gut microbiota remains limited among children and adults. This study aimed to assess and enhance public awareness through an interactive educational session conducted during a science fair in Kuala Lumpur, Malaysia. The session was facilitated by undergraduate and postgraduate students from a medical faculty, whereby 324 participants aged five to 64 engaged in interactive activities that included informational posters and quizzes. Participants' prior knowledge and post-session outcomes including their willingness to incorporate fruits and vegetables into their daily diet to promote healthy gut microbiota were evaluated using a questionnaire. Results from the evaluation of the questionnaire found that 77.9% of the participants acknowledged increased awareness, indicating that exposure to the activities brought about a significant rise in gut microbiota awareness. Additionally, 85.3% indicated a willingness to increase their intake of fruits and vegetables in their daily meals, while 60.5% showed readiness to bring fruit for breaks at school or work. Continued efforts involving university students in community engagement programs enhance their understanding of local needs, while the involvement of academicians integrates recent research findings into the public's awareness, ensuring the sharing of scientific knowledge.

ENHANCING COLLEGE STUDENTS’ ENGLISH WRITING SKILLS USING POWER-S & F APPROACH

2024-12-24T15:51:33+08:00

This study investigates the impact of the POWER-S & F journal template intervention on the writing performance of English majors through a pre-test and post-test assessment. The intervention aimed to enhance students' writing skills in content, organization, grammar, vocabulary, and mechanics. The study used a collaborative action research design involving 15 sophomore students as respondents. Quantitative analysis, including paired samples t-test and Wilcoxon W test, revealed a statistically significant improvement (p = 0.0290*) in post-test scores compared to pre-test scores. The shift from "Proficient" to "Exemplary" descriptors in various writing aspects supported the intervention's effectiveness. Focused Group Discussions (FGDs) provided insights into participants' experiences and challenges with journaling, highlighting the dual nature of the process. Recommendations include providing more time and flexibility in the intervention to optimize its benefits. The findings suggest that the POWER-S & F approach positively influenced students' writing abilities, emphasizing the need for tailored support and adjustments to enhance the journaling process further.

8TH GRADE STUDENTS' LEVEL OF KNOWLEDGE ABOUT BIODIVERSITY AND ITS CORRELATION WITH DIFFERENT VARIABLES

2024-12-24T15:58:38+08:00

Nearly 14 million species are estimated to exist on Earth, of which 1.8 million have been identified, and new species are being added to the world of science every day. Therefore, scientists are aware that there are still unidentified species living globally. Biodiversity is a wide concept encompassing all living things in our living space. This study aims to determine the level of knowledge of 8th-grade students about biodiversity and some variables that may impact it. The study’s sample consisted of 286 students studying in the 8th grade of all secondary schools in Oltu district of Erzurum province in the 2022-2023 academic year. The survey model was used in the study. For the data collection tool, the “Biodiversity Achievement Test” and “Plant and Animal Recognition Questionnaire” were used for the students to recognize the plants and animals in their immediate surroundings. The data were analyzed through the SPSS program. As a result of the data analysis, it was concluded that girls were more successful in biodiversity. The rate of students' recognition of plants in their immediate environment (39.44%) was lower than the rate of recognition of animals (64.07%).

DIFFICULTIES IN LEARNING MATHEMATICS AMONG ASD STUDENTS: PERSPECTIVES FROM TEACHERS AND PARENTS

2024-12-24T16:01:36+08:00

Mathematics learning presents significant challenges for individuals with autism spectrum disorder (ASD). This study delves into the difficulties faced by ASD students in a private school in learning mathematics, according to the perspectives of teachers and parents. A qualitative study was conducted using semi-structured interviews with three special needs teachers specializing in autism and two parents of ASD students and verified from observations of six ASD students classified as level 1 severity according to DSM-IV in their mathematics classes. The difficulties identified among ASD students include difficulty processing information and working memory, need for individualized instruction, short attention span, difficulty understanding mathematical concepts and inability to express symbols. Recommendations include integrating creative art and technology to support drill and practice, mastery learning, blended learning, individualized educational programs, and visual aids. Further research is needed to develop mobile applications for mathematics that integrate creative arts.

INFORMATION COMMUNICATION TECHNOLOGY COMPETENCIES FOR LEARNING: PRESERVICE SCIENCE TEACHERS’ PERCEPTIONS AT NNAMDI AZIKIWE UNIVERSITY, AWKA

2024-12-24T16:07:41+08:00

Integrating Information and Communication Technology (ICT) into the learning process is becoming increasingly crucial due to its potential to personalize and enhance learning engagement and experiences. This study investigated preservice science teachers' (PST) perceptions of ICT competencies for learning at Nnamdi Azikiwe University, Awka. Three research questions and two hypotheses guided the study. A descriptive survey approach was used in the study with a population of 1,328 and a sample of 281 PSTs, respectively. The data for this study were collected electronically using an online-based ICT Competencies Questionnaire (Google form) adapted from de Guadalupe Arras-Vota and Muñoz-Repiso (2011). Using Cronbach's alpha reliability technique, the questionnaire demonstrated an overall high-reliability coefficient of 0.90, with subscale reliability coefficients of 0.74, 0.76, and 0.89 for basic, application, and ethical competencies, respectively. The study’s questions were addressed using weighted average mean and standard deviation, and the hypotheses were tested at a 0.05 significant level using one-way ANOVA. The study's findings showed a mixed picture of ICT competencies perceptions among the investigated PSTs. Additionally, the findings revealed no gender disparities in PSTs' perceptions of ICT competencies for learning. However, significant differences emerged across academic levels, with third and fourth-year PSTs exhibiting significantly higher perceptions of basic and application ICT competencies than first-year PSTs. Based on the findings, it was recommended that the Faculty of Education at Nnamdi Azikiwe University, Awka, should integrate structured ethical ICT training into the curriculum.