MOJES: Malaysian Online Journal of Educational Sciences
https://mojes.um.edu.my/index.php/MOJES
<p>The<strong> Malaysian </strong><strong>Online Journal of Educational Sciences (MOJES)</strong><em><strong> </strong></em>(eissn: 2289-3024) is double-blind peer reviewed, international academic journal published by the Faculty of Education, University of Malaya, Kuala Lumpur. MOJES serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational science. This journal is published electronically four times a year. After the preliminary review by our Editorial Board, suitable research-based manuscripts will be sent out to undergo the normal peer-reviewing process which will normally last for 3 to 6 months, depending on the availability of referees and their willingness to review the article. MOJES has its own online journal system and supports open access. The electronic full text version of the journal is available free of charge.</p>Faculty of Education, University of Malayaen-USMOJES: Malaysian Online Journal of Educational Sciences2289-3024INVESTIGATING THE STUDENTS’ UNDERSTANDING OF CURVE PROPERTY-RELATED DERIVATIVE PROBLEMS USING A TEACHING EXPERIMENT
https://mojes.um.edu.my/index.php/MOJES/article/view/63139
<p>Traditional methods of teaching differentiation calculus usually involve lectures. Nevertheless, this process impedes students’ thorough comprehension of concepts and their practical application by promoting dependence on memorisation and procedural learning. Numerous studies have also denoted that teaching experiments and technology can enhance mathematics learning concerning differentiation topics. Therefore, this study proposed a teaching experiment to examine the pre-university students’ understanding of curve property-related derivative problems. The proposed strategy grounded in mathematics-related education presented two primary outcomes: (a) data regarding student understanding and (b) adoption of student-centred instruction. This strategy also involved the Action, Process, Object, and Schema (APOS) theory in assessing the interview and worksheet-based data. Consequently, the students held two misconceptions about positive derivative functions: (a) the positive derivative functions were erroneously correlated with an increasing interval on the derivative function, and (b) misinterpretation of negative value derivative functions as decreasing intervals on the derivative functions. These students also encountered difficulties in aligning cubic graphs with their corresponding derivatives. The instructional practices for the subsequent cycle were then improved based on the results of this analysis. Overall, improved mathematical understanding and practical instructional strategies could be realised by employing teaching experiments as an effective strategy to address these issues.</p>Tiew Mee ChienKwan Eu LeongKah Heng ChuaEsther Rachel Anak Beruin
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2025-07-222025-07-22133115EXPLORING SECONDARY SCHOOL STUDENTS’ COGNITIVE STRUCTURES OF ENVIRONMENTAL POLLUTION AND THE FOOD CHAIN: AN ECOLOGICAL AND EDUCATIONAL PERSPECTIVE
https://mojes.um.edu.my/index.php/MOJES/article/view/63140
<p>Environmental components, including soil, water, air, and biodiversity, are vital for maintaining the balance of the ecosystem. However, environmental pollution is one of the most significant threats to these balances. With environmental pollution, the balance of ecosystems is disrupted, and the food chain is negatively affected. The food chain, which establishes equilibrium among plants, animals, and microorganisms, is of critical importance for the consumption of healthy food by humans. Understanding these relationships is crucial for grasping the cause-and-effect relationships underlying environmental issues. Consequently, the concepts of environmental pollution and the food chain are interconnected, and comprehending this relationship through education is necessary to cultivate more environmentally conscious generations. This study aims to determine the conceptual knowledge levels of 8th-grade students regarding the concepts of environmental pollution and food chain, as well as to reveal the conceptual schemas present in their cognitive structures. During the 2022-2023 academic year, the study was conducted with 286 eighth-grade students enrolled in schools within a district located in the eastern region of Türkiye. The research was conducted as a qualitative study using a survey model. The Word Association Test (WAT) was employed as the data collection instrument. The findings indicate that students established connections between "Environmental Pollution" and "Food Chain" but failed to fully grasp the relationships among these concepts and their interrelated effects. The results suggest that the cognitive relationships between environmental pollution and the food chain need to be emphasized more explicitly.</p>Zeynep YüceGamze Bulut
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2025-07-222025-07-221331637RELATIVE EFFECTIVENESS OF GOOGLE CLASSROOM AND WHATSAPP INSTRUCTIONS ON STUDENTS’ ENGAGEMENT IN BASIC BIOLOGY IN UNIVERSITIES IN SOUTH-EAST, NIGERIA
https://mojes.um.edu.my/index.php/MOJES/article/view/63142
<p>The relative effectiveness of Google Classroom (GC) and WhatsApp (WSP) instructions on students’ engagement in basic Biology in universities in South-East, Nigeria was examined. Two research questions and three null hypotheses were posed. A quasi-experimental, specifically nonrandomized, pretest-posttest comparison design was employed. The population comprised 252 first-year Biology education students admitted for the 2023/2024 academic session in federal universities in South-East, while the sample comprised 118 (36 male and 82 female) students purposively sampled from two universities. An adapted questionnaire titled Biology Education Student Academic Engagement Questionnaire (BESAEQ) was used. BESAEQ was duly validated by three professionals, trial tested and yielded internal consistency of 0.87, using tau-equivalent reliability. Research questions were answered using mean and standard deviation, while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 level of significance. Results showed that undergraduates trained via GC instruction had an improved average engagement score compared to those trained with WSP instruction. Male undergraduates showed improved engagement compared to females, and gender was found to influence students’ academic engagement significantly. Furthermore, no interaction effect was found between gender and methods of instruction on undergraduates’ average engagement. Thus, it was recommended that lecturers should adopt a structured teaching platform like GC for effective instruction delivery in their classroom, with its collaborative and peer-driven interactions feature to enhance student engagement.</p>Geoffrey UkalaNwanneka Josephine Okoli
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2025-07-222025-07-221333849COMPARISON OF STUDENT ACHIEVEMENT THROUGH CIRCUMFERENCE BOARD GAMIFICATION BETWEEN SCHOOLS IN PUTRAJAYA
https://mojes.um.edu.my/index.php/MOJES/article/view/63143
<p>This study aims to evaluate the impact of Circumference Board gamification on the achievement of second-form students in the topic of circles at two schools in Putrajaya, Malaysia. The study involved 60 students, with 30 students from each school (15 male and 15 female) selected using random stratified sampling. A quasi-experimental design was employed, utilizing a quantitative approach with pre- and post-test instruments to measure students' academic performance. Data analysis included a dependent t-test to assess changes in student achievement and an independent t-test to examine potential gender differences in achievement. The findings reveal a significant improvement in student performance after engaging with Circumference Board gamification, with a p-value of <0.05 indicating no significant gender differences in achievement, thereby supporting the null hypothesis (Ho2). This study concludes that Circumference Board gamification enhances students' understanding of circles and impacts their achievement positively, regardless of gender. Future research could broaden the sample to enhance the generalizability of the results and incorporate additional demographic variables for deeper insights. Additionally, integrating international perspectives on gamification in education could strengthen the theoretical foundation of the study.</p>Muhammad Zulfadhli ZulkeflyFauzi Mohamed Yusof
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2025-07-222025-07-221335060