Slow Learners In Malaysia Education Essay

soggy Learners In Malaysia training EssayAbstract- Current trend indicate that learning through the use of application and coursew be had twist important article of faith system. However, it is different case for shadowy learners. As most schools loosen uplyly adapting the more effective teaching method, they can non keep up with the flow. Even though thither ar coursew atomic number 18 highly-developed for the slow learners, the coursew are is far from fulfilling their specific bespeaks. Statistic shows that in a US typical classroom in that respect forget be 3 or 4 slow learners. In orbital cavitys of poverty and many low-income urban areas, the children per classroom who could be characterized as slow learners might be twice that number. The distinction of the slow learners are often described as immature in relations, find it difficult to solve complex problem, work very slowly, can substanti wholey lose track of time, unable to perform long-term goals, and have p oor concentration skills. However, they are very good with hands-on materials. This paper pull up stakes designate the tuition of courseware made to teach slope for the slow learners.Keywords-component courseware slow learners EnglishIntroductionBackgroundSlow learners are no longer rare cases in Malaysia. However, they are non categorized as people with special c each for. Some might confuse the slow learners with dyslexia. However, both terms are different. Dyslexic get out have difficulties in learning to read and write despite having kindred learning process and effort with another(prenominal)s. For slow learners, they do not do comfortably at schools or projection that require extensive adaptation, writing, and mathematic but they perform great outside class especially in hands-on tasks. They depart need extra time in completing the tasks given. Because of their characteristics, slow learners are al meanss left behind as they cannot catch up with the learning pro cess at peace(p) through by other kids. Even though new technology has been developed to enhance learning process, they are left out because it is not meet for their learning needs.This project is intend to enhance the English courseware specifically for the slow learners in way that leave behind serve their learning needs which is different from other kids. The courseware leave be focus on non-linear techniques to achieve it flexible and more conducive for the slow learners.As there is not more than of courseware developed for slow learners, the product of the project allow world-shakingly bring the learning process for the slow learners into new level and brighten the hope for them to learn like frequent kids.Problem StatementTeaching slow learners isnt self aforementioned(prenominal)(prenominal) like teaching normal kids. Teaching them require different methods and approaches because of their characteristics. As learning process mournful on taking advantage of computer s and internet, slow learners are left behind because there are no specific learning applications for them that will suit their needs especially in critical subjects such as Science and Mathematic. There are lots of courseware in the market out there but it is similarly little in poesy and it is far from perfect. This new courseware to be developed will be a great to a faultl for teacher to teach English to the slow learners because it will enhance whats al machinate in the courseware and make it better.Objectives and Scope of StudiesObjectivesThe objective of this project is to enhance the authoritative English courseware from Mohd Izzat Helmi Bin Yahyas English Courseware for Slow Learners project and will be specifically designed for the slow learners so that the learning process will suit their needs. Because of their characteristics, the courseware will need careful designation.. The courseware will enrich English learning process which already in the current courseware and make it more interactive and flexible.Scope of StudiesThe project will admit the strike of slow learner behavior and courseware development. The ending of the study then will be analyzed to develop and enhancing cognitive skills training that will be corporate with the courseware so that the target to teach slow learners can be achieved. Target group of the courseware will be primary school learner in tired 4 to warning 6 (10-12 yrs old). The courseware will be developed as a game to teach General English.Literature ReviewGame-Based nurtureMarc Prensky (2003) says that since Pong is introduced in 1974, the unique expertise that game designers have honed to a superfine edge is player engagement the ability to keep people in their seats for hour after hour, day after day, at rapt attention, actively trying to reach new goals, shouting with glee at their successes, placed to overcome their failures, all the while begging for more. Along with the new technology that had been developed in recent years, games had make up more than just entertainment, it had evolve to become the medium of learning. In Digital Game-Based Learning (Prensky, 2001), explain that children nowadays are different from previous generation where they grow up with digital technology and their minds are changing to accommodate the technologies with which they spend more time. From there, it is clear that most children nowadays from different gender, ages and social groups spends most of the time with video games. Many experts see the determine in video games as a medium of learning. Its true that this children love games more than schools but their attitudes toward games is the attitude of the learners passionate, cooperative, and actively involve in problem-solving. enquiry by Zyda (2007) argue that computer games are an engaging medium for learning, since games can stimulate cognitive processes such as reading explicit and implicit knowledge, deductive and inducive priminging, problem-solving, and making inferences from information displayed across a number of screensTo define game based learning will be quite complicated because there are several different opinion on the matter. Kirjavainen(2009) define game-based learning as field of research and game design based on observations that play, structured or unstructured, conditions the human brain for transformation and learning. Wee Hoe Tan(2008) defines game-based learning as form of learner-centered learning that uses electronic games for educational purposes. However, the concept of game-based learning is still the same the use of game with the defined learning outcomes for the purpose of learning.Kasvi (2000) lists the seven requirements for effective learning environment asProvide a high intensity of interaction and feedbackHave specific goals and established proceduresBe motivationalProvide a continual feeling of challenge, not to a fault difficult to be frustrating nor too easy to create boredomP rovide a sense of direct engagement on the task involvedProvide the appropriate tools that fit the task andAvoid distractions and disruptions that destroy the subjective experience.Kasvi (2000) suggests that computer games fulfill all of these requirements and believes that they satisfy them better than most other learning mediums. By looking at how the westbound world had utilized game as learning faculty in classroom, it proves that the statement is true. R.V. Eck(2006) explain that games like Civilization, SimCity 4, Cruise Ship Tycoon, and Roller Coaster Tycoon had already been utilize in classroom. People might be skeptical at first glance. All these games have prove them wrong. For example, in Roller Coaster Tycoon students piss roller-coasters to different specifications, which is what engineers should do. By extending the gameplay with basal learning process like calculus physic knowledge, it will make a valuable learning experience.Slow Learners in MalaysiaIn Malaysia, dyslexic children had begin to receive attention when MyLexics, a courseware to help the dyslexic learn basic Malay language is introduced (Haziq, 2009). However, its a different chronicle for the slow learners. In fact, there are cases reported where slow learners are left behind in the classes (NST, 2008). Cases like this shouldnt happen because even though they are weak in study they are definitely very good in other aspects.Even worse, One in every three juvenile person delinquent in integrity school in prison or detention centers displays learning difficulties including being slow learners. (The Star, 2008) Many believe that if these youth not identified and helped will cause them to end up as criminals. Most of them tend to drop out of schools and vulnerable to negative influence because of the problem they facing.Overcoming the WeaknessesResearch by LearningRX(2006) argue that weak cognitive skills are the cause of learning disabilities such as dyslexia and slow learning. Important skills such as concentration, perception, memories and logical intellection are not as good as other normal people which make reading, writing, and thinking more difficult. However, this weakness can be change through specific training and testing. Mel Levine (2008) explain that how Kitty Hawk Elementary School in North Carolina America had implied School Attuned Program victimisation the Neurodevelopmental Profiles where all students with different cognitive skills can learn. Lisa Galleli, a teacher at Kitty Hawk describes her management plan for one such students as He had significant graphomotor weaknesses with spelling and writing. But he really shined in his social skills and that made all the difference in the world. He was similarly good at math and problem solving. We use his strength who keep him motivated with success while tackling his writing problem. The result had proved that it is not impossible to overcome the weakness.Neurodevelopmental Profile is rese arched and synthesized by Mel Levine and his colleagues consist of 8 constructs that areTable 1 8 constructs of Neurodevelopmental ProfilesAttentionThis includes the ability to concentrate, focus on one thing rather than another, finish tasks, and dominate what one says and doesTemporal-sequential orderingWhether its being able to recite the alphabet or pushing a response acquittance on Jeopardy, being able to find out the time and sequence of pieces of information is a key component of learning.Spatial orderingThe ability, for instance to distinguish between a circle and square or to use images to remember related informationMemoryEven if people are able to at a lower placestand, organize, and interpret complex information at the moment, their inability to ancestry and later recall can dramatically affect their performance.LanguageDeveloping language functions involves elaborate interaction between various separate of the brain that cook such abilities as pronouncing words, u nderstanding different sounds and comprehending written symbolsNeuromotor functionsThe brains ability to coordinate motor or muscle function is key to many area of learning, including writing and keyboarding.Social cognitionOne of the most overlooked components of learning is the ability to succeed in social relationship with peer pressure.Higher-order cognitionThis involve the ability to understand and implement the steps necessary to solve problems, attack new areas of learning and think creatively.By realizing that every human have closely strong functions and near weak ones, Mel Levine found that it