iJPCMR 2023 Abstract Book

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 198 ENHANCING ORAL LANGUAGE SKILLS IN 5-YEAR-OLD CHILDREN THROUGH DRAWING ACTIVITIES IN THE CLASSROOM Mengyun Xiao1 , Fadzilah Amzah1 , Noor Azlina Mohamed Khalid2 1 School of Educational Studies, Universiti Sains Malaysia [email protected] , [email protected] 2 School of The Arts, Universiti Sains Malaysia [email protected] ABSTRACT Sound oral language skills (OLS) are the foundation for academic success, and building language skills through fun learning experiences is essential to children’s language development. The aim of this study was to investigate the effectiveness of improving the OLS of 5-year-old children in the classroom through drawing activities. Using a case study design under qualitative methods, two children were selected through a purposive sampling approach as the study participants for a 3-week drawing activity intervention. This study was conducted in a kindergarten affiliated with a university in eastern China, and data were collected through observations, interviews, and teachers’ reflective journals. Observations focused on vocabulary richness and sentence coherence. The results of the study indicated that the drawing activity intervention provided children with rich opportunities to develop their OLS compared to traditional classroom activities. Children’s active participation in classroom interactions through drawing activities enhanced their vocabulary richness and sentence coherence. This study highlights the potential of drawing activities in children's oral language development and provides valuable insights for educators and policymakers. Keywords: Early childhood education; oral language; drawing activity; vocabulary; sentence. 1. INTRODUCTION With the advent of a globalised world, the need for oral language skills (OLS) is evident for children. Since most young children have not yet acquired fluent reading skills, they are not yet able to rely on reading for independent learning either. At this phase, children must rely on oral language to access information and communicate with peers and teachers. And the development of OLS, as the focus of early childhood education, is a tool conceptualised for the purpose of knowledge acquisition and social participation [1]. Children in China, regardless of their mother tongue or social background, have the right to access language learning opportunities. OLS is considered a core experience in the learning and development of Chinese children and an indispensable element in the development of comprehensive qualities in pre-school children [2]. Researchers agreed that young children’s OLS in preschool is highly predictive of their later literacy skills [3,4]. Therefore, this study is of practical and theoretical interest. China’s Learning and Development Guidelines for 3-6-year-olds show that vocabulary richness and sentence coherence are considered two important indicators of oral language development [5]. However, some studies suggest that there may be room for improvement in the current level of OLS among 5-year-olds [6]. These different perspectives have raised concerns among some scholars about the quality of preschool education in China. In recent years, the Chinese

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 199 government has been committed to expanding the coverage of preschool education; however, the quality of preschool education in some kindergartens remains relatively low [6]. As highlighted in Li et al.’s [7] study, a high level of preschool education quality contributes to children’s language, early math, and social cognitive abilities. To gain a deeper understanding of the development of young children’s oral language skills, this study aims to focus on vocabulary richness and sentence coherence in 5-year-old children through an intervention of observational drawing activities. Through this study, the researcher aims to reveal possible problems with children’s OLS. Furthermore, to provide educators, parents, and policymakers with insights about better supporting children’s OLS. Meanwhile, the findings of the study explored drawing activities as an innovative educational strategy that can help to improve children’s OLS development and build a strong foundation for children’s academic success and future social participation. Therefore, the research questions of this study is: How can drawing activities be used in the classroom to improve the speaking skills of 5-year-olds? 2. MATERIALS AND METHODS The study is a qualitative study and uses a case study design. The research site was chosen to be a kindergarten attached to a public university in eastern China. 1. Participant The target participants were firstly focused on more than 90 five-year-old children in the kindergarten, and purposive sampling was used to refine the participants. The selection was based on the children’s oral development scores in the previous semester, and the final subjects were identified as four Mandarin-speaking children who were at the exploratory level in terms of their OLS. Two of them were boys (B1, B2) and two girls (G1, G2). They were native Mandarin speakers with no learning disabilities and no verbal or hearing problems. In addition, the selected children were all interested in drawing. The mean age of the children was 5 years old, and all four children came from middle-class families (i.e., their mothers had a university or postgraduate education). Parental consent was obtained for this study, and each child was assigned an anonymous name code to protect their privacy. The researcher did not include identifying information about any of the children throughout the study. In addition, one teacher was selected for the sample. 2. Research instrument During the study, the researchers worked closely with kindergarten teachers on a 3-week drawing activity intervention. It includes 2 themes (character and animal themes) and it contains 12 activities. Each drawing activity lasts 20 to 30 minutes and is observed over a three-week period. In this case, the drawing consisted of a drawing scene designed in advance by the researcher and the teacher, and the drawing tools included crayons or watercolour pencils, A5 (148 mm × 210 mm) blank paper and drawing supplies that were applied to each drawing theme. It is worth emphasising that neither the children nor the teachers had any experience using drawing to develop speaking skills in the classroom. Therefore, the instructors received prior training on facilitating drawing to develop speaking skills.

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 200 3. Data collection methods Three methods were used in this study (observation, interview, and research journal), the main method being “non-participant observation”. Observations were made through “video recordings”, “field notes”, and “children’s artwork”. The field notes were used to observe and record the children’s participation in drawing activities and the development of OLS, including vocabulary enrichment and sentence coherence. It is worth noting that vocabulary richness will be assessed using a list of words related to the theme of the drawing. Sentence coherence, on the other hand, was chosen to observe the children’s sentence structure construction as well as connectives in their conversations and thus to understand the children’s ideas and perspectives. Direct observation enables the capture of participants’ behaviour in the environment and first-hand experience [8]. In addition to observations, the teaching staff were asked to keep a reflective journal focusing on the children’s participation in drawing activities and the development of the children’s OLS. Additionally, a semi-structured interview was conducted with the teachers at the end of the overall project with the aim of exploring the teachers’ perceptions of the development of OLS during drawing activities. 4. Data analysis Content analysis is the main method of data analysis in this study to explore the vocabulary richness and sentence coherence of 5-year-old children’s OLS. The analysis steps included data coding, theme extraction, and identification of key features [9] to better understand children’s oral language development. All videos were played and observed repeatedly to capture key information missed by real-time observations to specifically dissect the richness of the child’s expressive vocabulary and sentence coherence. Among other things, data coding was critical to being able to distinguish between children’s different OLS. For vocabulary, the researcher identified and recorded vocabulary use. For sentences, the focus was on analysing sentence structure and the use of connectives. In addition, to ensure the validity and reliability of the data from this qualitative study, peer review and triangulation were used, and an early childhood teacher was invited to participate in the data analysis. 3. RESULTS AND DISCUSSION 1. Richness of children’s vocabulary in drawing activities In observing the children’s participation in drawing activities, the researcher noticed that they showed richness in their use of vocabulary. These children used a variety of adjectives, nouns, and verbs in describing the scenes and situations they drew. Among these four children, it was evident that B1, G1, and G2 improved their vocabulary richness. Their vocabulary expression during the drawing activity was more varied than their verbal performance in everyday life, which may have been influenced by the stimulation and encouragement of the activity itself. Among the children, there was no significant improvement in B2. This is because B1, G1, and G2 showed a strong interest in the subject matter of the drawing from the very beginning. In the first theme “Characters”, the children were asked to draw a scene from “Me and the Sea” (Figure 1). The dialogue was always initiated by the teacher, and the children were gradually involved. As shown in the emergent talk between G1 and the teacher (Sample Talk 1), child G1 used simple and general vocabulary at the beginning, such as “water”, “white cloud”, “fish”, “rubbish bin” and “sun”, suggesting that initially her vocabulary was limited. However, as the teacher guided and asked questions, she began to use more adjectives, nouns, and verbs to enrich their dialogue. The child’s active use of verbs when describing the drawn scene demonstrated that she was able to express more than just static elements. At the same time, G1 was able to provide more detailed and vivid descriptions, including the colour, size, and position of objects. In addition, she was able to describe the actions and interactions of the characters involved in the scene, using vocabulary such as “picking up litter cheerfully”. These vocabulary words enriched their verbal expression and enabled her to express her opinions and emotions more clearly. At the

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 201 same time, the study found a positive impact of drawing activities on the development of children’s OLS and the importance of the teacher as a facilitator. Sample Talk 1: “Me and the Sea” Teacher: Can you tell me what is in your drawing? G1: There is water, white clouds, fish, and the sun. Teacher: Good, now, tell me more about these white clouds. G1: The white clouds are white and big. Teacher: What are some things on the white clouds? G1: There is a big white flower on the white cloud. Teacher: What colour is the sun? G1: The sun is golden, and it is very bright. Teacher: And what else do you see? G1: In the sea, I draw lots of fish and they are all very beautiful. They are all sorts of colours, there are red, blue, yellow and rainbow fish. They swim around happily in the water, just like dancing. But... But... I see rubbish too. Teacher: Rubbish? Where is it? G1: Yes, rubbish. Some rubbishes are floating on the water, and I don’t like them there, so I pick up the rubbish. I put them in this big bin. From the talks between the teacher and child G1 above, drawing activities provide an environment that promotes the development of vocabulary richness and verbal skills. In this way, children can actively engage in verbal communication and use a more varied vocabulary to describe their creations and participation in situations.

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 202 Figure 2. Drawing “Me and the Sea” by G1. 2. Coherence of sentences in children’s drawing activities While observing the children’s performance during the drawing activity, the researcher noticed that the children’s dialogue at the beginning often lacked sentence coherence. Initially, they used simple vocabulary to express their ideas, such as object names, colours, and basic actions. Returning to G1’s drawing scene, it was clear that her initial description was opened by the teacher’s guidance. However, as the conversation continued, the researcher observed that his language gradually became more coherent. She was able to connect different ideas and events to form a more complete narrative. This gradual increase in sentence coherence was related to her in-depth thinking about the drawing scene and the fact that the teacher’s guidance and questions helped to stimulate her oral language skills. Also in Theme 2, Animals, children were asked to draw a scene of “Animal Friends” (Figure 2). Child B2’s talk with the teacher during the drawing activity (Sample Talk 2) demonstrated that the drawing activity had a positive effect on helping the children to improve their sentence coherence. This is shown below:

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 203 Sample Talk 2: “Animal Friends” Figure 2. Drawing “Animal Friends” by B2. Teacher: What can you tell me about what’s in your drawing? B2: Well, I draw a little rabbit and a little chicken. They’re all carrying baskets and standing by the sea. Teacher: What are the little animals doing? B2: The bunny is eating a carrot, and the chicken is looking for food. Teacher: What’s in this basket? B2: There are carrots, hearts, and some biscuits in this basket. Teacher: Good, now tell me more about this little bunny and the chick. B2: This bunny is red, and its eyes are black. The chick is yellow, and it’s a hen, so it’s looking for insects because it wants to hatch its babies. Teacher: That sounds like fun! Can you also tell me what colour the sea is? B2: Yes, the sea is blue. I think the sea is blue, just like the sky. Teacher: You mentioned some hearts. What are these hearts about? B2: Those hearts are decorated. They are floating on the sea, just like the stars in the sky. Teacher: That’s very creative! What about the house? B2: That’s the chick’s house. Chickens and rabbits are friends, so they live together. Their house is cosy and has a yellow roof and a big window.

