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NJIEA 2023 │
3
Northern Journal of Innovation and Engineering Application (NJIEA) Vol 1, 2023
ISSN 2976-2766
EDITORIAL BOARD
Hj. Mohd Ruzi bin Hamzah
Director of Polytechnic Tuanku Sultanah Bahiyah
Mohd Zamre bin Ab Rahman
Deputy Director of Academic,
Polytechnic Tuanku Sultanah Bahiyah
Dr. Hj. Samsul bin Abd Rashid
Deputy Director of Academic Support,
Polytechnic Tuanku Sultanah Bahiyah
Ts. Norizah binti Md. Ishak
Head of Unit Penyelidikan, Inovasi dan Pengkormesialan (UPIK)
EDITOR-IN-CHIEF
Dr. Siti Rozakiyah Assurin binti Hassan
EDITORIAL COMMITTEE & PROOFREADER
Noor Rafidah Binti Md Osman
Anna Zareena binti Azaman
Lachmy Narayana a/l Jogulu
Nurhaida binti Abdullah Hadi
Selvamalar a/p Selvarajan
Eda Idoera binti Mohd Yusak
Ruzlinda binti Mustaffa
INTERNAL REVIEWERS
Dr. Syaiful Baharee bin Jaafar
Dr. Rahimah binti Abdul Rahman
Dr. Nor Aizam binti Muhamed Yusof
Ts. Dr. Ros Saidatunnaziah binti Md. Yusoff
Dr. Siti Rozakiyah Assurin binti Hassan
Dr. Md Razak bin Daud
Dr. Nadia Hanim binti Abd. Rani
Dr. Rossitah binti Selamat
Dr. Janet Ho Siew Ching
Wan Nor Sariza binti Wan Husin
Hajaratul binti Ahmad
EXTERNAL REVIEWER
Dr. Syaiful Nizam bin Ab Rahim
AP Dr. Rohafiz Sabar
Dr. Nurul Ihsaniah Omar
Dr. Normala binti Rahmat
Dr. May Asliza Bt Tan Zalilah
Ts. Dr. Hj Zunuwanas bin Mohamad
Hema A/P Muniandy Portorajo
Ts. Dr. Kamsidi @Abd Malek bin Sidek
Ts. Dr. Raudyah binti Md Tap
Dr. Ahmad Fkrudin bin Mohamed Yusoff
Dr. Mazlina binti Jamaludin
Dr. Fara Diba binti Badrul Hisham
Dr. Nurul Azhani binti Mohd Azmin
Dr. Syarifah Hanum binti Ali
Dr. Khairul Nizam bin Mohd Khalid
Dr. Ruziana binti Mohamad Rasli
Dr. Norani binti Abd Karim
EDITORIAL OFFICE
Unit Penyelidikan, Inovasi dan Pengkormesialan
(UPIK), Politeknik Tuanku Sultanah Bahiyah
PUBLISHED BY
Perpustakaan Al-Khawarizmi,
Politeknik Tuanku Sultanah Bahiyah
NJIEA 2023 │
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Table of Contents
No
Title and Authors
Page
1
PENGGUNAAN APLIKASI CHATGPT DALAM KALANGAN PELAJAR DAN
