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Öğe The Effect of an Intelligent Tutoring System (ITS) on Student Achievement in Algebraic Expression(2008) CHİEN, Tsai Chen; MD.YUNUS, Aida Suraya; ALİ, Wan Zah Wan; BAKAR, Ab. RahimChien, T. C. , Md.yunus, A. S. , Ali, W. Z. W. & Bakar, A. R. (2007). The Effect of an Intelligent Tutoring System (ITS) on Student Achievement in Algebraic Expression . International Journal of Instruction , 1 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5147/70099Öğe Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia(2013) ISMAİL, Habsah; HASSAN, Aminuddin; MUHAMAD, Mohd. Mokhtar; ALİ, Wan Zah Wan; KONTİNG, Mohd. MajidThis is an investigation of the students’ beliefs about the nature of knowledge or epistemological beliefs, and the relation of these beliefs on their learning approaches. Students chosen as samples of the study were from both public and private higher institutions of learning in Malaysia. The instrument used in the study consists of 49 items measuring students’ epistemological beliefs and 20 items on their learning approaches. Items on epistemological belief were adapted and modified from Schommer’s Epistemological Questionnaire (1990) and Schraw, Bendixen and Dunkle (2000) Epistemic Beliefs Inventory that assesses students' beliefs about simple knowledge, certain knowledge, quick learning, and fixed ability to learn. Items on learning approaches were adapted from Bigg’s forty-two-item Study Process Questionnaire (SPQ), designed for tertiary-level students. The instrument was administered to 1405 students of higher institutions of learning both public and private. Differences in epistemological beliefs among students of these higher institutions, ethnic and between genders were examined.Öğe Instructional Efficiency of the Integration of Graphing Calculators in Teaching and Learning Mathematics(2009) TAJUDDİN, Nor’ain Mohd; TARMİZİ, Rohani Ahmad; KONTİNG, Mohd Majid; ALİ, Wan Zah WanThis quasi-experimental study with non-equivalent control group post-test only design was conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance and their meta-cognitive awareness level. Graphing calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching and learning of Straight Lines topic. The experimental group underwent learning using graphing calculator while the control group underwent learning using conventional instruction. Three instruments were used in this study namely, Straight Lines Achievement Test, Paas Mental Effort Rating Scale and Metacognitive Awareness Survey. The data were analysed using independent t-test and planned comparison test. The findings indicated that the graphing calculators’ instruction enhanced students’ performance and induced higher levels of metacognitive awareness among students. Less mental effort were invested during the learning and test phases and hence increased 3-dimensional instructional efficiency index in learning of Straight Lines topic. Hence it can be implied that integrating the use of graphing calculators in teaching and learning of mathematics was more efficient than the conventional instruction strategy. Even though some students experience difficulties in using graphing calculators initially during learning, they responded overwhelmingly that graphing calculators improves their understanding of the Straight Lines topic. Hence, the usage of the graphing calculator lends as an effective strategy in teaching and learning of mathematics.