Challenges in Teaching and Learning of Nationhood Education in Malaysia
Nor Azlah Shamrambely1, Mohamed Alihaniffa2, RohaniAb Ghani3, Zulhilmipaidi4, Ahmad Shukri Abdul Hamid5, Fahains Mohd Yusof6
1Nor Azlah Sham Rambely, School Of Languages, Civilization And Philosophy, University Utara Malaysia, Sintok Kedah, Malaysia.
2Mohamed Alihaniffa, School Of Languages, Civilization And Philosophy, University Utara Malaysia, Sintok Kedah, Malaysia.
3Rohani Ab Ghani, School Of Languages, Civilization And Philosophy, University Utara Malaysia, Sintok Kedah, Malaysia.
4Zulhilmi Paidi, School Of Languages, Civilization And Philosophy, University Utara Malaysia, Sintok Kedah, Malaysia.
5Ahmad Shukri Abdul Hamid, School Of Applied Psychology, Social Work And Policy, University Utara Malaysia, Sintok Kedah, Malaysia.
6Fahains Mohd Yuso, School Of Education And Modern Languages, University Utara Malaysia, Sintok Kedah, Malaysia.
Manuscript received on 15 May 2019 | Revised Manuscript received on 22 May 2019 | Manuscript Published on 02 June 2019 | PP: 338-343 | Volume-8 Issue-7S2 May 2019 | Retrieval Number: G10590587S219/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The main purpose of education in the nationhood is to instill in the nation the sense of loyalty and patriotism. Several higher education academic subjects such as malaysian studies, nationhood studies, ethnic relations and national language have been implemented to achieve the goal in a malaysian context. Malaysian study or nationhood studies is one of the compulsory courses offered by all malaysian universities aimed at educating students with national values, patriotism and country affiliation. Past empirical evidence, however, shows that many students lack interest in learning such a topic. Therefore, students’ views on teaching and learning towards the subject were investigated in the current study. The current study uses quantitative approach to categorize eleven elements representing the views of students on teaching method and seven aspects represent the views of students on their learning preferences for this subject. The mean score and percentage was obtained using questionnaires and spss software as the main tools in this study. It is concluded statistically from this study that the importance aspects of students’ perspectiveson teaching method forthis course are the class will be more interesting if lecturers prefixed with current information, if more elements of interaction between lecture and students been implemented, and using the form of storytelling by lecturers during teaching dominant students’ view. Meanwhile, for aspects that represent students’ views on their learning preferences for this subject, highest mean goes to the importance of attending every session of this course, second they appreciate high values on the knowledge delivered through this course followed by their views that it is very importance to get involved in class discussions and the followed by learning session that have been implemented attracted them to this course. This study therefore suggests that lecturers play an important role in establishing the best ways of teaching and learning this topic. It is very important to specifically appoint the expertise in this field to teach the subject. In addition, lectures should build on excellent relationships with students and create an attractive and enjoyable environment for dynamic involvement of students in classroom activities and For enthusiastic and efficient learning of the malaysian nationhood studies.
Keywords: Malaysian Nationhood Studies, Students’ Views, Teaching Method, Learning Preferences.
Scope of the Article: Natural Language Processing