IMPAK KEPADA INSTITUSI TVET: TINJAUAN KE ATAS PELAJAR
DIPLOMA TEKNOLOGI MAKLUMAT (TEKNOLOGI DIGITAL) JABATAN
TEKNOLOGI MAKLUMAT DAN KOMUNIKASI (JTMK) DI POLITEKNIK
MALAYSIA
Mohamad Shaufi bin Kambaruddin*, Nor Idalaila binti Aziz, Afzanizam bin
Alias
8
2
MODEL PENGAJARAN MATEMATIK BERKONSEPKAN INTEGRATION OF
EXPLORATION PEDAGOGICAL (IEP) BAGI PELAJAR VOKASIONAL DI
MALAYSIA
Hairunissa binti Jopri*
16
3
AN EXPERIMENTAL INVESTIGATION ON THE EFFECT OF PARAMETERS
ON MATERIAL REMOVAL RATE AND WHITE LAYER THICKNESS
DURING MACHINING OF HARD STEEL
Mohd Aidil Shah bin Abdul Rahim*, Mohd Manoj bin Jumidali, Mohamad bin
Minhat, Nur Izan Syahriah binti Hussein, Saiful Din bin Sabdin, Afzainizam bin
Mohd Zain
25
4
DEVELOPMENT OF SOLAR LEARNING KIT FOR TEACHING AND
LEARNING INTEGRATED WITH INTERNET OF THINGS
Raja Intan Zarina binti Raja Zaki Hashim*, Hamidah Haneym binti Abdul
Hamid, Roszaini binti Yahaya
34
5
PEMBANGUNAN KIT PEMBELAJARAN RANGKAIAN PERINTANG SIRI-
SELARI
Nor Aspalaili binti Nordin*, Mazni binti Omar, Roshima binti Baharum
40
6
IOT FOR HOME-BASED ARM REHABILITATION MONITORING SYSTEM
Ida Safinar binti Aziz*, Muhammad Azim bin Ishak
50
7
FACE-TO-FACE VS ONLINE LEARNING: A COMPARATIVE STUDY OF
POLYTECHNIC DIPLOMA STUDENT’S ACHIEVEMENT
Izyani binti Ahmad, Nadia binti Hairi*, Yang Syazlan bin Shamsuddin
56
NJIEA 2023 │
5
8
KEBERKESANAN PEMBELAJARAN SECARA HIBRID TERHADAP
PELAJAR JABATAN PERDAGANGAN POLITEKNIK TUANKU SULTANAH
BAHIYAH
Hasmida binti Mohamad Hassan, Noraihan binti Mamat Zambi,
Rozana binti Abd Rahman*
64
9
PENENTU PENCAPAIAN AKADEMIK PELAJAR BAGI KURSUS BUSINESS
MATHEMATICS: SATU KAJIAN TERHADAP PELAJAR DIPLOMA,
JABATAN PERDAGANGAN, POLITEKNIK TUANKU SULTANAH BAHIYAH
Farizoh binti Hamid*, Abdul Aziz bin Ishak, Nurul Mulia binti Ismail
75
10
JOB MOTIVATIONS AND STUDENTS’ INTENTION TOWARDS WORKING
IN HOTEL INDUSTRY- A CASE STUDY OF KOLEJ KOMUNITI MALAYSIA
Azsyanti binti Ibrahim*, Nur Zalikha binti Othman
85
11
PELUPUSAN E-SISA DI KALANGAN WARGA IPT DI SEKITAR KULIM,
KEDAH: APA MASALAHNYA?
