Adapting Education Shifts in Malaysia After COVID-19: A Comprehensive Review of Flexible Assessments, Lifelong Learning Initiatives, and Diversified Learning Trajectories

2023-12-29T07:08:44+00:00

In the wake of the COVID-19 pandemic, Malaysia's education system has witnessed a significant transformation, prompting a shift towards lifelong learning and greater flexibility in learning assessments. A comprehensive analysis was conducted on 86 relevant studies conducted between 2013 and 2023 to provide an overview of important advancements and patterns in the areas of education transformation in Malaysia, flexible assessments, and lifelong learning. The reviewed journals were chosen from peer-reviewed scientific journals, books, conference proceedings, and renowned internet databases such as JSTOR, Google Scholar, and the Directory of Open Access Journals (DOAJ). Articles that were not authored in English or were published outside the specified timeline and criteria were excluded. The findings indicate a significant focus on the implementation of online and mixed learning, with a focus given to digital platforms and micro-credentialing. The important contributions of Recognition of Prior Learning (RPL) efforts and collaborative ventures with industry and communities have also been identified as beneficial. The importance of teacher training and continuous professional development was emphasized for its pivotal role in promoting lifelong learning. The review confirms that these instructional changes have a positive effect on student engagement and the alignment of skills with real-world requirements especially the professional settings. These initiatives serve as a significant benchmark for other nations grappling with educational issues in the aftermath of COVID-19, establishing Malaysia as a frontrunner in pioneering educational practices.

Assessing the Effect of the Gradual Release of Responsibility (GRR) Model in Teaching Science

2024-02-21T14:39:42+00:00

Student preparedness is one of the key factors for independent learning. This study is conducted to determine the effectiveness of the Gradual Release of Responsibility (GRR) Model in increasing the academic performance of students in science class. A quantitative quasi-experimental research approach was used to test the effectiveness of the said learning model. A control group and experimental group with 30 students each were involved in this study utilizing the Inquiry-Based Seven (7) E's Method and GRR Model, respectively. Results show that there is no significant difference between the two groups in the pretest given the values t(58)=0.345 and p-value=0.731 which signifies that both groups were then at low-performing levels. There is a significant difference between the two groups on the result of the post-test given the values t(58)=-9.309 and p-value<0.001. The experimental group got a mean percentage score of 87.22 at high performing level while the control group got 59.11 at low performing level. Lastly, there is a significant difference between the incremental scores of the control group and experimental group with the values t(58)=-6.813 and p-value<0.001. It is concluded that the use of the GRR Model is very effective in increasing the academic performance of students with the least learned competency (i.e., Newton's Second Law Motion). Students exposed to such a model did make a significant improvement from low-performing to high-performing level. Hence, this article recommended that the GRR model must be applied especially in the least learned areas since it is an effective teaching method to improve students’ academic achievement.

Asian Journal of Assessment in Teaching and Learning

Adapting Education Shifts in Malaysia After COVID-19: A Comprehensive Review of Flexible Assessments, Lifelong Learning Initiatives, and Diversified Learning Trajectories

Assessing the Effect of the Gradual Release of Responsibility (GRR) Model in Teaching Science