The merit score included co-curricular activity at university. The merit score was determined based on the activity involved during their academic session by university students. The study was conducted to determine the influence of the merit score obtained by engaging in campus activities on the academic performance of students and to determine the relationship between academic performance, year, course, and gender. This study of undergraduate students was a cross-sectional study. Stratified random sampling and then accompanied by systematic random sampling were the methods of sampling used. In this study, 174 students participated, with an 85.3 percent response rate. The results of this analysis showed that the merit scores had an overall weak academic performance correlation. However, it is also found that according to the year of study, the merit scores were not statistically significant and that gender and courses was a significant predictor of the merit score. The merit score associated with gender was shown to be the result. Compared to female students, male students are more involved and this can impact their academic performance. In balancing life between co-curricular activities that are required for the creation of generic skills and academic achievement, students should be very thoughtful.

The use of technology integration is the way of innovation in today's world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students' desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

Blended learning resulted in improving learning and student satisfaction. A cross-sectional study was done to determine the perception and attitude of undergraduates among gender, years of study and departments. There are three domain that has been considered which is perception, the concepts of blended learning and the negative impression are explored in this study. A total of 126 students from Year 1 and Year 2 were recruited as respondents from two departments in the university in Kuala Lumpur. Students had high preferences to perception and concepts of blended learning. In terms of perception, there was a significant difference in the departments to blended learning among biomedical and nutrition students. There was a significant difference for domain negative expression and concept of blended learning between department according to the result of multivariate test.

ABSTRAK Proses peningkatan kualiti di setiap jabatan kerajaan akan dapat berjalan lancar dan berterusan dengan sokongan sistem pengukuran prestasi kualiti yang baik. Pengukuran prestasi merupakan satu kaedah penting yang menyokong keberkesanan program, membantu dalam penghasilan keputusan dan meningkatkan keberkesanan dalam komunikasi. Terdapat pelbagai faktor diambil kira dalam sistem pengukuran prestasi (SPP) sedia ada. Walau bagaimanapun, faktor sedia ada hanya bersifat kontekstual yang sesuai untuk keperluan persekitaran atau organisasi tertentu sahaja. Keadaan ini menyebabkan pembangun SPP tidak mempunyai satu model rujukan umum yang boleh dijadikan panduan untuk membangunkan SPP. Justeru satu model generik yang memenuhi keperluan ini perlu dibangunkan. Dengan menggunakan kaedah penyegitigaan berlelar yang bersandar kepada kajian kes yang diperoleh dari kajian kesusasteraan, faktor yang dikenalpasti kemudiannya dikelaskan berdasar kepada model nilai cipta-sama DART (Dialog, Akses, Risiko dan Telus). Model DART dipilih kerana ia merupakan satu model yang telah terbukti berkesan dalam menerap konsep nilai cipta sama yang merupakan satu konsep penting dalam pembangunan sistem. Model nilai cipta sama bagi SPP yang dihasilkan ini berjaya mengumpul faktor penting yang perlu diambil kira dalam pembangunan SPP.

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