Rahimullah, Bibi Norasiqin Sheikh, Mansor, Wahidah, Latip, Mohd Fuad, Mohamad, Hasmaini, and Abdullah, Syahrul Afzal Che
Asian Journal of University Education, v16 n3 p303-309 Oct 2020. 7 pp.
Educational Objectives, Institutional Mission, Engineering Education, Alumni, Graduate Surveys, Undergraduate Study, College Outcomes Assessment, Outcome Based Education, Performance, Achievement, Professional Development, Foreign Countries, and Malaysia
Programme Educational Objectives (PEOs) are specific goals that are aligned with the vision and mission of an institution of higher learning. The PEOs describe the expected achievements of the graduates in their career and professional accomplishment after graduation. At Faculty of Electrical Engineering, Universiti Teknologi MARA, Shah Alam, the PEOs of undergraduate programmes are particularly designed to ensure that the graduates are well-equipped with a broad foundation of theoretical and practical knowledge in various electrical engineering areas of interest and to prepare them for the rapidly changing engineering technology. These PEOs are carefully aligned with the vision and mission of the university and faculty and should be achieved by the graduates 3 to 4 years after graduating. These PEOs must be assessed and evaluated to determine the PEOs' attainment of the programme. Therefore, assessment and evaluation activities must be available to plan and organize the process of obtaining the PEOs' attainment. Surveys on graduate attributes need to be conducted to gain feedbacks from stakeholders 3 to 4 years after graduation. In this study, anonymous online questionnaire survey was created to obtain the feedbacks from the alumni. These feedbacks are then analysed to assess the PEOs' attainment. In order to evaluate the performance of the PEOs, performance indicators are developed and used in the evaluation. Outcomes from this study are used to determine the achievement of PEOs and to propose the improvement as part of continuous quality improvement (CQI). [Note: The publication month (December) shown on the PDF is incorrect. The correct month of publication is October.]
Anatolian Journal of Education, v5 n2 p131-142 Oct 2020. 12 pp.
Foreign Countries, Student Attitudes, Mathematics Instruction, Performance, Mathematics Achievement, Elementary School Students, Gender Differences, Educational Technology, Technology Uses in Education, Telecommunications, Handheld Devices, Elementary School Mathematics, Computer Oriented Programs, and Nigeria (Lagos)
The problems of pupils' understanding, performance and attitude towards mathematics cannot be overlooked. This study investigated the basic school pupils' attitude towards the use of BridgeIT mobile application for learning mathematics in Lagos State, Nigeria. The study was a descriptive research of a survey method. A simple random sampling technique was used to select 1,310 from 13,100 pupils from the 131 schools using BridgeIT in Lagos State. The researchers designed questionnaire, validated by two mathematics teachers from BridgeIT schools, three mathematics educators and one educational technology was used for collecting data. The questionnaire reliability index was 0.76 obtained with the use of Guttmann Split half procedure. The two research questions raised were answered using percentages while the hypothesis generated was tested using Mann-Whitney U test at 0.05 level of significance. Findings of the study showed that the pupils' attitude towards the use of BridgeIT mobile application for learning was positive with 89%. Also, no significant difference in the attitude of pupils based on gender. Based on the findings, it was recommended that the use of BridgeIT mobile application for learning should be extended to other states and possibly to other nations.
International Journal of Education & the Arts, v21 n22 Aug 2020. 24 pp.
Performance, Ethnography, Participant Observation, Theater Arts, Researchers, Leadership Training, Foreign Countries, Faculty Development, Women Faculty, Teacher Workshops, College Faculty, Program Descriptions, Audiences, Australia, and New Zealand
Performance ethnography is a form of performed research that creates a theatrical representation of ethnographic inquiry. Walford (2009) proposes that frequently performance ethnographers neglect traditional ethnographic practices such as participant observation and substantial time in the field. This paper draws on research which investigated the practices of a performance ethnographer who adopted a sustained ethnographic orientation throughout the interconnecting phases of fieldwork, analysis, interpretation and representation (Wolcott, 1995). The paper considers how these practices influenced, shaped and enhanced the researcher's theatre making practices. The research revealed that the embodied and tacit knowledge generated through a performative approach to ethnographic inquiry lends itself to a layered and rich style of theatre making that involves more than a transference of verbatim text into a script. This paper documents the performance ethnographer's commitment to sustained ethnographic processes as she synthesizes detailed and complex insights into an action-based, artistic theatrical representation.