JOURNAL REVIEW 1 a) SOURCE OF JOURNAL:

URL = http://chem.sci.utsunomiya-u.ac.jp/cejrnlE.html
b) JOURNAL TITLE: The Relationships Among Integrated Science Process Skills,Logical Thinking Abilities, And Science Achievement Among,Rural Students Of Sabah, Malaysia
Science curriculum in Malaysia gives conscious emphasis on the acquisition of scientific skills and thinking skills, the inculcation of scientific attitudes and nobles values besides the acquisition of scientific and technological knowledge and its application to the natural phenomena and students daily experiences. The purpose of this study is to gauge the acquisition of integrated science process skills, logical thinking abilities and science achievement among Form 4 students in the Interior Division of Sabah, Malaysia. This study is also aimed to determine whether there is a significant difference in the acquisition of integrated science process skills, logical thinking abilities, and science achievement between male and female secondary students in the Interior Division of Sabah, Malaysia. The ultimate goal of this study is to investigate whether integrated science process skills and logical thinking abilities can predict rural secondary students science achievement

C) (i) Methodology Of Study

This is a non-experimental quantitative research and sample survey method was used to collect data. Research samples were selected by using a two-stage cluster random sampling technique. Instruments namely Integrated Science Process Skills Test (ISPST), Group Assessment of Logical Thinking Abilities (GALT), and Science Achievement Test (SAT) were adopted to investigate the possible linear relationships among rural secondary students integrated science process skills, logical thinking abilities and science achievement. Five subscales of integrated science process skills measured in this study were Identifying variables, Identifying and stating hypothesis, Defining operationally, Designing investigations, and Graphing and interpreting data whereas six modes of logical thinking abilities measured were Conservational reasoning, Proportional reasoning, Controlling variables, Combinatorial reasoning, Probabilistic reasoning, and Correlational reasoning. Students science achievement in Elementary Biology, Elementary Chemistry and Elementary Physics were also measured in this study. Parametric tests namely Independent samples t-test, Pearsons product moment correlation, simple and multiple regression analysis were used to test the stated null hypotheses at a specified significance level of .05. Quantitative data was analyzed by using the Statistical Packages for Social Sciences (SPSS) and QUEST.

(ii) Purpose of Study

The purpose of this study is to gauge the acquisition of integrated science process skills, logical thinking abilities and science achievement among Form 4 students in the Interior Division of Sabah, Malaysia. This study is also aimed to determine whether there is a significant difference in the acquisition of integrated science process skills, logical thinking abilities, and science achievement between male and female secondary students in the Interior Division of Sabah, Malaysia. The ultimate goal of this study is to investigate whether integrated science process skills and logical thinking abilities can predict rural secondary students science achievement.

(iii) Conclusion Research findings of this study have found significant differences in the acquisition of integrated science process skills and science achievement between male and female rural secondary students in the Interior Division of Sabah. Generally, female students performed better than their counterparts in the acquisition of integrated science process skills and science achievement. However, the difference in the acquisition of logical thinking abilities between male and female students is not statistically significant. This study has also shown the existence of moderate, positive and significant correlation among rural secondary students integrated science process skills, logical thinking abilities, and science achievement. These findings showed that better logical thinking abilities will ensure better integrated science process skills and hence better science achievement. Hence, those who are involved directly or indirectly in the planning and implementation of science curriculum need to plan effective intervention programs to increase students logical thinking abilities and integrated science process skills in the effort to improve rural secondary students science achievement. These follow-up efforts are crucial to ensure that our nations vision to establish a science and technology- based society will become reality. (iv) Author Lay Yoon Fah Khoo Chwee Hoon Jenny Cheng Oi Lee Universiti Sains Malaysia Malaysia Teacher Institute Kent Campus Lok Yuk Secondary School, K/Kinabalu

JOURNAL REVIEW 2 c) SOURCE OF JOURNAL:

URL = http://chem.sci.utsunomiya-u.ac.jp/cejrnlE.html
d) JOURNAL TITLE Creating a Best Practice of Thoughtful Classroom - The Story of A Chemistry Master Teacher A case study has been conducted on four Malaysian master teachers teaching the Revised Secondary Science Curriculum (RSSC), specifically the Physics, Biology and Chemistry subjects. Master teachers are experts instituted by the Ministry of Education Malaysia in the respective subject areas. It can be logically deduced that their teaching could qualify as best practice. The study is of the qualitative paradigm and exploratory in nature. These master teachers or participants of the study were involved in the revision of Science Curriculum carried out by the Curriculum Development Centre, Ministry of Education Malaysia. They were also involved as master trainers for the orientation courses conducted to prepare teachers to use RSSC which was implemented throughout the country in the year 2002. The RSSC advocated the concept of thoughtful teaching. Being heavily involved with the formulation of RSSC, it would be interesting to study if these master teachers practiced thoughtful teaching as they implement the curriculum.