Zarina Syuhaida binti Shaarani, Azizatulaishah binti Ibrahim*
93
12
ELECTRICAL MOTOR POWERTRAIN FOR ELECTRICAL VEHICLE
REVIEW
Syahril Izwan bin Abdul Yamin, Amer Faizal bin Hussin*, Norhassani bin
Zainon
101
13
KEPUASAN PELAJAR TERHADAP PRASARANA DAN PERKHIDMATAN
DI KOLEJ KOMUNITI ARAU
Noraiza binti Zainal Baharain*, Nurul Husna binti Saarani, Ismali binti Ishak
111
14
THE EFFECTIVENESS OF ENTREPRENEURSHIP EDUCATION IN
DEVELOPING ENTREPRENEURIAL ABILITY AMONG POLYTECHNIC
STUDENTS
Azliza Shah binti Abidin*, Rahimah binti Abdul Rahman, Hajaratul binti
Ahmad
119
15
THE EFFECT OF WELD BEAD REINFORCEMENT AND HEAT INPUT
USING COLDARC TECHNOLOGY
Saiful Din bin Sabdin*, Mohamad Noor bin Ismail, Aznizan bin Mohd Noor,
Mohd Nazri bin Salim, Mohd Faizal bin Rusli
127
NJIEA 2023 │
6
16
PEMBANGUNAN MESIN PEMANGGANG “TWISTER”
Ahmad Sabri bin Mohamed*, Imran bin Ismail, Zulidzuddin bin Othman
131
17
A STUDY OF ETHICAL ISSUES IN THE CONSTRUCTION INDUSTRY AND
POTENTIAL PREVENTIVE MEASURES
Azuin binti Ramli*, Rufaizal bin Che Mamat, Fatin Nur Aliyah, Anum Juita,
Mugesh Rao, Muhd Khidir Irham
141
18
KEBERKESANAN PROGRAM MENU RAHMAH TERHADAP
PENGURUSAN PERBELANJAAN PELAJAR KOLEJ KOMUNITI JASIN,
MELAKA
Siti Norazian binti Miskam*
149
19
STUDENTS PERCEPTION OF STEM EDUCATIONS IN POLITEKNIK
TUANKU SYED SIRAJUDDIN, PERLIS
Zahratul Laily binti Edaris*, Hadisah binti M. Salleh
155
20
UJIAN MIKROBIOLOGI UNTUK MENGESAN KEHADIRAN BAKTERIA
COLIFORM, ESCHERIA COLI, SALMONELLA DAN CAOGULASE
POSITIVE STAPHYLOCCUS AUREUS DALAM PRODUK SERIKAYA
BERASASKAN KELAPA SAWIT DENGAN NILAI TAMBAH ASID
DOKOSAHEKSAENOIK (DHA)
Fakhriyah Husna binti Abdul Wafi*, Ahmad Humaizi bin Hussin, Mohamad
Hapiz bin Abdul Rahman
161
21
BASIC ELECTRICAL TRAINING KIT
Norizah binti Md. Ishak*, Anira binti Abdul Rashid, Zarina binti Ismail
167
22
AMALAN KEPIMPINAN INSTRUKSIONAL DI POLITEKNIK SULTAN IDRIS
SHAH: PENDIGITALAN DOKUMEN
Faridzul Adzli bin Mad Adim*, Rosnah binti Ishak, Nur Nadia Saheera binti
Ros Laili, Rosmanizah binti Derahman
173
23
CUSTOMER SATISFACTION ON QUALITY OF INTERNET BANKING
SERVICES AMONG RESIDENTS IN KULIM, KEDAH.
Ainur Hana binti Huzaidy*, Nur Ain binti Mahat, Kamaruddin Mardhiah
181
NJIEA 2023 │
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24
DEVELOPMENT AND USABILITY OF VISUALLY BASED APPLICATIONS
AND MULTIMEDIA FOR M-LEARNING APPLICATIONS TOWARDS
STUDENTS IN SARIKEI COMMUNITY COLLEGE
Mohamad Syazwan bin Ahmad Shukri*
190
25
KEBERKESANAN APLIKASI i-GEOID DALAM PENYELESAIAN MASALAH
GEODETIK
Khalilah binti Muhamad*, Fatin Nadiatul Ain binti Izahar, Nurhidayah binti
Isahak
197
26
KITAR SEMULA SISA BINAAN DALAM MENGHASILKAN KONKRIT
PEJALAN KAKI REFLEKSOLOGI
Muhamad Aizat bin Zolkofle*, Nur Syuhaila binti Ahmad, Rosni binti Omar
207
27
MENGOPTIMUMKAN MASA BAGI PROSES MAKE READY MELALUI
PENDEKATAN TRAINING CUM PRODUCTION DI KALANGAN PELATIH-
PELATIH TEKNOLOGI LITOGRAFI OFSET INSTITUT LATIHAN
PERINDUSTRIAN ARUMUGAM PILLAI NIBONG TEBAL PULAU PINANG
Raja Muhammed bin Raja Daud*, Mohd Hafiz bin Abu Bakar, Raja Nur
Syaheed bin Raja Mohd Yazit, Syamsul ‘Azmirullah bin Mohd Diah, Zarina
Marian binti Ridzwan, Nantha Kumara a/l Periasamy
214
28
PENGARUH DIMENSI AL-MUKHATIBI DALAM MEMAHAMI HADIS NABI
S.A.W. : SATU ANALISIS
Iruwan bin Idris*, Naimah binti Ismail, Asmah binti Mohd. Subari@Sarman
235
29
PIEZOELECTRIC ENERGY HARVESTING SYSTEM
Amer Faizal bin Hussin*, Syahril Izwan bin Abdul Yamin, Anira binti Abdul
Rashid
246
30
DESIGN AND DEVELOPMENT OF AN IOT-BASED IRRIGATION AND