is possible to describe each individuals unique mix of strength and weaknesses.Using the right method in development the courseware and the right approach for the slow learners, it is not impossible that this courseware will be definitely help them.Formative VS Summative EvaluationIn order to advance data for the enhancement of the courseware, an assessment need to be make. The re are two methods to be used fictile military rating and summative evaluation.According to H.L Roberts(2009), fictile evaluations alike known as developmental or implementation evaluation assess what works and what does not work most a particular act or project as it is happening. It is used to assess the value of a project as it is taking place to determine how it can be improved. The method use in formative evaluation is the same like other assessment which include survey, interview or data collection. This type of evaluation relies on qualitative data that is how participants felt about the process as well as quantitative data, such as charts or test scores. Formative evaluation typically involves a small group of users and participants in the project being evaluated. Participants in formative evaluations look not just at the goals of the process and whether those goals are achieved but also at the process itself and where that process is a successful one or not. Even thoug h this type of assessment is quite complex, there are benefit in it. It allow early identification of potential problem in the subject of assessment. Moreover, it can be a good way of gauge the user perception on the subject because it rely on user feedback.As for summative evaluation, Fox Valley Technical College(2007) describe it as process that concerns final evaluation to ask if the project or program met its goals. It is cumulative in nature. It concentrates on learner outcomes rather than only the program of education where the aim is to determine the users mastery and understanding of information, concept, skill or process. Ongoing summative assessment represents important tools for monitoring the progress across time. There are various method of summative assessment such as demonstration, licensing, internship, portfolio or clinical. Summative evaluation is typically quantitative, using numeric scores or letter grades to assess learner achievement. In a sense, it lets the l earner know how they did and how good they are However, theres more to it. By looking at how the learners did, it helps to know whether the product teaches what it is supposititious to teach and how efficient it is.Here the courseware will be using formative evaluation method. By using formative evaluation, the current English courseware functionality can be assessed to find out whether its working to perfectly or not.. Even if the courseware is working properly, it wont fulfill its objectives if the user (in this case student) dont like it or having problem in using it. By using formative evaluation method, user feedback can be recorded and area of improvement can be found. In conclusion, formative evaluation method will assess the courseware from two perspectives the courseware functionality and user feedback. Both will greatly help in the enhancement process of the current courseware. methodologyThrow-Away PrototypingThe methodology chosen for the project would be Throw-Away Pro totyping. Dummy prototype, which is presentational only will be developed. Thorough analysis will be done to begin with first tit prototype is developed to ensure the prototype have enough details representing real working system. From there, the dummy prototype will be shown and tested with the user to get feedback and identify additional requirement. The next prototype will be developed until it really visualize real working system. When it is ready and all acts are resolved, it will be implemented as fully-functional system.Figure 1 Throw-Away PrototypingPlanningThe planning phase is the crucial one in exploitation the project. First thing to be considered is how the project will be developed. For that, the Gantt Chart for the project is build so that each project milestone during the one year of the project can be tracked. Other than that, research is made to find suitable tool to be used for the development of the project. As the project intend to enhance the current cours eware, research also made to identify suitable test subject to try the current courseware.Initial abridgmentDuring this phase, the test scenario is developed and interview as well as questionnaire is build to get data from the target school. Data is gathered as some(prenominal) as possible which also include slow learner syllabus in school and from there thorough analysis is done. The purpose is to identify strengths, weaknesses, area of improvement and what to be done for the enhancement process.Prototype BuildingAfter all analysis has been done, the design of the courseware begins. A sketch is done to get the overview of new courseware to be developed. The sketch will gone through refinement to integrate the content and multimedia elements (animations, flow of information, etc). The details of the design will be recorded. After all details completed, the development of the prototype begin. When the dummy prototype is complete with all required features, it will then tested at th e school to find whether it visualize all the issue that should be addressed. If further refinement is required, the dummy prototype will continuously be build until all requirements is complete.ImplementationAfter all requirements had been fulfilled and the dummy prototype is really visualizing the courseware, it will be declared to be complete and real working courseware will be implemented.Research MethodologiesTo