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 204 From the conversation above, we can see that children in B2 tend to use shorter sentences to describe objects and basic actions on the screen at first. Through interactive discussion and teacher guidance, children gradually demonstrate sentence coherence. B2 was able to use several transitional words or phrases, for example, “and”, “because”, “so” and so on. Research has found that children use connectives to better link different elements and gradually build a coherent narrative. The emergence of this transitional language suggests that they are trying to bring different elements together to form a complete description of the scene. This process reflects the positive impact of their in-depth thinking about the subject matter of their drawings and dialogue leading, which helps to stimulate their expressive skills. 4. CONCLUSION The findings suggest that drawing activities are effective in promoting the development of OLS in 5- year-old children, and teachers recognise this approach. However, teachers still lacked specific instructional strategies to help children develop OLS in a sustained manner. This implies that early childhood teachers need support and in-service training. In addition, the study found that the choice of drawing themes can stimulate coherence of expression and promote children’s participation and interaction in activities. Nevertheless, oral language improvement does not happen instantly. The duration of the study could still be extended further; therefore, in future studies, different types of drawing activities and a wider sample could be selected, leading to a more comprehensive understanding of the long-term effects of this approach on 5-year-olds and thus providing more support and contribution to new knowledge on teaching methods to improve speaking skills. ACKNOWLEDGEMENT I would like to convey my heartfelt thanks to Dr. Fadzilah from the School of Educational Studies and Pn. Azlina from the School of the Arts at Universiti Sains Malaysia. I am grateful for the guidance and advancement of this research. Special thanks also go to Liaocheng University Kindergarten for giving permission to conduct the research observation. REFERENCES 1. Robin John, A. (2013). Improving oracy and classroom talk: Achievements and challenges, University of York, Primary First, 22–29. 2. Wang, J. (2018). Research on the Key Competencies in Language Learning of Kids Aged 3～6, Journal of Shanghai Educational Research, (12), 38–42. 3. Noe, S., Spencer, T. D., Kruse, L., & Goldstein, H. (2014). Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers’ Emergent Literacy. Topics in Early Childhood Special Education, 34(1), 27–39. 4. Zanchi, P., Zampini, L., & Fasolo, M. (2020). Oral narrative competence and literacy skills, Early Child Development and Care, 190(14), 2309–2320. 5. MOE, M. of E., China. (2012). Early learning and development guidelines for children 3–6 years of age (1st ed.). Beijing: Capital Normal University Press. Retrieved from http://www.moe.gov.cn/srcsite/A06/s3327/201210/t20121009_143254.html.

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 205 6. Su, Y., Rao, N., Sun, J., & Zhang, L. (2021). Preschool quality and child development in China, Early Childhood Research Quarterly, 56, 15–26. 7. Li, K., Zhang, P., Hu, B. Y., Burchinal, M. R., Fan, X., & Qin, J. (2019). Testing the ‘thresholds’ of preschool education quality on child outcomes in China, Early Childhood Research Quarterly, 47, 445–456. 8. Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice, SAGE Publications. 9. Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.), 159- 160, San Francisco, CA: Jossey-Bass. TRANSITIONING TOURISTS INTO CATALYSTS FOR CHANGE: EXPLORING MOTIVATIONS AND EVALUATING THE IMPACT OF VOLUNTOURISM PARTICIPANTS Chet Narayan Acharya PhD Scholar at Prince of Songkla University, Faculty of Environmental Management, Ecosystem Innovation Management for Sustainable Tourism Department HatYai, Thailand Email: [email protected] ABSTRACT Voluntourism has emerged as a dynamic and rapidly expanding sector within the global tourism industry. This study focuses on voluntourism dynamics, specifically focusing on its manifestations in the least developed tourism destinations. The primary aim is to unravel emerging trends, identify prevalent challenges, and discern potential opportunities within this evolving sector. The core objectives of this study encompass a comprehensive examination of voluntourism's impacts, challenges, and prospects, particularly in remote and underdeveloped tourism destinations. The study narrows its focus to scrutinize the nuances of youth voluntourism within Nepal's Gandaki province, offering a targeted exploration of this demographics’ involvement and experiences. Utilizing a mixed research approach, this study integrates insights drawn from diverse sources. The methodology encompasses an extensive analysis of existing literature, data gathered from surveys, in-depth interviews, and a dedicated workshop conducted in the remote regions of Nepal, specifically within the Gandaki province. This diverse array of sources converges to provide a nuanced and thorough exploration of voluntourism's multifaceted impacts and challenges within remote destinations. Quantitative analysis underscores the robust engagement of participants in impactful areas, signifying the tangible contributions of voluntourism. Concurrently, qualitative insights shed light on the authentic alignment of voluntourism initiatives with the communities involved. The study, dedicated to youth voluntourism, unveils motivations, examines societal impacts, and explores the transformative potential inherent in these experiences. These findings collectively inform the development of responsible voluntourism initiatives, aiming to cultivate a symbiotic and meaningful relationship between volunteers and communities, contributing to substantive global change. Keywords: Voluntourism, motivations, alternative tourism, catalysts for change, transitioning tourists

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 206

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 207 INTRODUCTION Voluntourism, an amalgamation of "volunteer" and "tourism," is a burgeoning global trend where individuals volunteer in developing countries. Factors contributing to its rise include the growing awareness of volunteerism [1], increased public participation [2], and the need to address global challenges [3]. This unique form of tourism involves participants contributing to community development, education, environmental conservation, healthcare, and various other projects while exploring new destinations. However, ensuring sustainability and meaningful engagement is crucial for the effectiveness and benefit of voluntourism [4]. Voluntourism, seen as a potent instrument for positive social transformation, encompasses diverse voluntary service programs encouraging individuals to dedicate their time and expertise to aid others. Engagement in voluntary service offers advantages like enhanced well-being, expanded social networks, skill acquisition, and impactful contributions [5, 6, 7]. On the affirmative side, voluntourism can provide vital support to communities, spotlight societal issues, and foster cross-cultural relationships. Acknowledging its nuanced outcomes is imperative for harnessing economic benefits, including job creation and economic development [8, 9]. While voluntourism holds the potential for positive environmental impacts, choosing programs committed to sustainability is essential. However, potential risks include environmental damage and exploitation by unscrupulous operators, creating dependency and engaging in inappropriate cultural interventions [10, 11]. Thoughtful assessment of voluntourism's advantages and drawbacks, considering motivations and potential negative consequences, is crucial for fostering a compassionate world and addressing societal challenges globally [12, 13]. MATERIALS AND METHODS This study employs a mixed research approach, integrating literature analysis with data from surveys, interviews, and an on-site workshop in Nepal's Bagmati province. The literature review establishes foundational concepts, trends, and debates in voluntourism. Primary data gathered through surveys, interviews, and the on-site workshop provides a real-world context, offering insights into voluntourism's socio-cultural, economic, and environmental impacts. The immersive on-site workshop fosters direct engagement with local communities and stakeholders, promoting open dialogue and collaborative problem-solving. Collectively, this multifaceted research approach ensures a comprehensive analysis of voluntourism, contributing valuable insights to sustainable practices. Data Collection The data collection for this research has employed a combination of in-person and online methods, targeting individuals aged 18 and above with voluntourism experience in the past 10 years. The online survey has been conducted through social media platforms such as WhatsApp and Viber, with participants invited via the researcher's personal social media and local contacts. In-person surveys have also been facilitated through personal and local connections. In both modes, prospective respondents have been expressed their interest in participating in interviews, where verbal informed consent has be obtained before scheduled discussions, recorded in both video and written formats. The interview and survey design has incorporated the structured and semi-structured interviews, aiming for a total of 128 participants (32 in-person and 96 online). Open-ended questions have been employed to mitigate social desirability bias, encouraging participants to provide candid perspectives on their voluntourism experiences, motivations, and goals, as well as reflections on positive and negative aspects and post-return impacts. The survey has consist of five measurement tools, including demographic and voluntourism details, the Portrait Values Questionnaire, The Interpersonal Reactivity Index, The Social Desirability Scale (Marlowe-Crowne Social Desirability Scale), Multicultural Awareness Knowledge and Skills Survey, and Social Justice Scale. These tools will be administered

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 208 through five-point Likert scale questionnaires. To ensure the reliability of the questionnaire set, a pilot study has been conducted on a small sample to assess clarity and efficacy. Feedback from the pilot study has guided for necessary adjustments. The reliability of the questionnaire set has been confirmed using Cronbach's alpha test criteria, with a target value above 0.70 indicating acceptable internal consistency. RESULTS AND DISCUSSION The results section has been organized into two distinct sections for analyzing and presenting evidence from both quantitative and qualitative data. Descriptive statistics and Cronbach's reliabilities were computed for each measurement of the variables using SPSS software. The result is presented as follows; Descriptive Statistical (Quantative) Result and Analysis The depth of the study was enriched through the incorporation of primary research methods. Surveys were conducted to collect quantitative data, capturing voluntourists' motivations, experiences, and perceptions. Participants were asked to describe their voluntourism experience and then to discuss their motivations and goals for participating in voluntourism through different measurement tools. The quantitative survey found that the most common motivations for participating in voluntourism were to help others, to learn new skills, and to have a unique travel experience. Statistical evidence is presented in the following table: Table 1. Descriptive Statistics Table Variables Mean SE Cronbach Alpha t-statistics result (Participants engagement) Environmental Conservation 3.71 0.08 0.90 Strong level of engagement Education and Social Welfare 3.45 0.06 0.77 Moderate level of engagement Community Development 4.12 0.09 0.86 High level of engagement Social Welfare 3.01 0.08 0.72 Relatively moderate engagement Cultural Exchange and Arts 3.82 0.05 0.82 High level of engagement Disaster Relief and Rebuilding 2.89 0.07 0.74 Moderate level of engagement Agriculture and Farming 2.45 0.08 0.88 Relatively lower engagement Healthcare and Medical Aid 3.21 0.04 0.90 Moderate level of engagement Women's Empowerment 3.40 0.06 0.83 Moderate level of engagement Sports and Recreation 4.48 0.07 0.89 High level of engagement Note: The significance level is 0.01 The data analysis exposes varying engagement levels in different volunteer activities, supported by strong internal consistency. High participation in environmental conservation and cultural exchange, along with moderate engagement in education, social welfare, healthcare, and women's empowerment, reflects participants' commitment. Community development and sports/recreation also showed strong involvement. The decision regarding voluntourism based on the data analysis is multilayered. High participation in environmental conservation, cultural exchange, and community development, as well as moderate engagement in education, social welfare, healthcare, women's empowerment, and sports/recreation, suggests an overall positive impact. However, careful consideration is needed to ensure voluntourism is well-structured, sustainable, and aligned with local communities' actual needs, to maximize its benefits while minimizing potential negative effects.

