Connie Shin Connie Cassy Ompok

Classroom engagement is a key determinant of student learning and academic success, yet relatively little attention has been paid to the role of peer relationships in shaping engagement levels within private higher education settings in China. This study aims to examine the relationship between peer relationships and classroom engagement among undergraduate students at a private university in Qingdao, Shandong Province. A questionnaire survey was conducted among 17,122 students from a private undergraduate college in Qingdao, Shandong, China, yielding 534 valid responses. The average peer relationships score was 3.29, suggesting a relatively harmonious relationship among students. Simple linear regression analysis revealed that peer relationships positively predicted classroom engagement, explaining 30.3% of its variance (R²= 0.303, Adjusted R²= 0.302). Additionally, the hierarchical multiple regression results indicate that gender (β=0.096, p=0.007) plays a significant moderating role in the influence of peer relationships on classroom engagement, and similarly, grade (β=0.080, p=0.023) exerts a significant moderating effect on the relationship between peer relationships and classroom engagement. Moreover, the moderating effects of gender and grade on the relationship between peer relationships and classroom engagement are more pronounced among female students. These findings highlight the importance of fostering positive peer interactions and considering gender- and grade-specific needs when designing engagement-enhancing interventions in private college contexts in China.

This study examines the moderating role of school cultural norms between work concerns and teacher effectiveness among young teachers in private universities in Shandong Province, China. A quantitative research design was employed, utilizing a survey method with 380 respondents. Work concerns were categorized into self-concern, task-concern, and impact-concern, while teacher effectiveness was assessed through instructional planning and strategies, assessment, and learning environment. Moderated Regression Analysis (MRA) was conducted to determine the direct effects of work concerns and the moderating role of school cultural norms. Findings reveal that work concerns (β=0.607, p<0.001) and cultural norms (β=0.075, p<0.001) significantly enhance teacher effectiveness, explaining 65.1% of the variance (R²=0.651). However, the interaction effect is negative (β=-0.197, p<0.001), suggesting that school cultural norms moderate the positive influence of work concerns. These results highlight the importance of considering cultural moderation when designing strategies to enhance teacher effectiveness. The study contributes to understanding the mechanisms affecting teacher performance and provides practical implications for improving teaching quality in private universities.

The development of teacher commitment is crucial for improving educational quality and teacher retention. This study aimed to understand the current research on teacher commitment and predict future trends by analyzing literature from the CNKI and Scopus databases. A total of 302 and 647 relevant articles were selected. High-frequency keyword and co-word analysis revealed that "organizational commitment" and "teacher commitment" were the most common keywords in both databases. Other prominent themes included job satisfaction and leadership in Scopus, and career commitment and teacher turnover in CNKI. The findings highlight the importance of workplace factors and regional differences in teacher commitment research, providing insights for future studies.

Kajian ini bertujuan untuk mengenal pasti perbezaan skor min markah antara ujian pra dan pasca terhadap pencapaian matematik awal kanak-kanak prasekolah selepas pelaksanaan pembelajaran berasaskan alam semula jadi. Reka bentuk kajian ini adalah berbentuk kajian eksperimen dan menggunakan pendekatan kuantitatif yang melibatkan seramai 25 orang kanak-kanak prasekolah. Kanak-kanak prasekolah menduduki ujian pra, diikuti dengan intervensi selama 8 minggu dan kemudiannya ujian pasca. Data yang diperoleh dianalisis menggunakan ujian statistik iaitu ujian-T Sampel Berulangan. Dapatan kajian menunjukkan skor min markah bagi ujian pra adalah 70.8% dan 94% bagi ujian pasca. Skor min markah meningkat sebanyak 23.2% selepas intervensi pembelajaran berasaskan alam semula jadi dijalankan. Ujian-T Sampel Berulangan juga menunjukkan perbezaan yang signifikan dalam skor min markah antara ujian pra dan ujian pasca iaitu t (24) = -6.920, k < 0.05. Hasil kajian ini telah membuktikan keberkesanan pembelajaran berasaskan alam semula jadi terhadap pencapaian matematik awal kanak-kanak prasekolah. Implikasinya, intervensi dalam kajian ini dapat menjadi panduan dalam pelaksanaan kaedah pengajaran dan pembelajaran untuk meningkatkan kemahiran matematik awal kanak-kanak prasekolah.

The present study investigates the relationship between teacher-student interaction, learning motivation, and student classroom participation in a private undergraduate university. The study employs both correlational and descriptive research methodologies for data collection. The object of the study was all undergraduate students majoring in English at a private undergraduate university in Shandong; 300 students were selected as a sample through random sampling. The results show a significant positive correlation between students' classroom participation, teacher-student interaction, and learning motivation. Teacher-student interaction and learning motivation have a direct and significant effect on students’ classroom participation. In addition, learning motivation indirectly and significantly affects students’ classroom participation by influencing teacher-student interaction in the classroom. Teacher-student interaction also has an indirect and significant effect on students’ classroom participation by moderating learning motivation. The results of this study suggest that enhancing teacher-student interaction and learning motivation is essential to increasing students’ classroom participation.

