Category: Teaching

Overall view about UG students performance [Semester 2, 2018/19]

Alhamdulillah. I have finished marking all of the assignments and exam scripts.  Now, it is time for me to prepare the report via OBE system.  But before that, let’s jot down some of the points that I want to include as parts of my CQI in my OBE report.  

Assignments: I had given my UG students two types of assignments: Individual and group assignment.  For the individual assignment, they have to create a concept map for each topic discussed.  To assist them, I suggest they submit it on weekly basis, not compulsory though.  Majority submitted their concept maps religiously every week.  Only a few of them NEVER did that, not even once. 

As I graded their concept map assignment, I notice that one student did not submit his assignment.  I also remember quite well that he never submitted any concept map before.  When I look closely at his overall performance, he could not do well for individual tasks like final exam, quiz and such.  This shows that he is struggling but he never told me anything when I asked them in class or never even once let me know through other means.  He is the quiet type in class.  When I did a jig saw activity in class, I notice that he is the “listener” type.  When he was urged by his friends to give his opinion, he did not elaborate in detailed, rather give short explanation.  But, it does not explain why he failed to submit the concept maps.  After all, I told them that to be self-regulated learners, they need to have certain routines.  To create a concept map means that they need to understand the overall concepts (and its interconnectivity).  It is not an easy process.  After getting my feedback, they could improve their concept maps which many did so and it can be exemplified by the marks they got.  Doing all these would involve them to engage in all of the process of three different phases based on self-regulated model as proposed by Zimmerman. 

On the exam day itself, I told them (via Whatsapp) to double check whether they have done their second quiz on the elearning and those who did not submit their concept map after the exam can do so by going to my office on the next day to submit their concept maps.   I did remind them about the course work even during exam period.  Now, the exam period has ended, so it is kind of pointless for me to bug them during their holiday about the course work.  

For the group work, there are no glitches that I was not aware of.  Alhamdulillah, the students were proactive to meet me and discuss about their group assignment.  So, all of the groups did well.  They are also reflective about the things that they observe at schools.  Some groups did interview.  During the presentation day, one of the guys (Yusri) wore full attire with a coat.  I gave a special mark for this because he makes the attempt to be presentable.  The only person who did so.  

Final examinations: There are two types of exam questions given (MCQ and short answer questions) for 40 marks.  Even though it is stated the marks would be 60%, but we convert it into 40% later on.   I find that some students could answer the short answer questions really well.  Some of them got full marks.  However, some of them did not able to answer one or two questions.  Few even just “skipped” and didn’t answer one or two questions at all.  So, they lost 10% right there and then.  What a lost!  But, it is their choice.  I have no right to question their decision of leaving few questions unanswered.  I should be emphatic in this case. 

Overall: Some of the students did very well.  They got more than 80% marks. Good job!  Well done!

CQI:  Based on student performance, I plan to revise my instruction for the both assignments.  I think the current instruction is not being perceived as emphasising self-directed learning by some students.  Based on the feedback that students gave on concept map assignment, some perceive it does help them to study or revise.  In this case, they perceive it as a burden despite the evidences i.e. journal of concept map research that I show them [I suspect that they do not read the journal articles that I shared in elearning].  But, majority perceive that concept map is useful, so I will retain this activity in future.  

Formative assessment: Students take charge of their learning

For this semester, I tried using the quiz on the elearning.  So, I learned a bit about it by myself (googled the handouts and figured out how to do it through trial and error).  I tried it on different courses.  

I find that the quiz on elearning is easier to use like Quizziz or Kahoot!.  But unlike Quizziz, the quiz on elearning can be set for longer duration.  For Quizziz, I only can set the duration up to 2 weeks.  

So, for UG SPPP 1012, I set my 2nd quiz using the elearning.  I let the students to take the quiz as many times as they wish (multiple attempts).  Meaning, they can take the quiz several times as they want until they get the highest marks (5 marks).  I notice that many students use this opportunity to improve their grades.  Well, this is an example of formative assessment in which students can regulate their own learning.  Of course, I did not let them see the answer but they can get a feedback if they answer it inaccurately.  So, in this case, they know if they have answered a question right or wrong.