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 209 Qualitative Results and Analysis The research incorporated a distinctive on-site workshop in Nepal's Gandaki province, coupled with open interviews with voluntourists and stakeholders. This immersive approach provided nuanced insights into voluntourism's intricate nature within the study region, fostering direct engagement and collaborative problem-solving. Through video-recorded interviews, the study identified and categorized themes, revealing motivations rooted in altruism and selfless goals. Personal impacts encompassed socio-psychological transformations, influencing perceptions of poverty and global issues, with voluntourism often shaping life trajectories. Higher education emerged as a catalyst for nuanced perspectives among voluntourists. The paradox of limited long-term engagement post-return highlighted the complexity of sustained impact. Perceptions of impacts on host communities unveiled a nuanced interplay, emphasizing the need for a harmonious balance between personal development and tangible community benefits. Ultimately, the study illuminates the path for sustainable engagement in youth voluntourism, offering insights into motivations, perceptions, and the evolving dynamics of this phenomenon. CONCLUSION The quantitative analysis, conducted using SPSS software, revealed diverse engagement levels in various voluntourism activities. Strong internal consistency and participants' commitment were evident in environmental conservation, cultural exchange, community development, and sports/recreation. Moderate engagement was observed in education, social welfare, healthcare, women's empowerment, and disaster relief. While the results indicate an overall positive impact, careful structuring and alignment with local needs are crucial for ensuring voluntourism's sustainability and maximizing benefits while minimizing potential negative effects. The qualitative findings from the on-site workshop and interviews further enriched the study, providing nuanced insights into voluntourism's intricate nature, socio-psychological transformations, and the paradox of limited long-term engagement. The research underscores the need for a balanced and enduring relationship between voluntourists and host communities for sustainable youth voluntourism engagement. ACKNOWLEDGEMENT The author specially thank to Faculty of Environmental Management, Ecosystem Innovation Management for Sustainable Tourism Department, Prince of Songkla University Hat Yai Campus, Thailand for partial scholarship for PhD study

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 210 REFERENCES 1. Bruyere, S. M., & Rappe, B. (2007). The influence of volunteer motivations on volunteer retention: A review of the literature. Nonprofit and Voluntary Sector Quarterly, 36(3), 399-426. 2. Devereux, P. D. (2018). Voluntourism and the Sustainable Development Goals. In J. Tribe & D. Airey (Eds.), Collaboration for Sustainable Tourism Development (pp. 3917-3930). Hoboken, NJ: Wiley. doi:10.23912/9781911635000-3917 3. Yashima, T. (2010). International volunteering and intercultural learning: A critical review of the literature. Asia Pacific Education Review, 11(1), 37-51. 4. Clifton, J., & Benson, A. (2006). Understanding the motivations of volunteer tourists. Tourism Management, 27(3), 435-444. 5. Bartram, D., Phills, J. A., & Austin, J. E. (2017). The impact of corporate volunteering: A review of the literature. Voluntas, 28(6), 2345-2376. 6. Garland, J., Pottinger, D., & Crowther, C. (2009). The value of volunteering: A review of the literature. The Volunteer Centre, UK. 7. Smith, M., Elsey, B., & Hall, M. (2013). The role of international volunteering in shaping mobilities across unequal global spaces. Geoforum, 44, 66-77. 8. Broad, S. (2003). The dark side of volunteering: The case of volunteer tourism. International Journal of Tourism Research, 5(4), 229-239. 9. Uriely, N., Reichel, A., & Ron, A. (2003). Volunteer tourism: A conceptual framework. Annals of Tourism Research, 30(2), 207-222. 10. Gunderson, L. (2005). Volunteer tourism: A promising tool for sustainable development? Journal of Sustainable Tourism, 13(3), 274-291. 11. Wearing, S., McGehee, N. G., & Ponting, J. (2008). Volunteer tourism: A new model for sustainable tourism development? Journal of Sustainable Tourism, 16(3), 297-316. 12. McCall, D., & Iltis, A. S. (2014). Health care voluntourism: Addressing ethical concerns of undergraduate student participation in global health volunteer work. Journal of Medical Ethics, 40(10), 630-634. doi:10.1136/medethics-2014-102592 13. Jane, S., Woodall, J., Southby, K., Jones, E., Yates, G., Kinsella, K. & May, M. (2022) Volunteerism, social context and health impacts: a qualitative study of Glasgow Commonwealth Games event volunteers, Cities & Health, 6:4, 671-683, DOI: 10.1080/23748834.2020.1791424

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 211

2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 212

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 213 REVOLUTIONIZING SUSTAINABILITY DISCLOSURE: INTEGRATING GREEN BUILDING RATINGS WITH ENVIRONMENTAL PILLAR OF ESG INDICES: A COMPARATIVE ANALYSIS Zahra El Shlmani1 , Haslindar Ibrahim2 , Muhammad Tahir3 , Suhaib Al-khazaleh4 , Maysaa Awad5 1 Zahra El Shlmani, SOM, USM, [email protected] 2 Haslindar Ibrahim, SOM, USM, [email protected] 3 Muhammad Tahir, DOMS, UOT, [email protected] 4 Suhaib Al-khazaleh, SOM, USM, [email protected] 5 Maysaa Awad, FABU, UTM, [email protected] ABSTRACT In today's corporate landscape, corporate sustainability has taken a central stage. This study introduced a groundbreaking approach advocating the potential integration of Green Building Rating Systems (GBRS) with Environmental, Social, and Governance (ESG) reporting across the company’s diverse facilities. We delved into the merits of GBRS and the need for a paradigm shift from traditional "E" components within ESG reporting. GBRSs offer a more precise approach to environmental financial reporting, combining comprehensive assessments, standardized metrics, tangible outcomes, operational insights, and global applicability. GBRSs esteemed systems such as Chartered Institution of Building Services Engineers (CIBSE), Leadership in Energy and Environmental Design (LEED), and Building Research Establishment Environmental Assessment Methodology (BREEAM) are globally recognized for their contributions to sustainability. Our analysis employed a comparative approach, investigating how these established standards can substantially enhance the assessment of sustainability reporting. We inspected the depth and breadth of environmental measures of both groups and detected the differences. This transformative potential of integration ensures a comprehensive understanding of sustainability efforts across all operational domains, ranging from energy efficiency to the promotion of occupant well-being. The GBRS-ESG alignment promotes a holistic approach to sustainability, offering stakeholders and investors a more accurate representation of a company's overall sustainability performance. However, we acknowledge the challenges posed by implementation costs and resistance to change and suggest that these hurdles can be overcome through carefully crafted strategies and a commitment to sustainability. This shift not only revolutionizes sustainability practices but also establishes new standards for sustainability reporting as a universal language. This integration of GBRS systems with ESG data promotes sustainability reporting that satisfies the increasing demand for transparent and actionable ESG information. It contributes to a greener and more responsible future and aligns business practices with the global goal of sustainable development. Keywords: Sustainability Disclosure; ESG agencies; Green Building Ratings; BREEAM; LEED; CIBSE. INTRODUCTION AND OBJECTIVE In today's corporate landscape, sustainability has evolved from a mere buzzword to a fundamental criterion by which businesses are evaluated. This transformation is driven by a rising demand for transparency and accountability. Consequently, corporations are finding it increasingly essential to move beyond traditional ESG reports. In light of this need for more effective disclosure mechanisms, particularly with the growing importance of environmental factors, the spotlight falls on the Green Building Rating Systems (GBRSs) as powerful tools. These engineering systems present a promising approach to sustainability assessment, surpassing conventional ESG agencies and frameworks. ESG agencies do not admit the superior quality of the environmental pillar assessments conducted by GBRSs, as they cannot embed GBRSs outcomes in their industry assessments. The objective of this article is to explore the potential benefits of integrating the most relevant approaches to sustainability assessment into current reporting frameworks. It aims to highlight the strong possibility of elevating sustainability disclosure by weaving the GBRS principles into financial reporting, thereby promoting not only

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 214 transparency in words but also tangible, sustainable practices. Specifically, this study sets out to explore the transformative potential of integrating GBRSs with the environmental pillar of ESG Indices The term ESG is attributed to The Global Impact 2004 report. When Kofi Annan, the former SecretaryGeneral of the UN, invited 50 CEOs from significant international financial institutions to participate in an initiative aimed at examining the integration of ESG factors into capital markets [3]. Despite having over $20 trillion in AUM of ESG, there is a lack of a standardized definition that can band companies and regulators [4] [5]. Three groups of ESG frameworks coexist (i) ESG theories (ii) ESG regulators, and ESG data providers. The global landscape of ESG standards, frameworks, data providers, ratings, and rankings has experienced substantial growth. By 2018, there were over 600 ESG ratings and rankings worldwide, a number that has continued to expand [12]. Although these various models of ESG applied worldwide, there is disagreement over which is the most effective. Each model is uniquely designed based on the specific laws and factors of the country of origin, resulting in distinct advantages and disadvantages for each model [8]. On the other hand, GBRSs have promoted building sustainability in recent decades, posing challenges and opportunities [2]. As of 2021, The World Green Building Council reported that there were 58 rating tools for GBRS under the administration of national councils worldwide [6]. Companies embracing GBRS systems reap various financial benefits, driving sustainable practices and economic performance hand in hand [1]. Energy savings are a highlight, seen in a 35% reduction in energy costs for The Solaire, a LEED-certified New York building. Lower operational costs are another advantage; the LEED Platinum-certified Bank of America Tower in NYC saved over $700,000 annually through water and energy efficiencies. Such sustainable practices elevate property value, with the Empire State Building's value increasing by an estimated $2.5 billion after adopting LEED standards. Positive investment returns are the ultimate outcome, exemplified by London's More London Riverside, delivering a 10% return on investment through cost reductions and increased property value [10]. However, several problems have been raised such as rating heterogeneity [7]. More recently, the alignment of GBRSs and ESGs has become a focus of research [9]. METHODS To compare the quality and quantity of the GBRSs and ESG measures of environmental measures, several systems of both groups were selected. BREEAM, LEED and CIBSE systems represented GBRSs, while CSRHub, Refinitiv, and MSCI reflected ESG agencies. Moreover, several ESG frameworks were investigated, which are GRI, SASB, CDSB, IIRC, and WDI. The data were collected in terms of real assessment reports, scores, ratings, methods frameworks and components, or other relevant information such as updated literature and published case studies. Depth Analysis This analysis was conducted as a comprehensive evaluation of the quality and intricacy of the measures of GBRSs and ESG indices. Depth analysis provided invaluable insights into the sustainability criteria and their commitment to addressing various facets of sustainability. The two groups of measures are compared according to their accuracy, relevance, reliability, comprehensiveness, and effectiveness, while considering their results and weighting. Breadth Analysis This investigative process involved assessing the scope of coverage and identifying the points of convergence and divergence between the two systems. The number of distinct aspects of sustainability were quantified to examine the range of criteria and metrics covered by the systems. Assess how many different aspects of sustainability are addressed by each provider to identify areas where they overlap or differ.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 215 RESULTS AND DISCUSSION The main results show the limited coverage of themes and measures by the environmental pillar of ESG indices compared to the specialized extensive measures of GBRSs, that are linked to predefined thresholds, considering the reported redundancy issue, which leads to double counting as the measures are deeply granulated [11]. Furthermore, the analysis of ESG framework guidelines reveals that they are generally characterized by broad and non-prescriptive rules. They typically adopt an open, nonprescriptive format that does not provide specific benchmarks. Additionally, GBRSs excel in areas such as data accuracy (due to project-specific data collection), depth of sustainability assessment (buildingcentric focus), and real-time data monitoring (for some systems). In contrast, ESG data providers offer a broader range of sustainability aspects and are more volatile and adaptable for different industries and sectors. The ultimate findings of the inherent differences between the two groups of systems are presented in Table 1. Table 1. Aspects of Differences between GBRSs and ESG (E Pillar) Aspect Green Building Rating Systems ESG Agencies Data Accuracy Typically uses first-hand, project-specific data directly collected from buildings and sites, enhancing accuracy. Rely on public and company- reported data, which may have discrepancies or errors. Depth of Sustainability Assessment Offers in-depth evaluations of building- level sustainability with a focus on energy efficiency, water conservation, waste management, and indoor quality. Covers a broad spectrum of sustainability aspects, including environmental, social, and governance factors. Real-time Data Monitoring Some GBRS systems incorporate real-time monitoring, providing up-to-date information on energy consumption, indoor air quality, and more. Primarily static data with periodic updates, lacking real-time monitoring capabilities. Focus on Environmental Sustainability Prioritizes environmental aspects and sustainability criteria related to building design, operation, and construction. Extends beyond environmental sustainability to include social and governance factors, offering a more holistic view. Specific to Building Performance Primarily assesses the performance and environmental impact of buildings and infrastructure. Addresses a wider range of stakeholders, including companies, investors, and industries, making it all-purpose. Local and Global Applicability Generally, GBRS systems are adaptable to various types of buildings and projects, making them universally applicable. Tailored to different industries, sectors, and regions, offering specific data for a wide array of organizations. Measures Constraint All possible relevant measures that cover environmental matters Only accessible environmental measures from other cooperative providers Goal To assess and provide information on the sustainability and responsible business practices of companies. They serve to inform on progress towards achieving sustainability goals. Developer Primarily belong to the field of engineering as engineering-specific systems. ESG principles are more comprehensive, making their development a collaborative effort from diverse fields. (Authors, 2023)

