Undergraduate-Community engagement is a form of experiential education in which students engage in activities that address human and community needs. In Malaysia, most undergraduates have at one point or another taken part in community engagement activities. However, the outcome of participating in community engagement has not been properly measured. This study was conducted to investigate the benefits undergraduates gain as a result of community engagement experience, as there is limited studies done in the Malaysian context. This study adopted Student Community Engagement Benefits Questionnaire (SCEBQ) by Chung and Coates (2016). SCEBQ has four benefit constructs, namely career skills, diversity skills, interpersonal skills and civic skills. A total of 143 responses were analysed and results showed that female undergraduates, those who participated in voluntary projects and respondents between 21 to 23 years old reported higher mean gains across the four benefit constructs. Nevertheless, these mean gains did not show any statistically significant difference between gender, community engagement projects types, except age groups. The study is important as it lays the foundation in the process of creating a better understanding of what students learn outside the classroom and it contributes to the practical knowledge of undergraduate-community engagement experience in the context of Malaysian higher education.

This paper reports on the use of role-play as a scenario-based learning approach in the teaching of counselling skills, client assessment and diagnostic interviewing within psychological training. While role-play is not a new technique in teaching such skills, its use is generally reserved for the training of higher level students. This paper explores the use of role-play for undergraduate training, its usefulness and how ambiguity and uncertainty can be incorporated into scripts for more effective training. Through a process of constructivist learning, students arrive at meaning between each other in how they approach even improvised role scripts.

This quantitative study was conducted to determine whether a significant relationship exists between perceived teachers’ self-disclosure and students’ out of classroom communication with teachers in a Malaysian private institution of higher learning. A survey consisting of two questionnaires, namely the Perceived Teacher’s Self-Disclosure scale designed by Cayanus and Martin (2008) as well as Knapp and Martin’s (2002) Out-of-Classroom Communication Scale were collected from 144 final year undergraduates from a Malaysian private institution of higher learning. Using the SPSS, the Pearson product-moment correlation coefficient, independent-samples t-test and one-way between-groups ANOVA with post-hoc tests were used to analyze the data. The findings indicated a positive relationship between the dimensions of amount and relevance in perceived teachers’ self-disclosure and students’ out of classroom communication. There was no significant difference recorded between gender, with perceived teachers’ self-disclosure and students’ out of classroom communication. Besides, there was also no significant difference recorded between age, with perceived teachers’ self-disclosure and students’ out of classroom communication. The study concludes that Malaysian undergraduates’ perceptions towards teachers’ self-disclosure influences the out of classroom communication with teachers.

The purpose of this article is to describe the analytic process of a method of data collection known as Q Methodology. This method is an alternative method in collecting data especially suited to research on “points of views” (Coogan & Herrington, 2011, p. 24). The analytic process of Q methodology involves factor analysis, a mathematical technique that reveals underlying explanations for patterns in a large set of data (Webler, Danielson and Tuler, 2007). This is known as Q technique factor analysis which “look for groupings of similar Q-sorts which represent similar viewpoints” (Bradley, 2007). To identify the factors, a statistical program known as Method, a program which has been tailored to meet the requirement of Q Methodology is utilised. This is a free downloadable program which can be accessed from the web. Method Version 2.11 was used to exemplify the process of Q Methodology analysis in this article. The analysis process involves three main stages. The first is data entry where encompasses 6 steps of keying in data. Data exploration is the second stage where a number of factors are produced by looking at patterns from the Q sorts. The final stage is data interpretation of the factors which is guided by the desire to remain true to what the data showed. This paper, however, looks into the first stage of Q analysis process which is data entry.

This paper highlights the importance of developing a good understanding of the topic of function. Topic of function becomes a building block for students to understand many more complex topics of mathematics. Specifically, this study aimed to investigate the relationship of students’ level of understanding between function and quadratic functions. A survey research was employed. A total of 103 samples have been involved in this study. The finding revealed that there was a strong, positive and very significant relationship of the two topics in additional mathematics among the Form Four students. It implies that the teaching and learning strategies of the two topics have to be considered simultaneously.

This study is an exploratory study designed to: (a) examine the current scenario and content of the Craft section in the Visual Art syllabus, (b) measure the preparedness of art teachers in teaching art among multicultural students and (c) identify the challenges that pre-service art teachers face in teaching multicultural art education. The Purposive Sampling method was employed where four (4) pre-service art teachers from the Art Education department from the Education Faculty of Universiti Teknologi MARA, Malaysia were chosen to be involved in the study. The data were collected via interview; hence, the research method for this study is predominantly qualitative in nature. Analyses of the data are explained based on the answers provided to the research questions.