FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Abstract

The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.

Determinants of Teachers’ Continuance Intention to Adopt Virtual Learning Environment within Malaysian Schools

“…Previous studies found that inadequate number of computers, slow access to Frog VLE applications and Internet access problems were among the infrastructure problems faced by the Malaysian school institutions [39]. This finding is also consistent with another studies by Cheok and Wong [40] which also found that nearly all teachers complained the poor Internet connection and facilities as the greatest barrier in implementing e-learning.…”

Teaching in the Time of Covid-19: The Challenges Faced By Teachers in Initiating Online Class Sessions

“…Moreover, it is worth noting that the scenario of substituting face-to-face education entirely with online education as a pedagogical strategy to ensure education continuation has never happened in Malaysia before. Therefore, the previous researches in online learning mostly focused on blended learning (Ramli & Saleh, 2019;Awang et al, 2018;Cheok, Wong, Ayub, & Mahmud, 2017;Hashim, Nasri, & Mustafa, 2016). Thus, this paper represents a novel research that focuses on challenges faced by teachers in preparing for full time online T&L during the school closure in conjunction with MCO.…”

“…Quality technology infrastructure should be prioritized as recommended by UNESCO and OECD to ensure education continuation using the online learning platforms (UNESCO, 2020; Reimers & Schleicher, 2020). However, this issue has not been resolved satisfactorily since the utilisation of VLE-Frog for learning management system (Ramli & Saleh, 2019;Awang et al, 2018). Zhang et al, (2020); and Akbulut et al (2020) reported the access to technology as the most prevalent challenge that arose in their respective study.…”

“…The effort made to provide teaching support during the crisis is in accordance with what has been suggested by the United Nation, UNESCO, and OECD (United Nations, 2020; UNESCO, 2020; Reimers & Schleicher, 2020). As reviewed by Zhang et al (2020), knowledge and technological skills supplement the competencies needed in online teaching; nonetheless, many teachers find it challenging to integrate suitable pedagogies in their online clases.Teaching in a virtual environment is not as easy as it seems as it involves a great deal of preparation such as developing and delivering the content, executing the lesson, tracking and reporting students' progress, and integrating other softwares into one learning platform (Ramli & Saleh, 2019;Watson & Watson, 2007;Alias & Zainuddin, 2005). The pedagogical practices of teachers, as in how they incorporate technology in their teaching, vary depending on individual preferences, different natures of subjects, as well as unique school settings (Szeto & Cheng, 2017).…”

The Implementation of Team Cooperative Learning Model on Teaching the Procedure Text Materials at Class X Sman 1 Palembang

“…The instructor is in charge of conducting effective instruction and standing in for parents at school. (Ramli and Saleh, 2019) Teachers must exhibit positive qualities and attitudes for their pupils to Learning is essentially an activity that includes a teacher and students in a setting designed to change behavior for the better. Learning can also be seen as an attempt made by teachers to support their charges in learning in accordance with their needs, abilities, and interests.…”