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 216 4. CONCLUSION This article advocates integrating GBRSs into ESG reporting, emphasizing its coverage and precision. This integration offers accurate and comprehensive sustainability reporting, satisfying the demand for transparent ESG information and contributing to a more sustainable future. Empirical evidence of its applicability is needed especially in terms of its readability and understanding by the standard user of company reports. ACKNOWLEDGEMENT The authors express their profound gratitude to The School of Distance Education (PPPJJ), USM, for the privilege of participating in the 2nd Joint Postgraduate Colloquium for Multidisciplinary Research. REFERENCES 1. Debrah, C., Chan, A. P., & Darko, A. (2022, January). Green finance gap in green buildings: A scoping review and future research needs. Building and Environment, 207(A), 1-19. doi:https://doi.org/10.1016/j.buildenv.2021.108443 2. Ferrari, S., Zoghi, M., Blázquez, T., & Dall’O’, G. (2022, March). New Level(s) framework: Assessing the affinity between the main international Green Building Rating Systems and the european scheme. Renewable and Sustainable Energy Reviews, 155, 1-17. doi:https://doi.org/10.1016/j.rser.2021.111924 3. Hill, J. (2020). Environmental, Social, and Governance (ESG) Investing: A Balanced Analysis of the Theory and Practice of a Sustainable Portfolio. Elsevier. Retrieved from https://rb.gy/wswrxy 4. IPFI. (2020, August 26). IPFI Issue Brief: Defining ESG – Clarifying the Myths and Facts. Retrieved from ipfiusa.org: https://ipfiusa.org/2020/08/26/ipfi-issue-brief-defining-esg-clarifying-themyths-and-facts/ 5. Kempeneer, S., Peeters, M., & Compernolle, T. (2021, March 15). Bringing the User Back in the Building: An Analysis of ESG in Real Estate and a Behavioral Framework to Guide Future Research. Sustainability 2021, 13(6), 3239. doi:https://doi.org/10.3390/su13063239 6. Marchi, L., Antonini, E., & Politi, S. (2021, September 26). Green Building Rating Systems (GBRSs). Encyclopedia, 1(4), 1-17. doi:https://www.mdpi.com/2673-8392/1/4/76# 7. Mattoni, B., Guattari, C., Evangelisti, L., Bisegna, F., Gori, P., & Asdrubali, F. (2018, February). Critical review and methodological approach to evaluate the differences among international green building rating tools. Renewable and Sustainable Energy Reviews, 82(1), 950-960. doi:https://doi.org/10.1016/j.rser.2017.09.105 8. O'Connell, B. (2019, January 22). Models of Corporate Governance. Retrieved August 9, 2020, from Bizfluent: https://bizfluent.com/list-6710522-models-corporate-governance.html 9. Paganin, G. (2021). Sustainable finance and the construction industry: new paradigms for design development. TECHNE, 22. doi:https://hdl.handle.net/11311/1204733 10. Roberts, T., & Writer, R. (2021). Meet The Solaire: America’s First LEED Certified Residential High-Rise. Retrieved from https://www.buildwithrise.com/stories/solaire-first-leed-certifiedresidential-high-rise-new-york 11. Siew, R. Y., Balatbat, M. C., & Carmichael, D. G. (2016, March 21). A proposed framework for assessing the sustainability of infrastructure. International Journal of Construction Management, 16(4), 281-298. doi:https://doi.org/10.1080/15623599.2016.1146115 12. Wong, C., & Petroy, E. (2020). Rate the Raters 2020 Investor Survey and Interview Results. Sustainability. ERM. doi:https://t.ly/9ZsP

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 217 UNRAVELING THE MULTIFACETED DIMENSIONS OF INTERSECTIONALITY IN INTERDISCIPLINARY STUDIES Chee-Yeong Yap1 1School of Distance Education, Universiti Sains Malaysia, 11800 USM, Pulau Pinang, Malaysia [email protected] ABSTRACT This overview synthesizes the core elements of intersectionality theory and explores the practical applications of intersectionality theory in interdisciplinary studies. Since its origin in feminist studies, intersectionality has evolved significantly. It provides a multifaceted framework to explain and predict the interconnectedness of social categories including gender, race, socioeconomic status, and age. The practical application of intersectionality has the potential to unveil the inner complexities of many social phenomena due to the intersections of different social categories. The core elements of intersectionality include: 1) moving away from additive analysis; 2) relationality of social categories; 3) social constructionism (Windsong, 2018). The use of intersectionality can further understand the intersectional experiences of marginalized groups, therefore provide constructive solutions to address them (Choo & Ferree, 2010). Intersectionality has been widely adopted across many fields of academic scholarship including sociology, psychology, public health, urban planning, education, gender studies, and political science. The intersectionality theory is a crucial puzzle for us to have a comprehensive and nuanced understanding of social phenomena. Its diverse applications across disciplines underscore its value in fostering a deeper, more inclusive understanding of societal structures and relationships, thereby promoting equity and social development. Keywords: Intersectionality; interdisciplinary studies; social categories; equity; social development. 1. INTRODUCTION Intersectionality theory, originally rooted in feminist studies, has evolved into a critical framework in various academic disciplines. Its core lies in elucidating the interconnectedness of social categories like gender, race, socioeconomic status, and age. This extended abstract delves into the core elements of intersectionality, its significant findings across different fields, and its wide-ranging practical applications. 2. CORE ELEMENTS The essence of intersectionality encompasses three core components (Windsong, 2018): 1. Moving Away from Additive Analysis: This element challenges the conventional approach of analyzing social categories in isolation. Instead, it advocates for a holistic view, recognizing that the confluence of various identities creates unique experiences that cannot be understood merely by summing up individual aspects. 2. Relationality of Social Categories: Intersectionality posits that social categories are interrelated and mutually constitutive. This relationality underscores how different axes of identity inform and shape each other, creating complex social dynamics.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 218 3. Social Constructionism: This aspect emphasizes that social categories are not natural or inherent but are socially constructed and maintained. It invites a critical examination of how societal norms and structures create and sustain these categories. International Joint Postgraduate Colloquium on Multidisciplinary Research iJPCMR 2023 3. APPLICATIONS OF INTERSECTIONALITY IN VARIOUS FIELDS a) Sociology: In sociology, intersectionality offers a lens to dissect societal and power structures, enhancing the understanding of group dynamics and societal stratification (Covarrubias, 2011). b) Psychology: Intersectionality in psychology aids in comprehending the complexities of individual experiences, particularly how intersecting identities impact mental health and (Moradi & Grzanka, 2017) c) Public Health: In public health, the framework is used to explore how overlapping social determinants, such as race and socioeconomic status, influence health outcomes and disparities (Agénor, 2020). d) Urban Planning, Environmental Policy, and Criminology: Intersectionality is instrumental in understanding how identity intersections contribute to societal challenges and opportunities in urban planning, environmental policy, and criminology (Osborne, 2015). e) Education: In the educational sector, intersectionality helps in understanding how various social identities of students and educators impact learning experiences, educational policies, and institutional practices. It sheds light on issues like educational inequalities and the unique challenges faced by students from diverse backgrounds (Núñez, 2014). f) Gender Studies: Central to its origin, intersectionality in gender studies examines the overlapping systems of oppression and privilege affecting individuals based on their gender, race, class, sexuality, and other identity markers. It expands the discourse beyond binary gender narratives, exploring the experiences of transgender, non-binary, and gender-nonconforming individuals (Davis, 2008). g) Political Science and International Relations: Intersectionality in these fields analyzes how identity and power dynamics influence political behavior, policy-making, and international relations. It offers insights into the role of identity in conflict, governance, and global political movements (Hancock, 2007). 4. CONCLUSION Intersectionality theory is a crucial puzzle for a comprehensive understanding of social phenomena. Its applicability across various disciplines highlights its critical role in fostering a deeper, more inclusive understanding of societal structures and relationships. By acknowledging and addressing the multifaceted nature of social identities and experiences, intersectionality promotes equity and social development, making it a crucial tool in the quest for a more equitable society. 5. REFERENCES Agénor, M. (2020). Future Directions for Incorporating Intersectionality Into Quantitative Population Health Research. American Journal of Public Health, 110(6), 803–806. https://doi.org/10.2105/AJPH.2020.305610 Choo, H. Y., & Ferree, M. M. (2010). Practicing Intersectionality in Sociological Research: A Critical Analysis of Inclusions, Interactions, and Institutions in the Study of Inequalities. Sociological Theory, 28(2), 129–149. https://doi.org/10.1111/j.1467-9558.2010.01370.x Covarrubias, A. (2011). Quantitative Intersectionality: A Critical Race Analysis of the Chicana/o Educational Pipeline. Journal of Latinos and Education, 10(2), 86–105. https://doi.org/10.1080/15348431.2011.556519 Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory, 9(1), 67–85. https://doi.org/10.1177/1464700108086364

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 219 International Joint Postgraduate Colloquium on Multidisciplinary Research iJPCMR 2023 Hancock, A.-M. (2007). When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm. Perspectives on Politics, 5(1), 63–79. https://doi.org/10.1017/S1537592707070065 Moradi, B., & Grzanka, P. R. (2017). Using intersectionality responsibly: Toward critical epistemology, structural analysis, and social justice activism. Journal of Counseling Psychology, 64(5), 500–513. https://doi.org/10.1037/cou0000203 Núñez, A.-M. (2014). Employing Multilevel Intersectionality in Educational Research: Latino Identities, Contexts, and College Access. Educational Researcher, 43(2), 85–92. https://doi.org/10.3102/0013189X14522320 Osborne, N. (2015). Intersectionality and kyriarchy: A framework for approaching power and social justice in planning and climate change adaptation. Planning Theory, 14(2), 130–151. https://doi.org/10.1177/1473095213516443 Windsong, E. A. (2018). Incorporating intersectionality into research design: An example using qualitative interviews. International Journal of Social Research Methodology, 21(2), 135–147. https://doi.org/10.1080/13645579.2016.1268361