Kajian ini bertujuan untuk mengenal pasti perbezaan skor min markah antara ujian pra dan ujian pasca terhadap tahap pencapaian kemahiran literasi awal Bahasa Melayu kanak-kanak prasekolah selepas pelaksanaan pembelajaran berasaskan alam semula jadi. Kajian ini menggunakan pendekatan kuatitatif dengan kaedah eksperimen. Pengkaji telah menjalankan dua jenis ujian iaitu ujian pra dan ujian pasca terhadap kumpulan eksperimen dalam kalangan kanak-kanak prasekolah di sebuah prasekolah agensi kerajaan di Kota Kinabalu. Kajian ini melibatkan seramai 40 orang responden yang dipilih secara rawak untuk menjalani ujian pra dan ujian pasca. Data yang diperoleh dianalisis menggunakan ujian-T agar analisis lebih mudah dilakukan dan dapat menguji hipotesis kajian. Dapatan kajian mendapati skor min markah ujian pra adalah 32% manakala skor min markah ujian pasca adalah 63.25%. Hal ini menunjukkan selepas pelaksanaan pembelajaran berasaskan alam semula jadi dalam pengajaran dam pembelajaran literasi awal Bahasa Melayu terdapat peningkatan sebanyak 31.25% untuk skor min markah ujian yang dilaksanakan ke atas kumpulan eksperimen. Berdasarkan dapatan yang diperoleh dalam jadual ujian-T sampel berulangan pencapaian kanak-kanak pra dan pencapaian kanak-kanak pasca adalah berbeza secara signifikan, t (39) = -13.437, k < 0.05. Dengan itu, hipotesis nol yang menyatakan tidak terdapat perbezaan yang signifikan pencapaian kanak-kanak pra dan pasca adalah ditolak. Berdasarkan kajian yang telah dijalankan, dapat dibuat kesimpulan bahawa aplikasi pembelajaran berasaskan alam semula jadi dalam pengajaran dan pembelajaran kanak-kanak prasekolah membantu kanak-kanak menguasai kemahiran literasi awal Bahasa Melayu.

In the early years, deep contact with parents builds a solid attachment and serves as the foundation for the child's future social relationships. Several studies indicated that social support influences the child-parent relationship. However, there are no published studies that investigated the influence of social support on child-parent relationship among Chinese mothers with preschool children in Sabah. This study aims to examine the status of social support and child-parent relationship among Chinese mothers of preschoolers in Penampang, Sabah. As well, to examine the influence of social support on child-parent relationships. In this study, 165 Chinese mothers of preschool-aged children were involved. The result indicated that Chinese mothers perceived moderate social support and closeness child-parent relationship. Moreover, social support is weak positively correlated to closeness relationship, whereas not related to conflict relationship. There is no significant influence of social support on child-parent relationship. This study would like to provides parents, educators, and the government with a preliminary picture of social support and child-parent relationship to develop a strategy to improve or adjust early childhood education.

Artikel ini menjelaskan interkorelasi konstruk bagi kemahiran literasi awal kanak-kanak berumur 3+ hingga 4+ tahun. Pengkaji menggunakan kaedah tinjauan yang melibatkan 222 orang sampel kajian yang terdiri daripada 119 orang kanak-kanak berumur 3+ tahun, dan 103 orang berumur 4+ tahun. Lokasi kajian melibatkan 12 buah taska atau tadika di sekitar Perak dan Selangor. Pencapaian kemahiran literasi awal kanak-kanak dinilai dengan menggunakan Indikator Kemahiran Literasi Awal (IKLA) yang merangkumi lima konstruk utama, iaitu bahasa dan komunikasi, kesedaran cetak, kesedaran fonologi, kefahaman naratif, dan tulisan awal. Pengkaji menggunakan analisis korelasi pekali Pearson untuk menentukan interkorelasi antara setiap konstruk kemahiran literasi awal dengan item-item. Dapatan analisis interkorelasi menunjukkan terdapat korelasi positif yang sangat kuat, kuat dan sederhana, dan signifikan antara setiap konstruk dengan item-item. Kajian ini dapat menjelaskan item-item atau kemahiran spesifik bagi setiap konstruk kemahiran literasi awal. Implikasinya, kajian ini dapat membantu ibu bapa dan pendidik untuk mendedahkan kemahiran literasi awal yang komprehensif kepada kanak-kanak berumur berumur 3+ hingga 4+ tahun.

Using games as a context for assessing children’s mathematical abilities is not unusual, but this study investigated the potential of games designed specifically for the purpose of assessment. Children in prior-to-school settings in Sabah, Malaysian Borneo, were exposed to a range of such games, including the how many hidden game, which focuses on number sense, which is the subject of this paper. Children’s responses while playing the game were recorded, and we report the range of successful responses to the game, as well as the age of the children involved. Keywords: How many hidden; assessment; mathematical abilities; number sense; game