FERTILISER SYSTEM FOR GROWTH CROPS IN AGRICULTURE
Norsyira Zuraiza binti Omar*, Tan Wei Heng
255
*corresponding author
NJIEA 2023 │
Face-to-Face vs Online Learning: A Comparative Study of Polytechnic Diploma Student’s Achievement
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56
FACE-TO-FACE VS ONLINE LEARNING: A COMPARATIVE STUDY OF
POLYTECHNIC DIPLOMA STUDENT’S ACHIEVEMENT
Izyani binti Ahmad, Nadia binti Hairi*, Yang Syazlan bin Shamsuddin
Department of Polytechnic and Community College Education, Ministry of Higher Education,
62100 Putrajaya
*Corresponding author e-mail address: nadia.hairi@mohe.gov.my
ABSTRACT
The Covid‐19 pandemic has led to widespread education institute closures and a shift to online
learning. This situation has created significant challenges for students in terms of learning
approach. This study compares polytechnic student’s achievement after transitioning from
face‐to‐face to online learning because of the pandemic. The data analysis used both
quantitative and qualitative measures. Data of student’s results from 2018 to 2022 was
descriptively analysed to obtain comparative results. Findings show that students'
achievement during the face-to-face learning method (before and after the pandemic - Session
June 2018, Dec 2018, June 2019, Dec 2019, and Session II: 2021/2022) was bell-shaped and
skewed to the right where most students get a score below 3.49. However, this situation was
different during the pandemic (Session June 2020, Dec 2020, and Session I: 2021/2022)
where most students get a high score of 3.50 and above. This produces a graph that is bell-
shaped and skewed to the left. This finding indicates that student’s achievement was found to
be better during the implementation of online learning during the pandemic. Structured
interviews with the lecturers were also conducted to obtain the validity of the data analysis
findings. The results of this study realising the potential of online learning to induce
transformation in learning as well as assessment in response to the demands of a changing
world.
Keywords: face-to-face, online learning, pandemic
1. Introduction
The world is afflicted by the Covid19 outbreak in 2020, which has an influence on daily life.
Closures of educational institutions were also required to stop the spread of the virus.
Institutional closure necessitates a shift in teaching, learning, and assessment approaches
from face-to-face to online. This situation has created significant challenges for students in
terms of learning approach. However, everyone must adapt online approaches as it is no
longer an option but a necessity. Evaluation must also be performed differently in accordance
with the deployment of the online approaches.
Polytechnics as TVET institutions in Malaysia need to adapt to the pandemic situation. The
closure of the Polytechnic requires the implementation of learning in a synchronous or
asynchronous manner. The synchronous method establishes a meeting schedule between
students and lecturers as part of an interactive learning class, while the asynchronous method
refers to the implementation of learning without interaction with students [1]. Online learning
makes education more student-centred with students actively participating in the learning
process and lecturers serving as supervisors and mentors [2]. At the same time, lecturers
need to diversify online learning methods to ensure learning outcomes are achieved.
