The adoption of technology in entrepreneurship makes technical graduates easier to involve in business. The uses of technology in entrepreneurship involve the using of digital platform such as WhatsApp, Facebook and Instagram in online business. However, the number of student involve in business after graduates is low because their perception towards entrepreneurship field. The students from entrepreneurship also don’t involve in entrepreneurship even though they have knowledge and skill to become an entrepreneur. Hence, this study is to identify the perception of attitudes and motivation of students towards digital entrepreneurship, as well how these differs in gender and academics’ background. This quantitative study consisted sample of 331 final year students from various faculties in the Technical Malaysian University. Questionnaires were distributed via online. The study’s findings revealed that study found that the perception of attitude and motivation towards digital entrepreneurship among students is high. It also found that the perception of attitudes and motivation of female students higher than male. In conclusion, the perception of attitudes and motivation towards digital entrepreneurship among students is important to help student become unemployed after graduate. The study’s finding led to important implementation implication for entrepreneurship activities in digital based on the students’ demography.

Various methods and approaches have been used to support English learning. However, there is still a lack of information on how the grammar competence of vocational students can be improved in the Malaysian context. This study aims to build the Omygram learning chart and identify its effects on the achievement level of the students in Program Vokasional Menengah Atas (PVMA), or the upper-secondary vocational programme, on their English grammar competence. The study involved two secondary schools in Johor, Malaysia, employing a quasi-experimental design. A descriptive analysis from SPSS showed the increment in the mean score for the post-test of the treatment group of 5.58, higher than the control group (0.33) after the intervention was applied. The results of t-test showed no significant difference in achievement between pre-test and post-test for the control group [p = 0.504, (p 0.05)]. On the other hand, the result of the t-test for the treatment group showed a significant difference in achievement between the pre-test and post-test [p = 0.000, (p0.05)]. Students’ motivation after using the Omygram learning chart was also high. In conclusion, the development of the Omygram learning chart is proven to effectively increase students’ achievement in English. This confirms that developing learning aids improves students’ grammar competence and motivates them to learn the language better.  As a result, the goal of producing a skilled workforce in TVET (Technical Education and Vocational Training) and possessing soft skills will be more achievable.

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