Validation of Teaching and Learning Guiding Principles Instrument for Malaysian Higher Learning Institutions

Rahman, Nurul Huda Abd; Masuwai, Azwani; Tajudin, Nor’ain Mohd; Tek, Ong Eng; Adnan, Mazlini

doi:10.32890/mjli2016.13.2.5

Cited by 5 publications

(2 citation statements)

References 20 publications

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“…Therefore, it was agreed that by incorporating a collaborative learning environment, the lecturers could encourage learners to interact in multiple and meaningful ways, develop critical, communication and social skills (Rahman et. al., 2016).…”

Section: Inclusive Pedagogymentioning

confidence: 99%

Strategizing Inclusivity in Teaching Diverse Learners in Higher Education

Hashim

Valdez

2019

Malaysian Journal of Learning and Instruction

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Purpose - As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning. Methodology - Participants were nine academicians (6 males and 3 females) who emerged from natural retention along the iterative cycles on Community of Practice (CoP) participation. The present study adopted CoP as the theoretical lens and a methodological tool to understand what strategies higher education practitioners devise for their inclusive teaching and learning practices in response to the diversity related challenges. The data was collected through a series of observations and reflective journals. Initially, thematic analysis techniques were used to reduce data into two categories- strategies and challenges. Later, according to the prevalence and frequency count the strategies were analysed against the challenges reported and finally the strategies were reduced into major themes. Findings - Three major themes emerged that report the inclusive strategies conceived by the participants. The themes were - Inclusive/differentiated assessment which suggested that creating differentiated assessment that are inclusive in nature and can provide equal opportunity to every student to participate. The second theme, Motivation and Goal Strategies, revealed that students were found to be diverse in their goals for learning, hence, a variety of motivational strategies such as including students’ voice, providing them a clear rationale for studying and fostering relatedness were deemed suitable to address those differences. The final theme, inclusive pedagogy suggests a variety of accommodations to be made in pedagogy such as integrating technology, adopting culturally responsive material and initiating collaborative learning to address students’ differences. Significance -The findings have implications for faculty professional development, classroom teaching practices for inclusive pedagogy in higher education institutions and use of CoP as a framework for such developments.

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Section: Inclusive Pedagogymentioning

confidence: 99%

Strategizing Inclusivity in Teaching Diverse Learners in Higher Education

Hashim

Valdez

2019

Malaysian Journal of Learning and Instruction

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“…There are many studies that examine the validity and reliability of instruments in various fields of study (Rahman et al, 2016;Sajari et al, 2023;Hashim et al, 2023;Matore 2017). Nevertheless, most teaching evaluation questionnaires have not presented sufficient evidence of validity Masuwai et al (2016), and the field of teacher education has been criticized for its lack of attention to validity and reliability issues in evaluation research (Grossman et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of The Fuzzy Delphi Instrument of Islamic Cognitive Domains Running Head: Reliability and Validity of Islamic Cognitive Domains

Zulkifli,

Ismail,

Muhamad

et al. 2024

IJARPED

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This study aims to evaluate the content validity and reliability of the fuzzy Delphi instrument of Islamic Cognitive Domains. This study is based on the Development Design Research methods. The content validity of the instrument was analyzed using the Content Validity Index (CVI) by four experts. For the reliability, there were 30 respondents. The results of the analysis show that the overall value of content validity using CVI is 0.8. The value of Cronbach Alpha is 0.97. It means that the instrument has high validity and reliability.

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A Systematic Review of Scholarship of Teaching and Learning Research in Higher Education Institutes from 2014–2019

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2020

Transforming Teaching and Learning in Higher Education

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Validation of Teaching and Learning Guiding Principles Instrument for Malaysian Higher Learning Institutions

Cited by 5 publications

References 20 publications

Strategizing Inclusivity in Teaching Diverse Learners in Higher Education

Strategizing Inclusivity in Teaching Diverse Learners in Higher Education

Reliability and Validity of The Fuzzy Delphi Instrument of Islamic Cognitive Domains Running Head: Reliability and Validity of Islamic Cognitive Domains

A Systematic Review of Scholarship of Teaching and Learning Research in Higher Education Institutes from 2014–2019

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