However, there are concerns about this online learning method because it discriminates
against students who have limited internet and are technology blind [3]. Other concerns
include slow Internet connections, server problems, and lack of access to learning resources
NJIEA 2023 │
Face-to-Face vs Online Learning: A Comparative Study of Polytechnic Diploma Student’s Achievement
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57
and tools [4]. These limitations are discovered to reduce students' enthusiasm in the learning
process [5].
Furthermore, the online assessment method also received diverse reactions. Assessment
methods such as open book examinations have several challenges that may affect the overall
effectiveness and fairness during the assessment process [3]. A study by [6] shows the
difference in exam results before and during the pandemic caused by changes in assessment
methods. Meanwhile, a study by [7] discovered that student achievement was not significantly
affected by learning methods either face-to-face or online.
Therefore, this study aims to compare student’s achievement after transitioning from face‐to‐
face to online learning because of the pandemic. The objectives of the study are to :
i. identify student’s achievement before, during and after the pandemic;
ii. determine whether there are differences in the achievement of engineering and
non-engineering students; and
iii. explore lecturer’s perceptions about the implementation of online learning and
assessment.
2. Methodology
This study adopted both quantitative and qualitative measures. The data was selected through
purposive sampling involving all Diploma Polytechnic students from all over Malaysia.
Student’s result from session June 2018 until session II:2021/2022 was descriptively analysed
to obtain comparative results. The face-to-face learning was conducted from the June 2018
session until Dec 2019 session. Meanwhile, online learning was implemented throughout the
June 2020 session until the I:2021/2022 session. However, the learning method was returned
to face-to-face in session II:2021/2022. Therefore, the students were divided into eight groups
based on their end session of study as shown in Table 1.
Table 1. Student’s Group by End Session
Group
End Session
Learning Method
1
June 2018
Face-to-face
2
Dec 2018
Face-to-face
3
June 2019
Face-to-face
4
Dec 2019
Face-to-face
5
June 2020
Online
6
Dec 2020
Online
7
I: 2021/2022
Online
8
II: 2021/2022
Face-to-face
Interviews with seven lecturers were also conducted to obtain the validity of the data analysis
findings. These samples represented three engineering lecturers and four non-engineering
lecturers. They were purposely chosen because they were involved in face-to-face and online
learning and teaching throughout all sessions. The respondents of this study were asked eight
open-ended questions in the semi-structured interview. The questions were on:
1) Perception of face-to-face learning vs online learning
2) Perception of online assessment implementation
NJIEA 2023 │
Face-to-Face vs Online Learning: A Comparative Study of Polytechnic Diploma Student’s Achievement
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58
3. Result and Discussion
Analysis of students result and interview session with lecturers was conducted in order to
identify student’s achievement after transitioning from face‐to‐face to online learning.
3.1 Data Analysis
Data of students’ results from 2018 to 2022 was descriptively analysed to summarize and sum
up the collected data. Next, a comparison of students’ achievement between each group was
presented by gender, engineering, and non-engineering courses.
i) Gender analysis
A total of 118,569 students' results were retrieved from 36 polytechnics all over Malaysia.
It consists of 60,941 male students which represented 51% and 57,628 female students
which represented 49% categorized by their End Session. The data for each group is
shown in Table 2.
Table 2. Demography of student by gender
Group
End Session
Learning Method
Male
Female
n
%
n
%
1
June 2018
Face-to-face
4963
47.1
5567
52.9
2
Dec 2018
Face-to-face
9570
50.7
9297
49.3
3
June 2019
Face-to-face
4677
48.4
4979
51.6
4
Dec 2019
Face-to-face
9705
50.7
9439
49.3
5
June 2020
Online
4364
49.0
4539
51.0
6
Dec 2020
Online
10254
52.4
9328
47.6
7
I: 2021/2022
Online
6054
53.5
5269
46.5
8
II: 2021/2022
Face-to-face
11354
55.2
9210
44.8
60941
51.4
57628
48.6
ii) Analysis of Overall GPA Result for Diploma Student Polytechnic Malaysia (2018-2022)
Table 3 and Figure 1 show the students’ achievement for the End Session of June 2018 until
Session of II:2021/2022. Group 1,2,3,4 and 8 has a right-skewed shape where most students
got a GPA below 3.00. However, during the pandemic when online learning was implemented,
students’ achievement in Group 5, 6 and 7 showed a significant improvement. The distribution
became skewed to the left with most students achieving high scores of 3.50 and above. These
groups of students used smartphones or laptops with the internet to join classes and
assessments from their homes. Therefore, students’ efforts to attend online classes with their
own equipment and facilities should be appreciated. Hence, this is a crucial factor to ensure
online learning can be conducted well.
