Volume 03 - Issue 02
Investigating Predictive Role of Critical Thinking on Metacognition with Structural Equation ModelingSerhat Arslan
The purpose of this study is to examine the relationships between critical thinking and metacognition. The sample of study consists of 390 university students who were enrolled in different programs at Sakarya University, in Turkey. In this study, the Critical Thinking Disposition Scale and Metacognitive Thinking Scale were used. The relationships between critical thinking and metacognition were examined using correlation analysis and the hypothesized model was tested through structural equation modeling. In correlation analysis, critical thinking and metacognition were found positively correlated. The model demonstrated fit (χ2= 1014.86,df=551, p=.00, RMSEA=.038, GFI=.99, AGFI=.99, CFI=.99, NFI=.99, IFI=.99, RFI=.99, SRMR=.008). According to results metacognition was predicted positively by critical thinking. Results were discussed in the light of literatureView it in PDF
This paper aims at exploring the benefits of including graphic novels as a wholesome supplement in Malaysian schools. Research has indicated that the mono‐modality of traditional linear texts may impede comprehension. The emphasis on multi‐literacies clearly scaffold the need to employ multimodality in the classrooms; hence the suggestion of introducing graphic novels. Once placed at the bottom of the literary heap and viewed as a light reading material, this medium has been enjoying much popularity especially in the West. Graphic novels are able to stimulate reluctant readers’ interests besides being a challenge to students familiar with traditional literature. As part of an on‐going research which investigates how verbal and textual elements are represented in graphic novels, this paper discusses the advantages of including graphic novels especially in Malaysian schools. With the advent of multimodality through various platforms, graphic novels are interesting as an alternative mainstream multimodal medium. As an innovative and creative pedagogic supplement, graphic novels offer a multitude of learning and teaching experiencesView it in PDF
This study reports the effectiveness of self- and group-assessment in improving students’ learning experience. Students in a group of four were required to submit two self-assessments, one after the first submission and the other during the final submission of the assignment. An anonymous assignment was then given to each group for a group-based assessment. Students were asked to respond to the comments given in the group-assessment and were given chance to revise their assignment before the final submission. The results show that both self-and group-assessments were perceived as enabling students to become more critical, work in a more structure way and think more deeply. Group-assessment was especially highly regarded, as students felt they learned more from the given feedback and became analytical after the group-assessment. Although most of the students felt that both the self- and group-assessments were time consuming, they would love to have group-assessment in their future assignment.View it in PDF
Early literacy skills are crucial in a child’s learning process and awareness should be raised in order to ensure the quality of early literacy assessments. In this paper, the writers discuss the quality of early literacy assessment in Malaysia, LINUS 2.0 by looking at its validity and reliability. An established early literacy programme is used to be compared with LINUS 2.0 in order to opt for the strengths to be implied into LINUS 2.0. By using all these information, a suggestion of improving LINUS 2.0 is given, which is by integrating the programme assessment with the Common European Framework of Reference (CEFR) for assessing English language literacy. It was concluded that more studies and researches should be done on the field of early literacy assessment in Malaysia so that more suggestions and ideas could be gathered in order to refine the quality in assessing early literacy skills.View it in PDF
The study explored the awareness of morphemic knowledge among young adult learners in the ESL context. Morphological Relatedness Test and Morphological Structure Test (adapted from Curinga, 2014) were two important tools used to assess the students’ morphemic knowledge in this study. The tests measured the students’ ability to reflect and manipulate morphologically complex derived words in English. Paired sample t‐test was utilized to report the results of this quantitative study. The results demonstrated that young adult learners have modest ability in both tasks i.e. to reflect and manipulate morphologically complex derived words. In fact, students’ performance was poorer in manipulation task compared to the reflective task. The study suggests that explicit instruction on morphology units can be introduced as a strategy to develop morphemic knowledge among Malaysian young adult learners. The study further proposes that young adult learners can expand their vocabulary by analyzing the meaningful parts within words through morphological knowledge.View it in PDF
The Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences.
In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.
Professor Dr. Saedah Siraj
Editor in chief
Message from the editor
The Malaysian Online Journal of Educational Sciences (MOJES) seeks to serve as an academic platform to researchers from the vast domains of Educational Sciences. The journal is published electronically four times a year.
This journal welcomes original and qualified researches on all aspects of Educational Sciences. Topics may include, but not limited to: pedagogy and educational sciences, adult education, education and curriculum, educational psychology, special education, sociology of education, Social Science Education, Art Education, Language Education, educational management, teacher education, distance education, interdisciplinary approaches, and scientific events.
Being the editor of this journal, it is a great pleasure to see the success of the journal. On behalf of the editorial team of the Malaysian Online Journal of Educational Science (MOJES), we would like to thank to all the authors and editors for their contribution to the development of this journal.
Dr. Zaharah Hussin & Dr. Onur İŞBULAN