The purpose of this study was to verify the constructs of facilitator skill for a group learning in Design and Technology subjects in secondary schools. The method used descriptive quantitative method. This study covers several tests such as content validity, construct validity, pilot studies and internal reliability test. Sample value that involved in this study was 273. The instrument is based on Heron’s Model (2006) which involves constructs and elements in facilitator skills. The results show that the high mode of facilitation is the hierarchical mode with mean value 4.32. Followed by cooperative (4.14) and autonomous mode (3.96). This is because the facilitator still determines the objectives, learning process, interprets and gives meaning, provide structure and take full responsibility for the decisions making in learning process.

<span>Flood is one of the most common hazards in Malaysia. Flood effects can be local, or very large, affecting the neighborhood or community and entire river basins. This flood develops slowly; sometimes over a period of days while sometimes develop quickly in just few minutes. With the real time flood information, it will allow public safety organizations and other emergency managers to effectively plan their resource deployment within the limited time of alert. Hence, this project aims to design the solar powered flood alert warning system by using solar energy as the power supply. This system will send message using GSM to the residents to notify them about the flood occurred. In this project, three LEDs were used to indicate the height of the water levels which are safe, alert and danger conditions. Each of the height have different water level that indicates the level of safety for each condition. </span>

Students' active participation in-class activities such as group discussion, problem-solving and making decision might be associated with several predictors including previous experiences, knowledge, confidence, and gender. The purpose of this study was identifying the attitudes and motivation level towards student-centred learning approaches, including analysis based on gender. The sample is comprised of 299 engineering students (civil, electrical and mechanical engineering) from one of the higher education institutions in southern of peninsular of Malaysia. The instrument, a set of questionnaire comprised of three parts was used to collect the data; namely, part A demographic information, part B students attitude toward student centred learning, and part C, students motivation toward learning in students centred learning. The data were analysed using frequency, mean score, and standard deviation, as well as t-test. The result indicated a high score on attitude (M=3.95; SD=0.49) and motivation (M=4.16; SD=0.46) level in participating in student-centred learning activities. Also, there is no significant difference between gender for students' attitude and motivation to participate in student-centred learning activities. The implication is that student-centred learning activity implementation can be designed to emphasize on attitude and motivation factors, without considering gender factor to achieve active participation and effective learning.

The development of a country closely relates to how its national education system is enhanced to address current challenges. Despite an increasing interest in improving the quality of academic-oriented education in Malaysia, research on enhancing the learning quality of Technical and Vocational Education (TVET) remains lacking. Surveying the involvement of TVET students in Student-Centered Learning (SCL), this quantitative study identifies the level of students’ learning motivation and some contributing factors to their involvement in SCL activities. The methodology of the study was a quantitative survey design using questionnaires. Respondents were students of Diploma in Electrical Engineering Technology at Institut Kemahiran MARA (IKM) and Kolej Kemahiran Tinggi MARA (KKTM). A total of 296 responses were received and data analysis was performed using descriptive analysis and inferential statistics. In this study, students participated and were highly motivated while working and learning in an SCL environment. There is a strong positive relationship between students’ participation or involvement factors and students’ motivation. It can be concluded that the implementation of SCL among TVET students requires support from parents and classmates. Therefore, the study provides some recommendations on how to improve the quality of TVET graduates by strengthening these involvement and motivational factors. Keywords: learning participation, learning motivation, SCL, Student-centered learning, TVET