Table 3. Percentage of GPA result for Diploma Student in Polytechnic Malaysia (2018 – 2022)
Group
End Session
Learning
Method
GPA<
2.00
(%)
2.00 <
GPA
<2.99
(%)
3.00 <
GPA<
3.49
(%)
3.50 <
GPA <
3.75
(%)
GPA>
3.75
(%)
1
June 2018
Face-to-face
5.8
33.3
33.9
16.2
10.8
2
Dec 2018
Face-to-face
2.5
27.2
38.6
19.9
11.7
3
June 2019
Face-to-face
5.4
32.9
33.7
14.8
13.1
4
Dec 2019
Face-to-face
2.1
27.8
38.7
18.9
12.5
5
June 2020
Online
0.8
9.6
28.3
28.9
32.4
6
Dec 2020
Online
0.4
7.7
28.2
30.9
32.8
NJIEA 2023 │
Face-to-Face vs Online Learning: A Comparative Study of Polytechnic Diploma Student’s Achievement
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59
7
I: 2021/2022
Online
0.8
10.7
28.6
26.2
33.7
8
II: 2021/2022
Face-to-face
1.3
16.9
37.6
24.9
19.4
Fig.1. Chart of GPA results for Diploma Student in Polytechnic Malaysia (2018 - 2022)
Table 4 shows mean (M) and standard deviation (SD) values for face-to-face learning and
online learning. The results showed that both learning methods have high levels of mean with
low SD. However, online learning led to significantly higher levels of GPA (M=3.52, SD=0.42)
than face-to-face learning (M=3.20, SD=0.56). These findings reinforce the general belief that
online learning has a positive impact on students learning as well as assessment results.
Table 4. Descriptive Statistics for face-to-face learning
Variables
Face-to-face learning
Online learning
Mean
SD
Mean
SD
GPA
3.20
.56
3.52
.42
iii) Analysis of GPA result for Diploma Student Polytechnic Malaysia (Engineering Courses)
Table 5 and Figure 2 show the results of engineering students for the End Session June 2018
until II:2021/202. Groups 1,2,3 and 4 have a right-skewed shape meanwhile group 8 has a
bell-shape. These groups represented face-to-face learning. Groups 5,6 and 7 which
represented online learning showed a skewed left shape of distribution.
Table 5. Percentage of GPA result for Diploma Student in Polytechnic Malaysia from 2018 – 2022
(Engineering)
Group
End Session
Learning
Method
GPA<
2.00
(%)
2.00 <
GPA
<2.99
(%)
3.00 <
GPA <
3.49
(%)
3.50 <
GPA<
3.75
(%)
GPA>
3.75
(%)
1
June 2018
Face-to-face
10.2
41.0
30.5
11.4
6.9
2
Dec 2018
Face-to-face
3.1
31.2
39.9
17.6
8.2
3
June 2019
Face-to-face
10.2
42.2
30.8
11.1
5.8
4
Dec 2019
Face-to-face
2.9
35.6
40.7
14.4
6.4
5
June 2020
Online
1.3
14.5
33.8
26.6
23.8
6
Dec 2020
Online
0.4
7.9
31.4
33.3
27.1
7
I: 2021/2022
Online
1.3
15.4
36.1
25.4
21.9
8
II: 2021/2022
Face-to-face
1.6
20.2
41.8
23.3
13.1
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
GPA < 2.00 2.00 < GPA <2.99 3.00 <GPA< 3.49 3.50 < GPA < 3.75 GPA > 3.75
JUN 2018 DEC 2018 JUN 2019 DEC 2019
JUN 2020 DEC 2020 I: 2021/2022 II: 2021/2022
NJIEA 2023 │
Face-to-Face vs Online Learning: A Comparative Study of Polytechnic Diploma Student’s Achievement
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60
Fig.2. Histogram of GPA result for Diploma Student in Polytechnic Malaysia from 2018 – 2022
(Engineering)
iv) Analysis of GPA result for Diploma Student Polytechnic Malaysia (Non-Engineering
Courses)
Table 6 and Fig.3. also present the same trend for non-engineering courses. Groups 1, 2, 3
and 4 have a right-skewed shape and group 8 has a bell-shape. While group 5,6 and 7 has a
left-skewed shape. This result has the same trend as engineering students.