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 220

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 221 PREPARATION OF HETEROSTRUCTURE DERIVED FROM FeDOPED ZEOLITIC IMIDAZOLE FRAMEWORK (Fe DOPED ZIF-8) FOR DECONTAMINATION OF PHARMACEUTICALS FROM AQUEOUS SOLUTION Afiqah Mohd Jamil1 , S. Sabar2 , Raphaël Schneider3 , Enis Nadia Md Yusof4 1 [email protected] 2 [email protected] 3 [email protected] 4 [email protected] ABSTRACT In this study Iron Oxide-Zinc Oxide (Fe2O3-ZnO) heterostructure will be synthesized through the thermolysis of Iron-doped Zeolitic Imidazole Framework (Fe-doped ZIF-8). Zinc Oxide (ZnO) is a class of semiconductor that is widely utilized in environmental remediation. The unique properties of ZnO such as high oxidation capacity, a favourable photocatalytic property, and a significant free-exciton binding energy are advantageous for their usage in photocatalysis. However, the substantial charge carrier recombination, a huge band gap, and photo-induced corrosion have made ZnO incompatible in visible lights region. Building a heterojunction between two semiconductors could lower the bandgap and extend the visible light utilization of the photocatalyst. ZIF-8 as a precursor to derive ZnO could preserve the unique characteristic of ZIF-8 such as high porosity and large number of active sites. Keywords: Zeolitic Imidazole Framework-8; Thermolysis; Heterojunction; Caffeine; HPLC; Zinc Oxide INTRODUCTION Contamination of wastewater has been a long-standing issue. Urbanization and the rapid growth of industries generate an abundance of pollutants released into the environment. The persistence of 0 compounded along the food chain, reaching concentrations toxic to human health. Consequently, one alternative strategy is to create a photocatalyst that can effectively remove various types of contaminants from wastewater. This can be done by designing a heterostructure material derived from the thermal decomposition of metal-organic frameworks (MOFs) materials. The fabrication of heterostructure materials through the thermal decomposition of metal-organic framework has shown to be an efficient technique to optimize solar utilization for photocatalytic applications. They not only preserve the unique microstructure of the original MOF but also carry over its larger specific surface area and porous structure, which can give a big advantage in the photocatalysis process. Doping semiconductors or constructing a heterojunction between two semiconductors are some adaptable ways of limiting the recombination of photogenerated electron-hole pairs. By fabricating a Fe2O3/ZnO heterostructure, the optical responsiveness of composites may be extended into the visible light region, and electron-hole separation can be promoted by the development of an internal electric field [1]. Another study by Valero et al. [2], found that the presence of Fe2+/Fe3+ lowered the recombination rate of titania electron-hole pairs. On the other hand, Xi et al. (2014) revealed that due to the unique band structure and photoelectric properties

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 222 of Cu2O, Cu2O/TiO2 composite is being introduced as a photocatalyst with excellent degradation performance [3]. Thus, this project will be initiated by preparing Fe3+-doped ZIF8, which will subsequently undergo thermal decomposition to yield Fe2O3/ZnO heterostructure. Several high-tech instruments will be utilized to characterize the obtained photocatalysts. Afterwards, the preparation of the heterostructure will be optimized to achieve high efficiency in pharmaceutical aqueous solution removal. This study seeks to gain insight into the development of a potent photocatalyst that can be utilized for wastewater treatment. MATERIALS AND METHODS Materials. Zinc nitrate hexahydrate (Zn(NO3)2·6H2O, Fisher), 2-methylimidazole (C4H6N2, 99%, Acros) (denoted as meIm), methanol (CH3OH, 99.9%, Fisher) (denoted as MeOH), and Caffeine aqueous solution (C₈H₁₀N₄O₂)(denoted as CAF) used in this study. Preparation of ZIF-8 and Fe-ZIF-8 The ZIF-8 sample was prepared using a method by Du et al. (2021) with slight modification [4]. Firstly, 2.380g of Zn(NO3)2·6H2O and 5.287g of meIm was dissolved in 56 mL of methanol each. The latter was then added to the first solution, and the as-prepared mixture was stirred for 6 h under 650 rpm. The obtained sample was collected by centrifugation at 3000 rpm and washed with methanol three times before dried at 100 °C. The same procedure was followed to produce Fe-doped Zif-8 with addition of 3.232g of Fe(NO3)3·9H2O in the Zn(NO3)2·6H2O solution. Thermolysis of Fe-doped ZIF-8 The thermolysis of Fe-doped ZIF-8 will be carried out through direct calcination at 450 ºC for 2 h. The tube furnace will be set to heat up at a rate of 5°C min−1 while maintaining a constant flow of argon gas at 150 cm3 STP/min. The samples will be prepared with different calcination temperatures ranging from 300 ºC to 900 ºC. Characterization Several characterizations will be carried out to study the physical and chemical properties of the photocatalysts. A Scanning electron microscope coupled with energy dispersive X-ray spectrometer SEM-EDX (Model Quanta FEG 650, USA) will be used to observe surface morphology and determine the elemental composition of the photocatalysts. The SEM was operated at a voltage of 10kV and a magnification of 10, 000. A Fourier-transformation Infrared (FTIR) spectroscopy (Model 2000, Perkin Elmer, USA) was performed within 4000 – 400 cm-1 to determine the main functional groups present in the photocatalyst. The crystallographic structure of the adsorbent was studied on x-ray diffractometer (XRD) (Model PANalyticalX’pert PRO MRD PW3040, UK). The x-ray generator used a Cu tube operating at 40 kV and 40 mA with a wavelength of 1.540629 A°. The XRD patterns were obtained at angles ranging from 5o C to 80o C. The surface charge (pHpzc) will be measured by using the pH drift method (Dalvand et al., 2016) [5]. Photoluminescence spectroscopy (PL) will be performed to assess the level of the electron-hole recombination. The solid-state UV/Vis diffuse reflectance spectroscopy (UV-visible spectrophotometer – Cary 5000 UV NIS-NIR equipped with Lambda 35 software) will be used to measure the band gap of the photocatalysts.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 223 To ascertain the atomic state, chemical composition, and electronic state of the materials atoms, X-ray photoelectron spectroscopy (XPS) will be used. Evaluation of photocatalytic activity The photocatalytic degradation of caffeine will be carried out under visible light irradiation using a fluorescent light (45-W, Philips). Approximately, add 30 mg/L of photocatalyst in a beaker. A photocatalytic reactor that is equipped with a fan and aeration will be utilized. The aeration will give a proper mixing and maximum contact between caffeine solution and photocatalyst. In the photodegradation experiments, the extent of removal of caffeine in terms of the degradation efficiency (R, %) will be calculated using the following relationship. Degradation efficiency (%) = 0− 0 × 100 (2) The adsorption and photocatalytic study will be carried out at different weight percentages of Fe and Co, photocatalyst dosage, initial caffeine concentration, and initial pH solution. CAF concentration will be measured using a Shimadzu (LR series) high-performance liquid chromatography (HPLC), equipped with a Shimadzu Shim-pack GIST C18 column (4.6×250 mm, particle size 5 μm) and a diode array detector (set up at 272 nm). The mobile phase is composed of 70% methanol and 30% Milli-Q water with a flow rate of 0.8 mL min−1. The temperature of the column will be maintained at 30 °C throughout the analysis and the injection volume of the sample was 10 μL The Langmuir–Hinshelwood kinetic model (Langmuir, 1918) will be used to determine the initial rate constant or degradation rate, and the equation is given by: ln � 0 � = − (3) Where t is the irradiation time (min). EXPECTED OUTCOME The following outcomes are expected from this project: A successful conversion of Fe3+-doped ZIF-8 into Fe2O3/ZnO heterostructure via thermolysis. The interface structure and band alignment of the Fe2O3/ZnO heterojunction will be defined. Understand the optical, physical, and chemical characteristics of the photocatalysts. Optimization of the photocatalytic activity of Fe2O3/ZnO heterostructure for the decontamination of pharmaceutical wastewater. 4.0 ACKNOWLEDGEMENT This author would like to express gratitude to Universiti Sains Malaysia (USM), School of Distance Education and School of Chemical Sciences for providing facilities for the experimental works.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 224 REFERENCES [1] Zhang, R., Sun, M., Zhao, G., Yin, G., & Liu, B. (2019). Hierarchical Fe2O3 nanorods/TiO2 nanosheets heterostructure: Growth mechanism, enhanced visible-light photocatalytic and photoelectrochemical performances. Applied Surface Science, 475, 380–388. https://doi.org/10.1016/j.apsusc.2018.12.295 [2] Valero-Romero, M. J., Santaclara, J. G., Oar-Arteta, L., van Koppen, L., Osadchii, D. Y., Gascon, J., & Kapteijn, F. (2019). Photocatalytic properties of TiO2 and Fe-doped TiO2 prepared by metal organic frameworkmediated synthesis. Chemical Engineering Journal, 360, 75–88. https://doi.org/10.1016/j.cej.2018.11.132 [3] Xi, Z., Li, C., Zhang, L., Xing, M., & Zhang, J. (2014). Synergistic effect of Cu2O/TiO2 heterostructure nanoparticle and its high H2 Evolution activity. International Journal of Hydrogen Energy, 39(12), 6345–6353. https://doi.org/10.1016/j.ijhydene.2014.01.20 [4] Du, P. D., Hieu, N. T., & Thien, T. V. (2021). Ultrasound-Assisted Rapid ZIF-8 Synthesis, Porous ZnO Preparation by Heating ZIF-8, and Their Photocatalytic Activity. Journal of Nanomaterials, 2021. https://doi.org/10.1155/2021/9988998 [5] Dalvand, A., Nabizadeh, R., Reza Ganjali, M., Khoobi, M., Nazmara, S., & Hossein Mahvi, A. (2016). Modeling of Reactive Blue 19 azo dye removal from colored textile wastewater using Larginine-functionalized Fe3O4 nanoparticles: Optimization, reusability, kinetic and equilibrium studies. Journal of Magnetism and Magnetic Materials, 404, 179–189. https://doi.org/10.1016/j.jmmm.2015.12.040

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 225 CLIMATE CHANGE RISK PERCEPTIONS AMONGST THE SHINA AND BURUSHASKI COMMUNITIES IN GILGIT-BALTISTAN: A STUDY ON SOCIAL-ECONOMIC AND LANGUAGE FACTORS Shamsa Bano1 , Bok Guat Im2 , 1,2School of Distance Education, Universiti Sains Malaysia [email protected], [email protected] ABSTRACT Understanding the local perceptions of climate change becomes crucial for formulating effective mitigation measures at the community level. This work delves into the role of language and socioeconomic factors in shaping perceptions of climate change. Culture, encompasses shared ideas, attitudes, customs, and behaviors characteristic of a particular society. Individual attitudes are deeply influenced by cultural and socio-economical factors. By understanding these cultural nuances, policymakers and researchers can develop targeted strategies that align with the values and beliefs of specific communities. Ultimately, recognizing the centrality of culture in shaping perceptions of climate change at both individual and public levels is essential for implementing effective and culturally sensitive mitigation and adaptation measures. Keywords: Climate change, risk perception, language, socio-economic factors 1. INTRODUCTION Recent research publications on climate change have indicated that global surface temperature is 1 degree centigrade higher than pre-industrial period [5]. The impact and effects of this change is devastating in many parts of the world [23]. For example, the 5th assessment report of IPCC (Intergovernmental Panel on Climate Change) estimates that the global mean sea level is expected to increase by 0.52–0.98 m by the end of 21st century affecting millions of population living in more than 166 coastal cities due to increase in water level [6]. Similarly, in high Asia basins due to projected high rate of glacier melting and increase in runoff, population in down streams are expected to face more floods [8]. In several areas of the world extreme weather conditions is becoming very common making life of many inhabitants very challenging. For example, extreme weather conditions have affected on production of crop in Europe [1]. However, the effects are more severe in developing countries which have limited resources to mitigate and adapt to the new realities of hazards related to climate change [13]. According to the Climate Risk Index (2019), Pakistan is among the top ten countries that will be severely affected by global warming. The intensity of effects will be overwhelming to vulnerable communities living in mountains as their livelihood is dependent on glacier melt water [3]. In most of the cases, commercial activities of mountain communities also depend on glacier melt water, for example, power (electricity) generation stations are located and function from glacier water streams [17]. More importantly, to minimize the effects of climate change at the local level there is a need to have local mitigation measures and their understandings or perceptions of climate change among the local population become the base for local mitigation actions [11]. Cultural values, beliefs, and practices suggest to the shared ideas, attitudes, customs, and behaviors that are characteristic of a particular group or society [14]. They shape the way people perceive the world, interact with others, and make decisions. Individual person’s attitudes and values are influenced by his/her environmental and cultural factors to which he/she exposed to [2]. Cultural values, beliefs and practices shape how different societies perceive the threat of climate change, and how they adapt to the changing conditions [7,9]. For example, in some cultures, there is a strong tradition of intergenerational knowledge sharing about weather and climate observations and community decision-making [4]. That tradition of sharing knowledge about climate observation and resource management can facilitate collective action and adaptation to climate change [4]. Culture shapes the social norms and values [2],