But, I find that some students didn’t even bother to try out the quiz more than once to improve their grades.  I trust their judgment in this.  There was one student who did not take the second quiz.  I have reminded them in class and through Whatsapp group.  But, apparently something is amiss in which he did not take the quiz.  I did remind them to let me know if they have anything to discuss but only some of them did so.  They would either leave a message on my elearning or through Whatsapp.  I could not help from thinking why this student acted this way. 

Is he struggling?  When I looked at his final examination, he did ok (22/40 – average marks).  I haven’t finalised their marks yet because I am still marking one assignment – concept map.  But, using simulation, he will get passing grade (60+/- over 100).  That could be B-.  Well, if that what he wants, what else can I do?  After all, I have given them chances to improve their performance.  Nothing else matters.  

What are the differences between Classical conditioning and Operant conditioning?

There are many differences between classical and operant conditioning.  The differences can make students confused if they are not critical enough to differentiate the differences. 

One thing that I notice that majority of the students heavily relied on my notes (which for obvious reasons are compressed and simplified and thus, I only cover the basic things but they need to find our more on their own to understand better the concepts) and if they do not find additional information from the internet or their own reading textbook(s) and include that as a part of their notes, it would lead to surface understanding.  This could be exemplified by their answer/response on the question that asked them to do a little bit of analysis/synthesis of several examples of classical and operant conditioning.

As an example, one question asked about an example of classical conditioning.  So, there are four examples given and students need to identify which one is the correct example of classical conditioning.  It is kind of straight forward question, isn’t it?  But apparently, many students failed to get the correct answer.  

Example 1:  Rashid can watch the television for two hours when he finishes his homework. 

Example 2: A teacher praised Kumar for writing a great essay and due to this, he works even harder when writing essays. 

Example 3: Sam was scolded by his father when he failed in his science test and this makes him gets really nervous every time he takes a test.  

Example 4:   Lee was scolded by his teacher for passing notes to his friend in history class, but it does not stop him from passing notes in other classes.

Which of the above is an example of classical conditioning?

Let’s do an analysis and synthesis of all the examples given.

Example 1.  A positive stimulus is given/presented (e.g. watching TV) after a completion of a desirable behaviour/task (e.g. complete homework).    So, it is an example of operant conditioning (in specific positive reinforcement)

Example 2.  A positive stimulus is given/presented (e.g. praise by a teacher) after a completion of a desirable behaviour/task (e.g. writing a good essay).    The desirable behaviour would be reinforced/ increased (i.e. writing good essays) due to the positive stimulus (i.e. praise).  So, it is an example of operant conditioning (in specific positive reinforcement)

Example 3: An involuntary or reflexive behavior/response is expressed/displayed (e.g. feeling nervous) after an association with negative/aversive stimuli (e.g. get scolded after getting bad results of a test).    There is an association between feeling nervous (involuntary response) with scolding + bad results + test (operant conditioning does not have this association).  So, it is an example of classical conditioning because the main thing is it involves natural response i.e. biological or physiological and involuntary response. You cannot control your heart beat if you are scared, don’t you?   Operant conditioning does not involved biological changes i.e. response.  

Example 4:  This is an example that learning does not occur according to operant conditioning principle.  Why?  There is no change of behaviour.  After getting scolded by his teacher for passing notes to his friend in history class, but it does not stop Lee from passing notes in other classes.  In this case, does Lee learn something from getting scolded in history class?  NOPE.  

Look at the definition of learning based on operant conditioning principle: learning in which the organism studies the relation between responses and its consequences.