get all the information required, two research methodologies will be chosen that areInterview An interview is conducted with the respective teacher of the school. A test scenario will be deployed to the student using the current courseware along with the interview. This is part of formative evaluation that will test the functionality of the courseware and gauge the user on how they use the courseware. The objective is to identify the strengths and weaknesses of the current courseware and find the area of improvement.Questionnaire The interview and questionnaire will be done with the respective teacher to bring in in depth details of how slow learners learn and gain all relevant data which will be reference in developing the new courseware.Result DiscussionRequirement GatheringInterviewIn the way of gathering data required for the enhancement of the English courseware, an interview is conducted with Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf who is also the English teacher for Special Education Department. Using the current courseware made by Mohd Izzat Helmi B Yahya, a test scenario is deployed where the goal is to identify the strengths and the weaknesses of the courseware so that the result found can be implemented during the development of new English courseware. The test scenario will verify the conditions and steps taken in using the courseware sample to get the result for further analysis. three slow learner students from Sekolah Kebangsaan Sultan Yusuf take part in the test scenario. Below are the de tails of the three studentsRespondent 1 A 12 years old boy and is preparing for his UPSR next year. He falls into the category of normal slow learner. His performance in the class is very good. He has the basic skills of using computer which make him able to use the sample courseware properly.Respondent 2 A 12 years old boy. He falls under the category of slow learner and Syndrom Down. He has the basic skills of using computer which make him able to use the sample courseware properly.Respondent 3 A 7 years old boy. He just started his school early this year. He is the most challenging student because he falls under the ICU slow learners category. Moreover, he doesnt have basic skills of using computer which make the test scenario more difficult to be performed.The purpose of choosing these three students is to observe how different categories of slow learners make use of and react to the courseware. Basically, all the student use the courseware in the same way depends on their kn owledge and skills about computer. Below is the summary of result from the test scenario done with all three students.Table 2 Summary of test Scenario ResultNoSimulation DateAction and Data evaluate ResultActual Result112 Apr 2010 effect the courseware interfaceCourseware interface appear successfully212 Apr 2010Launching takings 1 question 1 launched successfully312 Apr 2010Launch Learn from event 1 menuLearning module appear successfully412 Apr 2010Checking audio for point oneAudio working successfully512 Apr 2010Checking synchronization of audio and visual flows.Audio and visual is synchronisedFlow of audio and visual is too fast612 Apr 2010Click the button Play Again for topic 1 learning moduleAudio and visual replay712 Apr 2010Launch influence for topic 1Exercise launchedsuccessfullyExercise for Topic 3 about modify appear812 Apr 2010Performing exercise about numbersExercise done successfullyExercise cannot be performed because exercise for colors appear912 Apr 2010Click the button Play Again for topic 1 exerciseExercise can be redoExercise appear is not for topic 11012 Apr 2010Launching topic 2Topic 2 launched successfully1112 Apr 2010Launch Learn from topic 2 menuLearning module appear successfully1212 Apr 2010Click and hover on the images of the body partsAudio and visuals working to describe the imagesAudio working only if cursor is hovered on the image. When image clicked, nothing happened1312 Apr 2010Launch Exercise for topic 2Exercise launched successfully1412 Apr 2010Drag the words into the respective body partWords dragged successfullyBecause there are some input of the exercise not in the learning module of topic 2, student get confused easily1512 Apr 2010Click the button Play Again for topic 1 exerciseExercise can be redo1612 Apr 2010Launching topic 3Topic 1 launched successfully1712 Apr 2010Launch Learn from topic 3 menuLearning module appear successfully1812 Apr 2010Click and hover on the images of the color.Audio and visuals working to describe the imagesAudio appear when the image is clicked. When it is hovered nothing happened1912 Apr 2010Launch Exercise for topic 3Exercise launchedsuccessfully2012 Apr 2010Dragging each color into the respective jar.Each color dragged successfully2112 Apr 2010 contribute to courseware interface from any point of the coursewareCourseware interface appear successfullyOther that that, Pn Khadijah says that , the teaching syllabus and method are different from the mainstream syllabus. They use preschool syllabus in their learning modules However, if they show good performance the teacher will prepare them to be in national examination like UPSR. More information about the interview will be explained in the next section below.QuestionnaireIn order to get in-depth details of requirements of the courseware to be developed, interviews and questionnaire is conducted with the respective teachers of the schools. This is important because not all required data can be acquired through the t est scenario assessment. The teacher answering the questionnaire is Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf. She has years of experience in teaching slow learners especially in English subject. Pn Khadijah is given the overview of