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 226 that can influence the public policy making, governance, and the type of actions that are taken to mitigate and adapt to climate change [18]. Hence, culture plays a key role in forming perceptions of climate change at both the individual and the public levels [16]. 2. OBJECTIVES This study will have following objectives: 1. To identify the socio-economic and cultural factors influencing climate change risk perceptions among the Burushahki and Shina speaking communities. 2. How does the language influence the climate change risk perceptions among the Burushahki and Shina speaking communities? 2.1. RESEARCH QUESTION Following research questions will be addressed in this study: 1. Does language play a role in the formation of climate change risks perception among Shina and Burushaski individuals and communities? If yes, how it differs for understanding of climate change risk perceptions and impacts among two considered communities? 2. What are the socio-economic and cultural factors influencing climate change risk perceptions among Shina and Burushaski individuals and communities? 3. CONCEPTUAL FRAMEWORK Figure 1. Conceptual framework. 4. EXPECTED RESULTS Following few expected outcomes of the research are expected: 1. It will be clearly defined that if the language plays a role or not in forming perception of climate change risks. 2. A well-defined relationship between the perception of different groups based on different language speaking that include income group, gender-based group, and agewise group in Gilgit-Baltistan regarding climate change risks.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 227 REFERENCES 1. Beillouin, D., Schauberger, B., Bastos, A., Ciais, P., & Makowski, D. (2020). Impact of extreme weather conditions on European crop production in 2018. Philosophical Transactions of the Royal Society B: Biological Sciences, 375(1810), 20190510. https://doi.org/10.1098/rstb.2019.0510 2. Boer, D., & Fischer, R. (2013). How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages. Psychological Bulletin, 139(5), 1113–1147. https://doi.org/10.1037/a0031347 3. Dhimal, M., Bhandari, D., Dhimal, M. L., Kafle, N., Pyakurel, P., Mahotra, N., Akhtar, S., Ismail, T., Dhiman, R. C., Groneberg, D. A., Shrestha, U. B., & Müller, R. (2021). Impact of Climate Change on Health and Well-Being of People in Hindu Kush Himalayan Region: A Narrative Review. Frontiers in Physiology, 12. https://www.frontiersin.org/articles/10.3389/fphys.2021.651189 4. Granderson, A. A. (2017). The Role of Traditional Knowledge in Building Adaptive Capacity for Climate Change: Perspectives from Vanuatu. Weather, Climate, and Society, 9(3), 545– 561. https://doi.org/10.1175/WCAS-D-16-0094.1 5. Hoegh-Guldberg, O., Jacob, D., Taylor, M., Guillén Bolaños, T., Bindi, M., Brown, S., Camilloni, I. A., Diedhiou, A., Djalante, R., Ebi, K., Engelbrecht, F., Guiot, J., Hijioka, Y., Mehrotra, S., Hope, C. W., Payne, A. J., Pörtner, H.-O., Seneviratne, S. I., Thomas, A., … Zhou, G. (2019). The human imperative of stabilizing global climate change at 1.5°C. Science, 365(6459), eaaw6974. https://doi.org/10.1126/science.aaw6974 6. IPCC. (2014). Highlights of the IPCC Working Group I Fifth Assessment Report. http://www.climatechange.cn/EN/abstract/abstract606.shtml 7. Lee, T. M., Markowitz, E. M., Howe, P. D., Ko, C.-Y., & Leiserowitz, A. A. (2015). Predictors of public climate change awareness and risk perception around the world. Nature Climate Change, 5(11), Article 11. https://doi.org/10.1038/nclimate2728 8. Lutz, A. F., Immerzeel, W. W., Shrestha, A. B., & Bierkens, M. F. P. (2014). Consistent increase in High Asia’s runoff due to increasing glacier melt and precipitation. Nature Climate Change, 4(7), Article 7. https://doi.org/10.1038/nclimate2237 9. Macias, T. (2016). Environmental risk perception among race and ethnic groups in the United States. Ethnicities, 16(1), 111–129. https://doi.org/10.1177/1468796815575382 10. Macias, T. (2016). Environmental risk perception among race and ethnic groups in the United States. Ethnicities, 16(1), 111–129. https://doi.org/10.1177/1468796815575382 11. Marin, A. (2010). Riders under storms: Contributions of nomadic herders’ observations to analysing climate change in Mongolia. Global Environmental Change, 20(1), 162–176. https://doi.org/10.1016/j.gloenvcha.2009.10.004 12. McNamara, K. E. (2013). Raising awareness about climate change in Pacific communities. Environmental Education Research, 19(6), 864–871. https://doi.org/10.1080/13504622.2013.769046 13. Sarkodie, S. A., & Strezov, V. (2019). Effect of foreign direct investments, economic development and energy consumption on greenhouse gas emissions in developing countries. Science of The Total Environment, 646, 862–871. https://doi.org/10.1016/j.scitotenv.2018.07.365 14. Schwartz, S. H. (1999). A Theory of Cultural Values and Some Implications for Work. Applied Psychology, 48(1), 23–47. https://doi.org/10.1111/j.1464-0597.1999.tb00047.x 15. Stott, P. A., Christidis, N., Otto, F. E. L., Sun, Y., Vanderlinden, J.-P., van Oldenborgh, G. J., Vautard, R., von Storch, H., Walton, P., Yiou, P., & Zwiers, F. W. (2016). Attribution of extreme weather and climate-related events. WIREs Climate Change, 7(1), 23–41. https://doi.org/10.1002/wcc.380 16. Vaughan, E., & Nordenstam, B. (1991). The Perception of Environmental Risks among Ethnically Diverse Groups. Journal of Cross-Cultural Psychology, 22(1), 29–60. https://doi.org/10.1177/0022022191221005

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 228 17. Wagner, T., Themeßl, M., Schüppel, A., Gobiet, A., Stigler, H., & Birk, S. (2016). Impacts of climate change on stream flow and hydro power generation in the Alpine region. Environmental Earth Sciences, 76(1), 4. https://doi.org/10.1007/s12665-016-6318-6 18. York, A. M., Drummond Otten, C., BurnSilver, S., Neuberg, S. L., & Anderies, J. M. (2021). Integrating institutional approaches and decision science to address climate change: A multilevel collective action research agenda. Current Opinion in Environmental Sustainability, 52, 19–26. https://doi.org/10.1016/j.cosust.2021.06.001

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 229 IN VITRO ANTIOXIDANT STUDIES OF WATER-SOLUBLE 8- HYDROXYQUINOLINE-BASED CHITOSAN SYNTHESIZED BY GRAFT COPOLYMERIZATION METHOD Nur Yusra Farzana Awang1*, Juzaili Azizi2 , Sumiyyah Sabar1 1 Chemical Science Programme, School of Distance Education, Universiti Sains Malaysia, 11800 Minden, Malaysia 2 Centre for Drug Research, Universiti Sains Malaysia, 11800 Minden, Malaysia *Corresponding Author: [email protected] ABSTRACT Chitosan (CS) received much attention for a wide range of applications due to its interesting biological characteristics such as biocompatibility, biodegradability, and non-toxicity. However, unmodified CS has poor solubility which limits its applications. In this paper, water-soluble 8-hydroxyquinoline-based CS (8HQ-CS) was synthesized by the graft copolymerization method. Some analytical instruments such as Fourier transform infrared spectroscopy (FTIR), thermogravimetric analysis (TGA), X-ray diffraction analysis (XRD), nuclear magnetic resonance (NMR), and scanning electron microscopy (SEM), were conducted to characterize the physical and chemical changes of CS and 8HQ-CS. The prepared CS derivatives were evaluated for antioxidant properties by scavenging of 2,2-diphenyl-1- picrylhydrazyl free radical (DPPH), ferric ion reducing power (FRAP), hydroxyl radical scavenging capacity (HORAC), scavenging of superoxide radical, and cupric ion chelation ability. The combination of CS with 8-hydroxyquinoline (8HQ) compound made it achieve developed water solubility and antioxidant properties. The results revealed that the synthesized CS derivatives exhibited improved antioxidant activity compared with unmodified CS. At 20 mg/mL, 8HQ-CS shows the ability to scavenge the free radical against 2,2-diphenyl-1-picrylhydrazyl free radical (DPPH), ferric ion reducing power (FRAP), hydroxyl radical scavenging capacity (HORAC), scavenging of superoxide radical, and cupric ion chelation ability with values of 0.88 ± 0.12 µg AAE/mg, 0.51 ± 0.02 µg AAE/mg, 6.39 ± 1.15 µg GAE/mg, 1.02 ± 0.04 AAE/mg, and 5.76 ± 0.56 µg EDTAE/mg, respectively. These findings highlight the potential of 8HQ-CS for safe and effective applications in the food and pharmaceutical industries, offering novel evidence of its enhanced antioxidant properties. Keywords: Antioxidant activity; Chitosan; 8-Hydroxyquinoline; Water-soluble; Graft copolymerization INTRODUCTION Chitosan (CS) exhibits interesting characteristics, such as biocompatibility, biodegradability, nontoxicity, antimicrobial activity, anti-inflammatory, mucoadhesive and antioxidant activity. These characteristics enable CS to gain a lot of attention for a wide range of applications such as wastewater treatment (Desbrières & Guibal, 2018), food packaging (Cazón & Vázquez, 2019), and biomedical applications (Zhao et al., 2018). CS contains amino (-NH2) and hydroxyl (-OH) groups, which play important roles in its properties and applications. Amino groups of CS enable it to dissolve only in aqueous acid solutions but not in water and other organic solvents. Some chemical modifications can be applied, such as Schiff base reaction, alkylation, acylation, and grafting to improve the physicochemical, structural, and biological properties of CS. In this study, graft copolymerization was used for the modification of a new novel water-soluble CS derivative. Graft copolymerization is among the most promising approaches for creating highly sophisticated functions, which enable a variety of molecular designs to produce new kinds of hybrid materials (Kumar et al., 2020). Studies on the graft copolymerization of CS with various other functional groups have been conducted with different initiation systems and different mechanisms. For