C) (i) Methodology Of Study This study adopted a qualitative case study paradigm which is exploratory in nature.Case study methodology was chosen because the aim is to examine a contemporary phenomenon from the perspective of teacher, where an in-depth understanding of what the teacher think and do is necessary. Methods of data collection included individual interview with the participant, group interview with participant's students, observation of participant's teaching, questionnaire and participant's thinking journal. Long term observations and interviews were the two main methods of data collection engaged in this study. (ii) Purpose of Study Major principles of thoughtful teaching and learning given by RSSC were adhered to but not the prescriptive models given in RSSC and the related curriculum materials. The gap between what is given by the curriculum materials and the actual practice is apparent. In developing thoughtful teaching, the master teacher was influenced by

his preference and personal characteristics. In the case of the Chemistry master teacher his preference is developing strategies of learning. It then seem logical to suggest that to close the gap between intended curriculum and the enacted curriculum, opportunities of communication between the curriculum planners and practicing teachers need to be provided. There is a need to establish relationship between teachers' original ideas and the new ideas suggested by the intended curriculum. This also mean that best practice cannot be emulated wholesale but served only as an exemplar where ideas can be adopted and adapted. (iii) Conclusion The main conclusion that can be made from this study is that there are variations in the interpretation of the curriculum even among teachers who were involved in curriculum development. Participant of this study created his own conception of thoughtful teaching influenced by his personal characteristic as well as his prior beliefs about teaching and learning. It can be postulated that if further studies of similar nature are conducted on other teachers, other elements of thoughtful teaching might appear. This study has also indicated that the case study methodology adopted is a useful tool to help teacher conceptualise on their teaching models. (iv) Author Ng Soo Boon, Curriculum Development Centre,Ministry of Education Malaysia

JOURNAL REVIEW 3 e) SOURCE OF JOURNAL URL: www.ccsenet.org/ass

f)

JOURNAL TITLE Extra Classes Effectiveness inSmart Secondary School, Johore,

C) (i) Methodology Of Study In this study, data collection involving multiple instruments will be gathered using a quantitative questionnaire instrument to enable information to be changed and interpreted meaning of data (Tuckman, 1988) and qualitative data such as that proposed by Patton (1990). Instruments include observation, interviews, checklists and analysis of documents. (ii) Purpose of Study The purpose of this study was to evaluate extra classeseffectiveness at Smart Secondary School, Johor. This entire research was conducted for about a year using a method called triangualitation which is a combination between quantitative and qualitative method. Six main methods namely survey, questionnaire, interview, observation, documentation checklist and analysis were used to collect data. In questionnaire method, study subject involved 242 respondents constituting teachers who teach in nine of Smart Secondary Schools in Johore while qualitative method involved 10 respondents by interview, 12 aspects observation, 15 aspects checklist and 17 collected documentation which comprises of official document, test material and examination. Respondent sample questionnaire was randomly chosen while interview criteria in interview items had been set by the researcher. Two sets of instruments were carried out intwo different schools. Reliability index through pilot study of both instrument sets are from 0.7256 to 0.9165.Quantitative data to be analysed using Computer Software SPSS Version 10.5 For Windows to get statistic mean and standard deviation. Qualitative data were analyzed using a coding system adapted from Marohaini (2001) research findings indicate that additional classes can improve performance in learning and it is extended by the studentsexcellence in tests. However, researchers recommended the implementation of intensive counseling classes should be extended to other subjects.

(iii) Conclusion From the research it is shown that majority of students felt that by attending extra classes it can improve their academic performance. It is also discovered that studentsperception towards the effectiveness of extra classes is high. Majority of students felt that teachers had made preparations well before undergoing additional classes. Level of teaching methods used by teachers in extra classes are only at the medium level while teaching method that is widely used by teachers additional method is the method followed bydiscussion and lecture demonstrations. Teachers attitudes and students attitudes towards extra classes is mainly positive. Extra classes or tuition are not there to teach studentsany new knowledge, but more towards revising what has been learned in school. Additional classes can help students in lessons, especially in terms of improving and enhancing their decision. Most students think that their performance in class increases after attending additional classes conducted by the school for them. Teachers are role models for students learning. Teachers also play an important role to produce the effects of teaching to include students in terms of behavior and language use by teachers. Hence, additional classes mustbe upgraded from time to time to enhance the progress of students in school. (iv) Author Assoc. Prof. Dr. Asri Selamat (Corresponding author), Assoc. Prof. Dr.Ahmad Esa, Assoc. Prof. Dr. Berhannudin Mohd Salleh & Dr Ishak Baba, University of Tun Hussein Onn Malaysia