the current English courseware and then she is given the questionnaire. Below is the result of questionnaire answered by the teacherData AnalysisFrom the interview and questionnaire conducted with students and teacher of Sekolah Kebangsaan Sultan Yusuf, there are several issue should be addressed about the current English courseware and also what can be improved for the courseware to be developedFlow of audio and visual must be synchronized and not too fast because slow learners couldnt catch up if its too fastFor unknown reason, exercise for Topic 1 that should cover about numbers is replaced with exercise from Topic 3 which is about colours results in having two exercises about colours and the absences of exercis e about number.The instruction is different than what can be done in the learning module. For example the instruction of topic 2 says to click the image to hear the audio. But instead, the audio only appear when cursor is hovered on the image. Nothing happened when it is clicked.Input of the exercise should be the same as what it appears in the learning modules to avoid confusion for slow learners. For example, the input of the exercise for topic 2 includes the stomach part even though it is not taught in the learning modules.Input of learning modules shouldnt be more than 5 in a topic because slow learners could easily forget what they learn if theres too many input.Slow learners in Malaysia are familiar with the Malaysia English. Using U.S English or Britain English in the courseware would confuse them.Students especially kids like learning using computer. Slow learners are not excluded. So the courseware to be developed must be visually attractive.Proposed System architectureFig ure 2 Proposed System ArchitectureThe courseware will integrate use suitable multimedia elements that will support interactive learning environment either for the use at school or at home. This will make the learning process will be more engaging and entertaining.The courseware will consist of 3 modules primarily developed for students of Standard 4 to Standard 6. All this modules will be developed based on learning syllabus for slow learners from Sekolah Kebangsaan Sultan Yusuf.After the application is launched, students will be accessing the courseware interface. To ensure the flexibility of the learning process, students will be given freedom to choose which module they destiny to use. After each module there will be exercise that will test the students understand of the current topic. However, students are free to choose whether they want to do the exercise or not. If they dont want to do the exercise, they can proceed to next module or return to the courseware interface to cho ose other modules. In addressing that slow learners cannot cope with too much input at a time, each module will consist of two parts. This will enable the students to enrich their learning without taking too much input at a time. They have the freedom to choose which part they want to use in a module. The three modules are Numbers, Reading Skills, remains Parts.Module 1NumbersThe first module will teach the students the foundation of recognizing numbers. The first part will teach about how to identify ordinal number and cardinal numbers and whats the difference about them. The present moment part will teach the student how to differentiate between odd numbers and even numbers using the same modules in current English courseware with enhancement made on it.Module 2Reading SkillsThis module is intended to enhance the reading skills of the students.. The activity in the first part will be focus on matching picture. Each time a picture from two sets of pictures will be shown to the s tudent and from there the students will be asked to match the picture with the picture from the set which is not shown. The second part will focus on matching letter and words. The concept will be the same like in the first part.Module 3Body PartsThis module will teach the student the foundation of identifying body parts. The first part will teach the student about main body parts in general. The second part will teach the student specifically about parts on headThe tools chosen for the development of the project will be Gamemaker 8. The reason to use this tool is because it is easy to be used compared to most of other tools. It allow the user to use collection of freeware images and audio for starters like the author to make a game looking courseware which will encompass on drag-and-drop action using the mouse. This tool will be used along with other tools like Adobe Photoshop CS3 and Macromedia Flash where necessary to make the courseware more interactive and rich.ConclusionCurren t English courseware is using basic concept of combining audio with visual in the teaching. Even though, it is still not perfect. There is lots of area for improvement can be made for the courseware. The authors project will take the probability to make enhancement on the courseware to maximize its potential. The new courseware to be developed will be more interactive and rich while in the same time addressing the issue of current courseware. With assistance from various parties such as the authors supervisor, Miss Elaine, teachers of Sekolah Kebangsan Sultan Yusuf as well as other people, this project will succeed.AcknowledgementThe current courseware mentioned in this paper is developed by Mohd Izzat helmi B Yahya where his work had been base for the authors English courseware developed for slow learners. Here the author also would like to thank Ms. Elaine Chen Yoke Yie as the supervisor for the project, Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf, and all other parties who had contribute to the project whether directly or indirectly.