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 230 this study, the grafting method by using potassium persulphate as an initiator has been selected to synthesise water-soluble 8-hydroxyquinoline-based CS. 8-hydroxyquinoline (8HQ) was selected as a new compound attached to the CS backbone. 8HQ derived from a heterocyclic series of quinoline, composed of a phenol in which the -OH group is attached to position eight and a pyridine ring fused at two neighbouring carbon atoms. 8HQ is a bidentate chelator that binds metal ions through the oxygen and nitrogen atoms (Oliveri & Vecchio, 2016). Both oxygen and nitrogen atoms provide good metal recognition properties, as a result, 8HQ is widely used for analytical, separation purposes and metal chelation (Cipurković et al., 2021). Due to the ability of 8HQ to chelate metal ions, it is also well-known for its antioxidant properties (Chobot et al., 2018). The combination of CS and 8HQ as a natural antioxidant has not been extensively explored. Thus, studies on the antioxidant potential of new CS derivatives (8HQ-CS) will aid in extending their uses, particularly in food and medicine. METHODOLOGY In this study, all chemical reagents used were analytical grade and used without further purification. The first step of our experiment is synthesizing water-soluble 8HQ-CS using the graft copolymerization methods described by Khalil et al., (2015). Then, CS and synthesized CS derivatives underwent characterization using some analytical techniques such as Fourier transforms infrared (FTIR) spectroscopy measurement (Perkin Elmer 2000, USA) with the scanning range of 4000–400 cm-1 , elemental analysis (CHN), thermogravimetric analysis (STA 6000, Perkin Elmer) at a heating rate of 10°C min⁻1 with a temperature range from 30-900°C, X-ray diffraction analysis (XRD) with relative intensities of 2θ from 5 to 100 °, nuclear magnetic resonance (NMR) spectroscopy (Bruker AVN 500 MHz), and scanning electron microscopy (SEM) using Quanta FEG 650, Fei. For the antioxidant studies, there are five types of assays conducted including scavenging of 2,2-diphenyl-1-picrylhydrazyl (DPPH), ferric reducing antioxidant power (FRAP), hydroxyl radical antioxidant capacity (HORAC), scavenging of superoxide radical, and cupric ion chelation ability. For DPPH and FRAP assay, the experiment was followed using the method proposed by Santos et al., (2017). Meanwhile, the HORAC assay was measured according to the method of Denev et al., (2014). The scavenging of superoxide radicals was assessed by using the technique provided by Gudise et al., (2019). For cupric ion chelation ability, the assay was followed using the method of (Saiga et al., 2003). All the results were performed in four independent experiments. The results were expressed as positive control equivalents to a microgram per milligram of CS samples (µg PCE/mg). RESULTS AND DISCUSSION Solubility Test After the samples were successfully synthesized, CS and 8HQ-CS will undergo the solubility test. Table 1 shows the solubility test of CS and 8HQ-CS. 8HQ-CS showed improvement in solubility in water. Table 1: Solubility of CS and 8HQ-CS with different types of solvents Solvents CS 8HQ-CS H2O insoluble soluble 1 M HCl soluble soluble 1% Acetic acid soluble soluble Methanol insoluble insoluble Acetone insoluble insoluble Isopropanol insoluble insoluble Characterizations

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 231 From Fig. 1, the absorbance at 3010 cm-1 and 2920 cm-1 of 8HQ-CS of C-H stretching of methyl and methane were quite weakened. Thus, the N-modification reaction affects the inter-macromolecular and interchain hydrogen bonds due to the CS crystallinity reduced makes it more water-solubility (Lu et al., 2004). The strong absorption peak at 1654 cm-1 in 8HQ-CS was referred to C=N band from pyridine of 8HQ. 8HQ-CS spectra showed the strong C-N stretching band shifts to a low number of wavenumbers which is 1024 cm-1 and C-O-C glycosidic linkage increases at the peak 953 cm-1 due to the addition of the new compounds of 8HQ. Fig. 1 IR spectra of (a) CS and (b) 8HQ-CS The TGA curve of CS in Fig. 2(a) shows that the two stages of weight loss, the first occurring in the range of 30-130°C, due to loss of water molecules with a weight loss of about 10.32%. The primary degradation of CS started at 245°C and it was completely degraded at about 800°C with a weight loss of about 87.09%. Fig. 2(b) shows the TGA curve of 8HQ-CS. The first stage starting from 30°C to 300°C shows about 91.06% loss in weight, which may correspond to the loss of absorbed and bound water. The decomposition stage occurs in the range 600-800°C, due to thermal degradation of 8HQ with a weight loss of about 5.02%.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 232 (b) Fig. 2 TGA thermograms of (a) CS and (b) 8HQ-CS The XRD spectra of CS in Fig. 3 showed two peaks 2θ = 9° and 20°. However, 8HQ-CS displayed two weak peaks at around 2θ = 8° and 20°. This indicates that the crystallinity decreases and might be attributed to the deformation of the strong hydrogen bond in the CS molecule and due to the substitution of 8HQ-CS onto CS. 8HQ-CS showed less crystalline and more amorphous than pure CS, which is attributed to the CS derivative synthesized being more soluble in water. The existence of the 8HQ-CS chain on the CS backbone has destroyed a part of the crystal region of pure CS thus it is more soluble in water than CS. Fig. 3 The X-ray diffraction spectra of CS and 8HQ-CS

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 233 SEM of CS and 8HQ-CS are shown in Fig. 4. It was found that the surface appearances were drastically changed upon reaction. Fig 4(a) shows the surface of CS, which is fibrous, rigid amorphous and has semi-pores on the surface. The structure of 8HQ-CS showed the bumpy-like surface probably due to the breaking of hydrogen bonding present in CS and interaction between the newly introduced 8HQ. (b) Fig. 4 SEM of (a) CS (b) 8HQ-CS derivatives at 5000 × magnification. Antioxidant activity Table 2 shows the antioxidant activity of CS and 8HQ-CS against DPPH, FRAP, HORAC, superoxide radical and cupric ion chelation assay. From the table, CS showed antioxidant potency against DPPH, FRAP, and HORAC free radical. This indicates that CS scavenges free radicals through the action of nitrogen on the secondary amide. Nitrogen has a lone pair of electrons which can attach to a proton released from an acidic solution to form -NH3 + groups. By the modification of 8HQ-CS, the antioxidant activity was enhanced, due to the addition of new functional groups of 8HQ that bear phenolic hydroxyl and pyridine groups. Hydroxyl groups also have an important effect on the scavenging of free radicals. It has been reported that phenolic hydroxyl groups, which were potent hydrogen donors, played a significant role in the antioxidant activity (Li et al., 2019). However, pure CS does not show any activity against scavenging of superoxide radical and cupric ion chelation. This indicates that the addition of new compounds which is 8HQ in CS backbones promotes the scavenging effect. Table 2. Antioxidant activity and metal chelating ability of CS and 8HQ-CS. Samples Concentration (mg/mL) DPPH (µg AAE/mg) FRAP (µg AAE/mg) HORAC (µM GAE/mg) Superoxide radical (µg AAE/mg) Cu2+ chelation (µg EDTAE/mg) CS 5 0.97 ± 0.11 0.53 ± 0.02 - - - 10 0.72 ± 0.10 0.43 ± 0.05 2.20 ± 0.80 - - 15 0.63 ± 0.06 0.39 ± 0.06 - - - 20 0.55 ± 0.07 0.35 ± 0.04 2.27 ± 0.34 - -

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 234 8HQCS 5 1.65 ± 0.12 0.76 ± 0.09 - 2.23 ± 0.20 11.4 ± 0.52 10 1.38 ± 0.11 0.75 ± 0.03 9.04 ± 0.89 1.73 ± 0.10 7.00 ± 0.51 15 0.99 ± 0.13 0.64 ± 0.09 - 1.30 ± 0.09 6.72 ± 0.36 20 0.88 ± 0.12 0.51 ± 0.02 6.39 ± 1.15 1.02 ± 0.04 5.76 ± 0.56 *Note: - (no activity occurred) 4. CONCLUSION In conclusion, water-soluble 8HQ-CS has been successfully synthesized and supported by solubility tests and some instrumentations that have been carried out. From this study, 8HQ-CS exhibits high antioxidant activity compared to CS due to the addition of a new compound which is 8HQ. Therefore, water-soluble 8HQ-CS offers novel evidence of its enhanced antioxidant properties. ACKNOWLEDGEMENT The authors are grateful for the financial support from the Ministry of Higher Education (MOHE), Malaysia, for supporting this project under the Fundamental Research Grant Scheme (FRGS) (FRGS/1/2018/STG01/USM/02/14). REFERENCES 1. Cazón, P., & Vázquez, M. (2019). Applications of Chitosan as Food Packaging Materials. In Sustainable Agriculture Reviews 36 (pp. 81–123). , Cham. https://doi.org/10.1007/978-3-030- 16581-9_3 2. Chobot, V., Hadacek, F., Bachmann, G., Weckwerth, W., & Kubicova, L. (2018). Antioxidant properties and the formation of iron coordination complexes of 8-hydroxyquinoline. International Journal of Molecular Sciences, 19(12). https://doi.org/10.3390/ijms19123917 3. Cipurković, A., Horozić, E., Marić, S., Mekić, L., & Junuzović, H. (2021). Metal Complexes with 8-Hydroxyquinoline: Synthesis and In Vitro Antimicrobial Activity. Open Journal of Applied Sciences, 11(01), 1–10. https://doi.org/10.4236/ojapps.2021.111001 4. Denev, P., Kratchanova, M., Ciz, M., Lojek, A., Vasicek, O., Nedelcheva, P., Blazheva, D., Toshkova, R., Gardeva, E., Yossifova, L., Hyrsl, P., & Vojtek, L. (2014). Biological activities of selected polyphenol-rich fruits related to immunity and gastrointestinal health. Food Chemistry, 157, 37–44. https://doi.org/10.1016/j.foodchem.2014.02.022 5. Desbrières, J., & Guibal, E. (2018). Chitosan for wastewater treatment. 67, 7–14. https://doi.org/10.1002/pi.5464 6. Gudise, V., Chowdhury, B., & Manjappa, A. S. (2019). In vitro free radical scavenging and antidiabetic activity of aqueous and ethanolic leaf extracts: a comparative evaluation of Argyreia pierreana and Matelea denticulata. Future Journal of Pharmaceutical Sciences, 5(1). https://doi.org/10.1186/s43094-019-0014-9 7. Khalil, E. S., Saad, B., Negim, E. S. M., & Saleh, M. I. (2015). Novel water-soluble chitosan derivative prepared by graft polymerization of dicyandiamide: synthesis, characterisation, and its antibacterial property. Journal of Polymer Research, 22(6), 1–12. https://doi.org/10.1007/s10965-015-0756-9 8. Kumar, D., Gihar, S., Shrivash, M. K., Kumar, P., & Kundu, P. P. (2020). A review on the synthesis of graft copolymers of chitosan and their potential applications. In International Journal of Biological Macromolecules (Vol. 163, pp. 2097–2112). Elsevier B.V. https://doi.org/10.1016/j.ijbiomac.2020.09.060

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 235 9. Li, Q., Wei, L., Zhang, J., Gu, G., & Guo, Z. (2019). Significantly enhanced antioxidant activity of chitosan through chemical modification with coumarins. Polymer Chemistry, 10(12), 1480– 1488. https://doi.org/10.1039/c8py01790e 10. Lu, S., Song, X., Cao, D., Chen, Y., & Yao, K. (2004). Preparation of water-soluble chitosan. Journal of Applied Polymer Science, 91(6), 3497–3503. https://doi.org/10.1002/app.13537 11. Oliveri, V., & Vecchio, G. (2016). 8-Hydroxyquinolines in medicinal chemistry: A structural perspective. European Journal of Medicinal Chemistry, 120, 252–274. https://doi.org/10.1016/j.ejmech.2016.05.007 12. Saiga, A., Tanabe, S., & Nishimura, T. (2003). Antioxidant activity of peptides obtained from porcine myofibrillar proteins by protease treatment. Journal of Agricultural and Food Chemistry, 51(12), 3661–3667. https://doi.org/10.1021/jf021156g 13. Santos, J. S., Alvarenga Brizola, V. R., & Granato, D. (2017). High-throughput assay comparison and standardization for metal chelating capacity screening: A proposal and application. Food Chemistry, 214, 515–522. https://doi.org/10.1016/j.foodchem.2016.07.091 14. Zhao, D., Yu, S., Sun, B., Gao, S., Guo, S., & Zhao, K. (2018). Biomedical Applications of Chitosan and Its Derivative Nanoparticles. Polymers, 10(4), 462. https://doi.org/10.3390/polym10040462