But, if you do a deeper analysis of the scenario using social learning theory principle, you will understand further that learning has occurred for Lee in which he learns through enactive learning that since he was scolded by a teacher in history class (i.e. his own experience), he will get scolded if he continues to pass notes in history class but this does not mean that he will stop to pass notes in another class.  Why?  One of the possible reasons is he still continues to pass notes in different classes because perhaps he was never scolded by teachers in another classes.   For social learning theory, there are some elements of classical and operant conditioning.  For example, the elements of generalisation and discrimination (classical conditioning principle).  Lee learns to discriminate his action i.e. passing notes in different situations.  At the same time, there is also an element of operant conditioning which is decrease of undesirable behavior (i.e. Lee does not pass note in history class) after he gets scolded by a history teacher (i.e. aversive stimuli).  

So, for example 4, there is no way the example is accurate for classical conditioning.   

Why do the behaviorist and social learning theories are different? 

Well, it belongs to different school of thoughts in psychology and thus, the theories emphasise and hypothesise a scenario differently.  This means that different theories explain a scenario differently from one another.  Why is that?  Let’s find the answer from the following picture.  Just imagine each person represents one theory.  Each person is describing one part of the elephant.  Capisc?  So, as we learn all the theories related to learning (even though there are many of them), we need to appreciate and understand all of the theories to understand a scenario better.  Imagine you collect the information from all of the people who have touch the elephant rather than from one or two persons?  You will get more comprehensive view of the elephant, right?  Attaboy!  

That’s why don’t undermine any of the theory that many psychologists have come out with.  It is not easy for them to propose a theory and for such theory to “survive” until now.  Perhaps this is what we called in Islam “beneficial knowledge – ilmu yang bermanfaat” that is passed down from one generation to another?   Indeed.  

P.S: I wonder what go wrong with the minds of the millenials.  It seems that some of them need to work on their ability to think critically to analyse and synthesise educational scenarios.  Arghh….. it does resonate with the Zimmerman’s self-regulation model.  Yup.  Some of them are not self-regulated learners.

Marcia’s Identity Status

As I looked at the students’ response on a question related to this concept [Marcia’s Identity Status], I could not help from thinking why so many students did not able to answer the question accurately.  The application question is straight forward.

Question: After getting his SPM results, Rahim has surveyed several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has not decided to apply to any matriculation centre yet.  This example shows that Rahim’s identity status is 

A.  identity diffusion

B.  identity foreclosure

C. identity moratorium

D. identity achievement

Many students answered B [identity foreclosure] – wrong answer! 

For Marcia’s Identity Status, there are four types of statuses based on four types of matrices between exploration and commitment.  

1.  identity diffusion = No exploration, No commitment.  

2.  identity foreclosure = No exploration, Have commitment.

3. identity moratorium = Have exploration, No commitment.  

4. identity achievement = Have exploration and commitment.  

Analysis of Question:

After getting his SPM results, Rahim has surveyed [Have exploration] several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has not decided [No commitment] to apply to any matriculation centre yet.  

So, the answer is C. identity moratorium

If we change the scenario into the following:

Scenario A

After getting his SPM results, Rahim has not surveyed [No exploration] several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has decided [Have commitment] to apply to University Malaya Foundation Programme based on his parents’ suggestion to follow his siblings footstep who had enrolled in the same programme.  

Rahim’s identity status is identity foreclosure

Scenario B

After getting his SPM results, Rahim has surveyed [Have exploration] several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has decided [Have commitment] to apply to University Malaya Foundation Programme because he believes that he has better chance to further his study at University Malaya later on.  

Rahim’s identity status is identity achievement

Scenario C

After getting his SPM results, Rahim could not be bothered to search for information related to any programme available at various institutions [No exploration] that suit with his interest and SPM results.  In addition, he has not decided yet [No commitment] to apply to any matriculation centre. 

Rahim’s identity status is identity diffusion

It is kind of straight forward scenario, isn’t it?

The next question is, as a teacher how can you help the students who do not reach identity achievement yet?

Action research

I did a quick analysis on the students’ answers for SPPP1012 Educational Psychology.  I notice that some of them do not able to answer some of the questions well.  Unfortunately, it does not necessarily related to psychological theories.  