Table 6. Percentage of GPA result for Diploma Student in Polytechnic Malaysia from 2018 – 2022
(Non-Engineering)
Group
End Session
Learning
Method
GPA<
2.00
(%)
2.00 <
GPA<
2.99
(%)
3.00
<GPA <
3.49
(%)
3.50 <
GPA <
3.75
(%)
GPA>
3.75
(%)
1
June 2018
Face-to-face
2.7
27.9
36.2
19.5
13.5
2
Dec 2018
Face-to-face
1.9
22.4
37.1
22.6
16.0
3
June 2019
Face-to-face
2.3
26.7
35.7
17.4
18.0
4
Dec 2019
Face-to-face
1.2
19.1
36.6
23.9
19.2
5
June 2020
Online
0.5
6.5
24.8
30.4
37.8
6
Dec 2020
Online
0.3
7.5
24.1
27.8
40.3
7
I: 2021/2022
Online
0.4
7.5
23.3
26.8
41.9
8
II: 2021/2022
Face-to-face
0.8
12.6
32.2
27.0
27.4
Fig.3. Histogram of GPA result for Diploma Student in Polytechnic Malaysia
(Non-Engineering)
0
1000
2000
3000
4000
5000
6000
JUN 2018 DEC 2018 JUN 2019 DEC 2019 JUN 2020 DEC 2020 I:
2021/2022
II:
2021/2022
GPA< 2.00 2.00 < GPA <2.99 3.00 < GPA < 3.49 3.50 < GPA < 3.75 GPA > 3.75
0
500
1000
1500
2000
2500
3000
3500
4000
JUN 2018 DEC 2018 JUN 2019 DEC 2019 JUN 2020 DEC 2020 I: 2021/2022 II:
2021/2022
GPA < 2.00 2.00 < GPA < 2.99 3.00 < GPA < 3.49 3.50 < GPA < 3.75 GPA > 3.75
NJIEA 2023 │
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Based on the comparison made, both engineering and non-engineering courses gave the
same observation that aligns with the overall CGPA result. The left-skewed shape was
negatively skewed in nature can be caused by the changes in learning and assessment
method that helps students score better. Due to the pandemic, the assessment method
changed to alternative assessment that had a positive impact on students where students
were found to be less stressed and more prepared which contributed to better results.
3.2 Interview Session Analysis
Analysis of the interview session identified three themes regarding the lecturer’s perceptions
about the implementation of online learning and assessment and interpreted as below :
i. Lack of students engagement in online learning due to some issues such as lack of
an adequate Internet connection and hardware constraints.
ii. Alternative assessment methods gave students an advantage in achieving better
results.
iii. Students achievement was found to be higher when online learning was
implemented.
Based on the data of students’ result that has been collected, findings showed that students
have better results when implementing online learning. Despite of good results, interview
results found that students were less committed to online learning. The interview respondents
believed that students were willing to learn but they were stuck by some constraints. This
matter was raised by the respondents:
“Yes, they wants to study, try to attend online class but sometimes interrupted or disconnected,
which is a problem. Those with limited or slow data will not turn on their camera until end of
class because they want to save the data. But still they stay until the end of class.”