JOURNAL REVIEW 4 a) SOURCE OF JOURNAL URL: Academic Research International www.ccsenet.org/ass

b) JOURNAL TITLE Preservice Secondary School Mathematics Teachers' Subject Matter Knowledge Of Calculating Perimeter And Area

c) (i) Methodology Of Study Clinical interview technique was employed to collect the data. Interview sessions were recorded using digital video camera and tape recorder. Subjects of this study consisted of eightpreservice secondary school mathematics teachers enrolled in a Mathematics Teaching Methods course at a public university in Peninsula Malaysia. They were selected based on their majors (mathematics, biology, chemistry, physics) and minors (mathematics, biology, chemistry, physics). This article present.Data for this study was collected using clinical interview technique. In the present study, materials collected for analysis consisted of audiotapes and videotapes of clinical interviews, subject's notes and drawings, and researchers notes during the interviews. The audiotapes and videotapes were verbatim transcribed into written form and the transcriptions were the raw data for this study. The transcriptions include verbal and nonverbal interaction between researcher and subject. s the analysis of the responses of the subjects related to a particular task.

(ii) Purpose of Study The purpose of this study was to examine preservice secondary school mathematics teachers (PSSMTs) subject matter knowledge of calculating perimeter and area of composite figure. Specifically, this study aimed to investigate the preservice teachers procedural knowledge, linguistic knowledge, strategic knowledge, and ethical knowledge of calculating perimeter and area of composite figure. (iii) Conclusion Students tend to confuse with the slanted side (slanted height) and the height (perpendicular height) of a parallelogram. However, the finding of this study is in contrast with the findings of Baturo and Nason(1996). Baturo and Nason (1996)

revealed that preservice primary school teachers in their study had inadequate procedural knowledge of calculating area of the given shapes.

(iv) Author Dr. Wun Thiam Yew (School of Educational Studies), Universiti Sains Malaysia, Dr. Sharifah Norul Akmar Syed Zamri,Faculty of Education,University of Malaya Dr. Lim Hooi Lian, School of Educational Studies, Universiti Sains Malaysia

JOURNAL REVIEW 5 a) SOURCE OF JOURNAL URL: www.ccsenet.org/ass

b) JOURNAL TITLE Integrating Vocational Stream In Secondary School: A Qualitative Case Study

c) (i) Methodology Of Study Vocational stream is a new set-up in the education system of developing countries especially for countries with low population and limited area of land. Nevertheless, this countries are working on providing vocational education to their citizen particularly for their youngsters in secondary school. There are few important elements or items that can be used as guidance in a certain implementation that might The qualitative methodology (Interviews, Documents analysis and observation) are used be the basics of the implementation). Qualitative and case study are the mothods used in this research. The case is the Integrating of Vocational Education in Secondary Level. For the qualitative study which require interviews data, documents analysis and continuous discussions, we have been based at Centre for Continuing Education (CCE), Ministry of Education at Male'. A period of time has been given to complete the assignment. We have been based at Centre for Continuing Education (CCE), Ministry of Education at Male'. A period of time has been given to completethe assignment. We have completed the assignment within one year. For the matter,we have studied the existing national framework of CCE and the implementation of vocational subjects by CCE and secondary schools throughout the country.

(ii) Purpose of Study The next step is to ensure that policies on TVET education are relevant and that they are aligned with government plans for the development of the country. Implementation of TVET will results in massive changes in the current policies of education especially concerning the organization and infrastructures. For example, if a course of Electrical Device Installation is planned to be integrated in the secondary school curriculum, the head of the school is require to choose a suitable teacher who are well prepared to lead the program. The existing teachers might also need to undergo certain training courses to prepare them for the successful implementation of

the new program. Our observations show that, current policies in school do not really include the TVET in specific. Furthermore, TVET need to be approved by the ministry and human resource development organization so that they can plan the pathways for the students who took the courses during their secondary school. Therefore, TVET policy has to satisfy both the schools and governments policies. (iii) Conclusion The TVET experts committee convinced thatTVET can be effectively implemented in secondary schools by taking the steps outlined above. The MOE needs to suggest that this TVET master key has the capacity to open and close doors. There is a continuing need for all people or stakeholders to collaborate in introducing quality TVET programmes in secondary schools across the region. Collaboration is needed between the countries that are in the process of strengthening these programmes and countriesthat are already running successful TVET courses in their secondary schools. If the process of integrating TVET across the secondary school curriculum is well planned and properly introduced, the outcomes will be positive and all stakeholders will benefit. Members will also fully support the development and delivery of popular courses for all students in the lower secondary schools as pre-requisites for further training at higher secondary level to meet local skills needs and labour mobility for better social and economic development. (iv) Author Mohamad Hisyam Mohd. Hashim, Department of Engineering Education, Faculty of Technical Education,Universiti Tun Hussein Onn Malaysia Abdullah Ibrahim,Centre for Continuing Education (CCE) Ministry of Education, Republic of Maldives

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