For example, one of the questions asked about a specific type of research that teachers conduct to improve their teaching.  It is a straight-forward question.  The answer is Action Research. Even though action research involves pre and post test assessment (looks like experimental research) yet due to the purpose of research is to improve one’s teaching practice, this type of research is considered as action research.  However, some students fail to see this unique characteristic that differentiate  action research from experimental research.  

For action research, unlike experimental research, it also involves teacher’s daily planning in which any teaching technique used will be carefully planned, implemented, recorded (through observation etc.) and analysed.  Then, there will be adjustment of the technique if need arises.  For experimental research, there is no adjustment of the technique used based on whatever need arises.  Thus, in action research teachers are required to reflect on the activities that they have planned and implemented.  

What kind of need arises? 

For example, some students might have difficulty to understand certain concept when you use certain techniques in class.  So, what should you do?   In this case, you need to closely monitor any change or challenge that students might face while you are implementing certain technique in class.  You don’t do this if you conduct your research using experimental research.  Because the aim of experimental research is to look at the end product (it could be students performance) of a process i.e. experiment.  But for action research, the aim is not only on students performance, but also on the process of learning itself (what students experience in class when teacher uses certain technique).  

For this matter, action research involves cyclical process.  For experimental research, there is no cyclical process involved.  There is no reflection/evaluation phase unlike action research.   

Always remember:

Action research = improvement of one’e teaching and students’ learning experience.  

 

Rate my professors_Part 2

Calvin: “Here’s the latest poll on your performance as dad. Your approval rating is pretty low, I’m afraid.”

Dad: “That’s because there’s not necessarily any connection between what’s good and what’s popular. I do what’s right, not what gets approval.”

Calvin: “You’ll never keep the job with that attitude.”

Dad: “If someone else offers to do it, let me know.”

–Calvin and Hobbes, Bill Watterson, February 13, 1994

As an instructor, I find myself always in a dilemma: to teach my students the right thing right or to teach my students what are considered as right depending on situation.  Right will be right no matter the situation is.  That should be the case.  But the reality is not like that.  We deal with lots of “grey” matter.

But when it comes to teaching, students’ rating do not related to how effective one’s teaching.  So, one of my seniors once said “Dijah, jangan fikir sangat kalau dapat komen teruk dari pelajar ni.  Diorang ni kalau tak suka kita, dia komen la macam-macam.  Cuba Dijah belanja dia makan-makan, ajak lepak sama-sama, diorang tak kasi la komen teruk macam ni [Translated: Dijah, don’t think too much about it if you got such comments from students.  If they dislike you, they would give bad comments.  If you treat them, hang out together, they won’t give such comments”]”.  That becomes my stance until now about UTM ePPP.  

A study has shown that even though those teachers/instructors who got the highest rating are perceived as the one who contribute the most to learning, but those who got lower rating are the one who are most effective in their teaching.  It is ironic, isn’t it?  Which is which? Do you want those so really good in teaching or those who perceived as “influencer” in one’s learning experience?

Of course, it would be better if we can have teachers/instructors who are excellent in teaching and at the same time contribute the most to learning.  It is not impossible but it takes time and lots of efforts for the teachers’ parts to consciously improve their teaching (this could be time consuming).  If teachers are bogged down with so many roles and responsibilities, teaching would lose its importance.   It can be seen in academia where teaching is not a core business of some instructors who focus more on research and publication, rather than teaching (unless these people focus on doing Scholarship of Teaching and Learning or SOTL).  

Well, at the end of the day, it is all back to the question of why do we choose this profession i.e. teaching.  One thing for sure, teaching won’t make us billionaires but many teachers have played their parts to nurture billionaires.  Indeed.  

 

Rate my professors_Part 1

I know that in the US, they also have similar practice like eppp, but unlike eppp which is internally controlled i.e. by UTM, there are some which are not controlled by any institution.   They have different websites which are independent from any institution such as RateMyProfessor, MyEdu.com and UniYu.  But, I have been wondering the effects of such evaluation on many aspects such as improvement of learning experience for future students.  