[Respondent 1 | Theme: Online learning issue]
“I found the problem of internet coverage for example rural area students.. they did not get
enough coverage.... so they have problems to join online class..”
[Respondent 2 | Theme: Online learning issue]
“The significant difference is from an instructional point of view and student focus. In the
past, we could reprimand if the student was not focused. But during online learning, we can't
control students like we do face-to-face.” [Respondent 6 | Theme: Online learning issue]
According to [8], most students felt that online classes could be more difficult than traditional
classroom classes due to technology limits and delayed responses. Students have to face
several challenges in adapting to online learning including the lack of interaction between
students and lecturers [1]. However, the majority of students who engage in online learning
illustrate that there is potential to continue learning online with improvements in all forms of
convenience and readiness [9].
Online learning was determined to be useful since it offered learners flexibility and
convenience [8]. Alternative assessment methods applied during online learning provide the
opportunity for lecturers to explore and get evidence of their students' learning that is
constructively aligned with the learning outcomes [10]. Respondents agreed that alternative
assessment during the pandemic gave advantages to students to score better as they said :
“Online quiz..test.. using CIDOS. Assignments upload using MSTeams. Easier to manage.
Students less nervous and mostly score better..”
[Respondent 3 | Theme: Alternative assessment]
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“Students prefer open book tests.. or doing presentation or project instead of having to study
and sit and answer an exam.” [Respondent 4 | Theme: Alternative assessment]
“Usually students have to produce a video as their practical assessment using their own
materials guided by the instructions given. The outcome will be used to measure the level of
student’s understanding.” [Respondent 7 | Theme: Alternative assessment]
The implementation of alternative assessment has a positive impact on the development of
students' soft skills as well as their involvement actively in the learning experience [11].
Indirectly, this contributes to better results in students assessment. Several studies by [8], [12]
and [13] show that students achieve better during online learning. These findings are in line
with the findings of the data analysis and are supported by the respondents:
“According to the actual data, students achievement is better during online.. as their scores
increase during pandemic..” [Respondent 5 | Theme: Students achievement]
“During pandemic, scores were mostly higher. Because the assessment can be done online.
The exam was an open book test. Students were more prepared so the result also better.”
[Respondent 6 | Theme: Students achievement]
“Students got better result during online learning. A factor that may influence students to score
better was because of the ratio PB:PAlt = 80:20 which show the percentage of PB marks was
higher than PAlt.” [Respondent 7 | Theme: Students achievement]
In summary, these interview findings showed that lecturer’s perceptions about the
implementation of online learning and assessment are in line with student’s achievement
before, during and after the pandemic. Students’ result during the pandemic was found to be
better with most students earning GPA of over 3.00 despite some technology constraints. The
implementation of alternative assessment also seen as one of the crucial factors assisting
students to accomplish the assessment better.
4. Conclusion
The Covid-19 pandemic had an impact on all sectors including the higher education sector.
Polytechnic Malaysia was no exception. In the effort to ensure that teaching and learning
sessions can be carried out, the method of learning has been replaced with online learning
sessions to ensure that students were not left behind. Despite of challenges when
implementing online learning, students still can adapt to the changes and score better. This
was evidenced by the achievement of students who earned a GPA of over 3.00 during online
learning during the pandemic. These findings are also supported by the views of lecturers who
believe that online learning helps students get better marks because of the more flexible
alternative assessment methods.
In conclusion, this study suggests that the implementation of online learning during the Covid-
19 pandemic resulted in improved student achievement compared to face-to-face learning.
Alternative assessment methods played a significant role in facilitating better student
performance. However, challenges related to limited internet access and technology issues
were identified as barriers to student engagement. Overall, the study highlights the potential
of online learning to positively impact student outcomes and adapt to changing educational
needs.
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