This study was conducted to characterise the teaching practices in a teacher education institution so as to inform us the existing practices which could then be compared with the aspired practices, uncovering the pedagogical shortfall. This study employed a form of implementation study using classroom observation. A total of 20 lessons drawn from Early Childhood Education, Mathematics, Science, Secondary School TESL (Teaching of English as a Second Language), History, Physical and Health Education, and Moral Education taught by lecturers in one Teacher Education Institution were observed over a one-semester period. A psychometrically-supported Observation Checklist comprising 50 items or indicators that spread across six principles was utilised in the observation whereby observers checked in terms of presence or absence of each indicator during the classroom observations. This study provides the characterisation of evidenced-based practices, uncovering the pedagogical gap which could be subsequently addressed by various means such as the providence of continuous in-service courses. Empowering lecturers pedagogically will produce quality teachers which in turn, produce quality students.

The purpose of this study is to develop and evaluate Multi-frames Video Recorded Experiments (MFVREs) as self-learning materials for Electricity topic of the Malaysian Form Five Physics curriculum. The development of MFVREs consisted of eight steps; selecting topic, selecting related experiments, preparing apparatus and materials for experiments, testing experiments, setting up recording apparatus, recording experiments, editing MFVREs and testing MFVREs. The MFVREs comprised of four subtopics; electric field and charge flow, relationship between current and potential difference, series and parallel circuits and electromotive force and internal resistance. The compatibilities of MFVREs as self-learning materials were evaluated from their effectiveness’s towards students’ achievement and students’ perceptions towards MFVREs. The samples of this study consisted of 40 Form Five students of a secondary school in Slim River and they were equally and randomly divided into the experiment and control groups. The experiment group used MFVREs as self-learning materials together with a printed module while the control group used only the printed module. The findings showed that there was a significant difference in achievements between control and experiment groups and students of experiment group showed positive perceptions towards the design and content of MFVREs. Therefore, MFVREs are effective as self-learning materials to improve students’ achievements in learning Physics.

This research is intended to evaluate the use of the infusing thinking skills technique in teaching Form Four Physics in the topic of heat through the students’ achievements in the Critical Heat Test. The research involves the types of thinking skills, which are the parts-whole relationships, comparing and contrasting, and conceptualization. Teachers need to choose the most suitable type of thinking skills for the topic that will be taught in order to attain the learning outcome required. Additionally the infusing thinking skills technique, along with thinking skills, also contain the training of mind of habits in the behavior of students and metacognition whereby students will reflect on the thinking skills process during the teaching and learning activity. The use of thinking maps according to the type of thinking as mentioned, can help students think in step by step sequence. The methodology of the study is quasi-experimental and shows the disproportionate test design of the pre- and post-test groups. Research samples are purposive sampling, containing 30 people for each treatment group and control group. Two schools in Kinta Utara were involved in this study. Results show that there are significant differences in test-t, that is the score increment (critical heat posttest score-pretest score) of the treatment group as compared to the control group. It is found that the infusing thinking skills technique is suitable to enhance thinking skills and the students understanding of the heat topic. This technique is an alternative for teachers to apply various types of thinking skills required in Physics to train thinking skills to the students. Through conceptualization skills, students will be able to find Physics concepts from what they already know and from their daily experiences by using conceptual maps.

Institution of higher learning in Malaysia has implemented an Outcome-Based Education (OBE) since 2007. Among the crucial components of OBE were the Program Education Objectives (PEOs) and Program Learning Outcomes (PLOs). The development of PEOs has to take into consideration the involvement of stakeholders, in order to address their needs and requirements and also must in line with the institutional vision and mission. PLOs, on the other hand, has to be aligned with PEOs to attain OBE. The study withal strive the relationship between PLOs and PEOs in OBE by using Partial Least Squares-Structural Equation Model (PLS-SEM) approach as the sample size was too small to utilize Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). A simple random sampling was used to select 90 teachers throughout Malaysia. The selected teachers were a graduate of Sultan Idris Education University's (UPSI) Mathematics Education Degree (BEd Maths). From the analysis, it revealed that all the relationships in the developed model were significant at p<0.001. The results indicated that the developed model was strengthened by empirical analysis and in parallel with the preceding findings and theoretical framework. Apart of PEOs and PLOs path model, the study also successfully validated all the indicator variables depicted in PEOs and PLOs measurement model. This study had successfully developed and evaluated PEOs and PLOs relationship in OBE by means of structural equation model through PLS-SEM approach. In conclusions, the relationship between PEOs and PLOs can not only be expressed qualitatively, but also be modeled in the structural equation.