I have experienced getting not-so-good comments from students because I am strict and assertive.  For example, there are times when I would no longer accept any draft that students send for feedback/comments after certain deadline.  But some students perceive this as tyrannical.  It is as if I am not giving them ample chance to improve their work.  Well, if they send their draft on week 14, a week before their final exam on week 15, when do you think they will submit the “real” assignment?  Week 16?  It will be too late for me to finalise their marks.   Don’t they get it?  I also work based on deadlines.  It is not that I set the deadline based on my whims and fancies.  

Normally, those students who give bad rating and evaluations are not-so-serious students.  Serious studious students would appreciate having instructors who are willing to guide them within certain time frames because they have discipline and able to regulate their learning process.  Students who don’t belong to this category like easy things or prefer if you don’t give “challenging” assignments. 

What a heck!  They are not kindergartners nor school kids.  They are university students who should be mentally prepared to face the challenges of the world and life in general.  We don’t need softies strawberry cotton candy individuals who cannot withstand any challenge or problems.  We have lots of problems and challenges to face and we need to have endurance to withstand anything that might come in our life.  

So, what should we do with the evaluations that students give?  Well, I found an article which explains in detailed how we should use whatever comments that students give with “wisdom”.  There are also research on this.   That’s I will explain in the next post.

 

 

 

EPPP (Instructor Teaching Evaluation or in Malay – Penilaian Pengajaran Pensyarah)

I don’t really care about eppp.  After all, it could be a mean for disgruntled students to “express” their emotions and thus, they don’t provide honest rating.  But, what a heck!  Once a while, I do get some unique comments.  Some are nasty ones but, let’s skip that one (not worth to be shared publicly).  Others are like these which give me warm fuzzy feelings that make my marking period enjoyable and bearable.  

I don’t agree with one of the comments though which says I am cute.  I am already in my 40s.  Cute might be used for teenage kids, not 40 plus lady like me 😀  But, looking at the feedback several times does make me feel good with the thoughts that somewhere out there, there is a student who thinks that I am cute.  

Feedback

When I did my Latihan Ikhtisas, I was entrusted to teach form 1, 4 and 6 (MUET).  For form 4, I have to teach five types of continuous writing.  One of it is descriptive composition.  For descriptive composition, one either has to describe a person, an event or a place.  There is no specific plot like narrative composition, yet it requires the writer to write detailed descriptions of a theme (either a person, an event or a place).

I don’t know how to give comments to students so I learn from one of my former students who happens to be an examiner for SPM paper (essay paper).  So, she told me that I need to give examples of sentences or paragraph and give some words of encouragement.  So, I tried it out.  But, it was a tedious process because I have to give different feedback to different students. 

Alhamdulillah, I am so used to give lengthy feedback for my UG and PG students, so I don’t have much problem in that.  It is just that unlike UG or PG students, I need to explain to the form 4 students what does the feedback mean because some of them don’t understand certain words that I used due to poor vocabulary.  But it is a learning process, so it is important to introduce them certain words so they could get familiar with the words and they can see how the words are used in sentences as I wrote it in my feedback.  For this particular student, he doesn’t know the word ‘appropriate’.  So, I explained to him what the word ‘appropriate’ means and how to use it.  

Example of the feedback as in the picture:

Hafid, 

You need to improve on your vocabulary and grammar.  The way you wrote this composition, it is as if you think in Malay and translate it into English.  This style of writing is not appropriate.  You need to practice to think in English when writing in English.  

Band of sisters

When I did my Latihan Ikhtisas, these three ladies are the ones who help me the most.  From the left: Fiza (wearing the sport attire), Aalia, me and Ita.  All of them are really passionate teachers.   I never had any teacher as passionate as them but I am glad that the school has them as their teachers.  May Allah Bless them with continuous hidayah, barakah and rahmah.