Improving online teaching and learning quality in Pusat Tuisyen Seri Minda Muda
The education industry traditionally uses the Face-to-Face classroom while most students in Malaysia who desires academic excellence are accustomed to attending after-school tuition class. The unprecedented Covid-19 pandemic forced educators to shift into online classrooms, tuition centre alike. Thi...
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| Format: | Thesis |
| Language: | English |
| Published: |
2022
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/102031/1/TanChoySoonMAHIBS2022.pdf.pdf |
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| Summary: | The education industry traditionally uses the Face-to-Face classroom while most students in Malaysia who desires academic excellence are accustomed to attending after-school tuition class. The unprecedented Covid-19 pandemic forced educators to shift into online classrooms, tuition centre alike. This new home-based education caused a nearly 52% reduction of total enrolled students in Pusat Tuisyen Seri Minda Muda. The exit interview disclosed that 67% of the parent were doubtful of online class effectiveness. This mixed-method action research aims to improve online teaching and learning quality in Pusat Tuisyen Seri Minda Muda through the implementation of flipped classrooms as the two-cycle intervention. In cycle one intervention, the effectiveness of teaching quality and student satisfaction is evaluated through interview sessions and survey questionnaires, respectively. Flipped classroom implemented within a total quality management framework enables repetitive learning, active participation, and timely feedback; these criteria are a better form of pedagogy in improving tutors’ teaching quality. The tutors are keen and eager to continually implement the flipped classroom as their future pedagogy. An increment of 27% secondary students is more satisfied with flipped classrooms over the online classrooms. The student’s satisfaction is in a linear function of learning quality, service quality, and student engagement. The cross-sectional study conducted in cycle two intervention proved that the students that learned through the flipped classrooms were performed 23% excellent than those who learned through the online classroom. With that, trusted that the student’s parents feel worthy of every single cent they paid. Therefore, the total enrolled student was increased from 107 to 140 students while the increment has bigger weightage on the secondary students where intervention was implemented. Generally, the intervention successfully improved teaching and learning quality, as well as increased student satisfaction and academic performance in the secondary school segment in Pusat Tuisyen Seri Minda Muda. |
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