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    ABSTRACT: This paper is a preliminary research to understand students “perception on the implementation of video projects into the English language classroom. Data was contributed by thirty-five foundation students from a private university in Selangor. During the beginning of the semester, the participants were assigned to create a short, teenage-themed video clip with the students themselves as the principal actors. Window Movie Maker was used to edit the raw video shot using camcorders. Upon completion of the video project, the students submitted a reflection journal entry to the blog – The English Learning Voyage. These responses were analyzed qualitatively and categorized into four themes: 1) Implementation of the video project; 2) Obstacles faced during the production; 3) Level of satisfaction upon completion of the video; 4) Elements that led to the success of the video project; and 5) Relevance of video project to language learning.
    Full-text · Article · Oct 2013 · Procedia - Social and Behavioral Sciences
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    ABSTRACT: This article introduces Rational Emotive Behavior Therapy Self-Concept for Adolescents (REBT-SC-A). The main objective of this REBT-SC-A is to assist orphans in Malaysia to develop a positive and healthy self-concept. The Sidek Module Development Model (SMDM) and Rational Emotive Behavior Therapy theory are applied as a guideline in developing REBT- SC-A. A validation stage was carried out by five expert counselors, and Cronbach alpha .80 was obtained. A group of orphans from aged 13 to 17 years was piloted to check the module's reliability and the Cronbach alpha .93 was obtained. Implications of the study are discussed later in the article.
    Full-text · Article · Jul 2013 · Procedia - Social and Behavioral Sciences
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    ABSTRACT: The purpose of the study is to examine the effectiveness of the Simple Explicit Animation (SEA) content for teaching organic reaction mechanism concepts. It is expected this content would improve students understanding of organic reaction mechanism concepts when it is used as a supplementary teaching material in an organic chemistry class. This study examined how the SEA content was used as a supplementary material in a first year Organic Chemistry course and its effect on the performance of students. Using pre and post-test control group design, the study involved a comparison between an experimental group of students (n=18) who followed instruction that integrated SEA in a blended mode and a control group of students (n=21) who followed instruction based essentially on conventional talk-and-chalk mode. The one-way ANCOVA technique was used to evaluate the impact of the intervention, while controlling the pre-test scores. After adjusting for pre-test scores, there was a significant difference between the two groups on the post-test scores, F(1,36) = 21.543, p < 0.05, eta squared = 0.37. Students who had followed instructions carried out in the blended mode displayed significant improvement in their post-test as compared to students who were taught using the conventional mode. The research results suggested the potential of using SEA content as an instructional material to teach organic reaction mechanism concepts.
    Full-text · Article · Dec 2012 · Procedia - Social and Behavioral Sciences
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