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 236 EFIKASI KENDIRI GURU PERDANA TERHADAP PENDIDIKAN INKLUSIF MURID BERKEPERLUAN PENDIDIKAN KHAS: TINJAUAN AWAL Nur Hidayah binti Mat @ Ahmad1 , Rozniza binti Zaharudin2 1,2 Pusat Pengajian Ilmu Pendidikan, USM 1 [email protected] ABSTRACT Kajian ini dijalankan untuk mengenal pasti efikasi kendiri guru perdana terhadap pelaksanaan pendidikan inklusif di sekolah rendah. Kajian kuantitatif ini menggunakan kaedah tinjauan awal yang melibatkan 50 orang sampel guru perdana di negeri Pulau Pinang. Soal selidik diadaptasi daripada soal selidik Teacher Efficacy for Inclusive Practice (TEIP), (Sharma et al., 2015). Data dianalisis menggunakan analisis deskriptif melalui perisian SPSS (Statistical Package for Social Science versi 27. Hasil kajian mendapati aspek strategi pengajaran adalah sederhana tinggi, diikuti aspek pengurusan tingkah laku dan aspek kerjasama. Dapatan kajian juga menunjukkan efikasi kendiri guru perdana terhadap pendidikan inklusif murid berkeperluan pendidikan khas (MBPK) berada di tahap sederhana tinggi. Kata kunci: pendidikan inklusif; efikasi kendiri; strategi pengajaran; kerjasama; pengurusan tingkah laku; guru perdana PENGENALAN Dalam beberapa tahun kebelakangan ini, bidang pendidikan telah menyaksikan penekanan yang semakin meningkat terhadap pendidikan inklusif [1](Lee & Sailajah Nair, 2018). Ini bertujuan untuk memastikan murid berkeperluan pendidikan khas (MBPK) mendapat hak yang sama rata untuk belajar dalam persekitaran tanpa halangan dan dapat menyesuaikan diri dengan murid arus perdana bagi meningkatkan kemahiran kehidupan harian mereka, membina keyakinan diri dan mencapai potensi yang optimum, seterusnya meningkatkan kesedaran dan penerimaan warga sekolah serta komuniti tentang kepelbagaian keupayaan MBPK [2](Kementerian Pendidikan Malaysia, 2017). Pendidikan inklusif amat relevan dalam konteks sekolah rendah yang merupakan asas untuk pembelajaran sepanjang hayat diwujudkan [3] (Bates et al., 2015). Justeru, komponen penting dalam kejayaan pendidikan inklusif terletak pada sikap dan kecekapan pendidik, terutamanya guru perdana yang memainkan peranan penting dalam mewujudkan persekitaran pembelajaran inklusif dan menyokong. Salah satu konstruk psikologi utama yang mempengaruhi tingkah laku dan sikap guru secara signifikan dalam konteks pendidikan inklusif ialah efikasi kendiri [4] (Alnahdi & Schwab, 2021). Efikasi kendiri merujuk kepada kepercayaan individu terhadap keupayaan mereka untuk berjaya melaksanakan tugas tertentu atau mencapai hasil tertentu [5] (Awanis Mohd et al., 2016). Melalui konteks guru perdana, efikasi kendiri mencerminkan keyakinan mereka dalam mengajar dan mengurus bilik darjah yang pelbagai dengan berkesan, termasuklah membentuk pencapaian dan tingkah laku MBPK [6, 7] (Hutzler et al., 2019; Savolainen et al., 2022). Sehubungan itu, tahap efikasi kendiri yang tinggi dikaitkan dengan peningkatan motivasi, daya tahan, dan kesediaan untuk mengerahkan usaha dalam mengatasi cabaran [8] (Schwab et al., 2017). Berdasarkan data Pendidikan Khas bagi tahun 2022 menunjukkan peningkatan jumlah MBPK dalam PPI telah mencapai sasarannya iaitu melebihi 75%. Hal ini kerana data KPM menunjukkan bilangan murid dalam PPI di Malaysia telah meningkat daripada 72,504 orang pada tahun 2021 kepada 88,300

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 237 orang pada tahun 2022. Oleh yang demikian, sejumlah besar golongan MBPK ini memerlukan perhatian guru perdana dalam kelas inklusif [9] (Guang & Intan Marfarrina, 2022) dan menerima kehadiran MBPK. Walau bagaimanapun, cabaran ketara timbul apabila keengganan guru perdana untuk menerima MBPK di dalam bilik darjah biasa yang diajar oleh mereka [10] (Norramlah & Nurfaradilla, 2021). Cabaran ini mewujudkan halangan besar dalam memastikan pelaksanaan pendidikan inklusif yang berkesan. Penerimaan negatif dikaitkan dengan efikasi kendiri guru yang rendah. Hal ini kerana efikasi kendiri memainkan peranan penting dalam menentukan kesanggupan dan keupayaan guru perdana untuk melibatkan diri dalam amalan pendidikan inklusif. Menurut kajian Yada et al. (2022) guru perdana sering menunjukkan efikasi kendiri yang rendah terutamanya dari aspek strategi pengajaran untuk MBPK. Persepsi ketidakupayaan guru perdana untuk menangani keperluan kepelbagaian pembelajaran murid menjejaskan keyakinan mereka terhadap kemahiran pedagogi yang dimiliki [11] (Siti Fatimah & Mustafa, 2018). Akibatnya, keraguan diri dan ketidakyakinan guru perdana untuk berinteraksi dengan murid akan terjejas dan menghalang penyediaan sokongan individu. Efikasi kendiri dan kebimbangan terhadap kemahiran mengajar, pengurusan murid dan sokongan yang minima memberi impak kepada penerimaan negatif dalam kalangan guru perdana. Sehubungan itu, kajian ini bertujuan untuk mengenal pasti tahap efikasi kendiri guru perdana terhadap pendidikan inklusif. Objektif kajian ini adalah: i- Mengenal pasti tahap efikasi kendiri guru perdana terhadap pendidikan inklusif MBPK berdasarkan aspek strategi pengajaran. ii- Mengenal pasti tahap efikasi kendiri guru perdana terhadap pendidikan inklusif MBPK berdasarkan aspek kerjasama. iii- Mengenal pasti tahap efikasi kendiri guru perdana terhadap pendidikan inklusif MBPK berdasarkan aspek pengurusan tingkah laku murid. METODOLOGI Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk kaedah tinjauan. Populasi sasaran kajian ini adalah guru-guru aliran perdana di sekolah-sekolah rendah PPKI di daerah Seberang Perai Utara, Pulau Pinang. Berdasarkan data yang diperoleh daripada JPN Pulau Pinang, 12 buah sekolah rendah mempunyai PPKI di daerah SPU. Kajian tinjauan awal menggunakan sampel seramai 50 orang guru perdana adalah mencukupi [12] (Gay et al., 2011) dan menggunakan pensampelan rawak mudah. Instrumen kajian diadaptasi daripada instrumen primer dan sekunder. Instrumen primer adalah Teachers Efficacy for Inclusive Practice (TEIP) oleh Sharma et al. (2012) [13] dan telah dialih bahasa oleh Mohamad Azman et al. (2019)[14] melalui soal selidik Efikasi Kendiri Guru Prasekolah terhadap Pendidikan Inklusif (EKGPPI). Kesahan instrumen turut dijalankan oleh 5 orang pakar iaitu pensyarah universiti bidang pendidikan khas, pensyarah IPG bidang bimbingan dan kaunseling, guru penolong kanan pendidikan khas dan guru cemerlang bahasa Melayu. Analisis CVI mendapati nilai kesahan yang tinggi terhadap 18 item yang diuji melalui dimensi strategi pengajaran, kerjasama dan pengurusan tingkah laku murid iaitu .94 bagi kesemua item. Soal selidik ini mengandungi 4 bahagian iaitu; a) Maklumat demografi; b) Dimensi strategi pengajaran; c) Dimensi kerjasama dan d) Dimensi pengurusan tingkah laku dan menggunakan Skala likert 5 mata. Interpretasi skor dalam kajian ini ditentukan dalam Jadual 1 di bawah bagi mengukur tahap efikasi kendiri guru perdana terhadap pendidikan inklusif. Jadual 1: Interpretasi Skor Min Skor Min Interpretasi 1.00 hingga 2.00 Rendah 2.01 hingga 3.00 Sederhana Rendah 3.01 hingga 4.00 Sederhana Tinggi 4.01 hingga 5.00 Tinggi

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 238 Sumber: Nunnally dan Bernstein (1994) DAPATAN DAN PERBINCANGAN Dapatan Dapatan responden kajian ini mendapati 30% guru lelaki iaitu 15 orang dan 70% iaitu 35 orang guru perempuan menjawab soalan soal selidik ini. Daripada jumlah itu, 48% guru iaitu 24 orang mempunyai pengalaman mengajar MBPK dalam kelas inklusif manakala 52% iaitu 26 orang lagi belum pernah mempunyai pengalaman mengajar MBPK. Jadual 2 di bawah menerangkan skor min bagi efikasi kendiri guru perdana terhadap pendidikan inklusif mengikut dimensi. Interpretasi skor min keseluruhan menunjukkan efikasi kendiri guru perdana terhadap inklusif adalah sederhana tinggi (M=3.32, SP=.76). Dimensi strategi pengajaran menunjukkan min yang paling tinggi (M=3.41, SP=.86), diikuti dimensi pengurusan tingkah laku (M=3.3, SP=.84) dan dimensi kerjasama (M=3.26, SP=.83). Berdasarkan min yang diperoleh mengikut dimensi dapat disimpulkan bahawa guru perdana mempunyai efikasi kendiri yang sederhana tinggi terhadap pendidikan inklusif kepada MBPK bagi semua aspek yang dinilai. Jadual 2: Min Efikasi Kendiri Guru Perdana Terhadap Pendidikan Inklusif (N=50) Dimensi M SP Interpretasi Strategi Pengajaran 3.41 .86 Sederhana Tinggi Kerjasama 3.26 .83 Sederhana Tinggi Pengurusan Tingkah Laku 3.3 .84 Sederhana Tinggi Keseluruhan 3.32 .76 Sederhana Tinggi Perbincangan Kajian ini mengukur efikasi kendiri guru perdana terhadap pendidikan inklusif MBPK di sekolah rendah menggunakan dimensi strategi pengajaran, kerjasama dan pengurusan tingkah laku. Analisis dapatan kajian dibahagikan kepada rendah, sederhana rendah, sederhana tinggi dan tinggi. Rumusan analisis dapatan kajian mendapati majoriti guru perdana mempunyai tahap efikasi kendiri yang sederhana tinggi terhadap pendidikan inklusif. Dimensi strategi pengajaran menunjukkan skor min yang paling tinggi, diikuti pengurusan tingkah laku dan kerjasama. Walaupun dapatan kajian ini mempunyai efikasi kendiri yang sederhana tinggi untuk menerima MBPK dalam pendidikan inklusif di sekolah rendah dan selari dengan kajian Alhumaid, 2021 yang menunjukkan efikasi kendiri guru pendidikan jasmani adalah sederhana terhadap pendidikan inklusif. Namun begitu, dimensi strategi pengajaran berada di tahap paling rendah berbanding dimensi kerjasama dan pengurusan tingkah laku. Kajian ini juga selari dengan Mohamad Azman et al., 2019 yang mendapati efikasi kendiri guru perdana melalui aspek strategi pengajaran adalah tinggi berbanding dimensi kerjasama dan pengurusan tingkah laku. Dimensi pengurusan tingkah laku mencatatkan sederhana tinggi selari dengan kajian Savolainen et al. (2012) menunjukkan guru-guru menghadapi kesukaran menguruskan tingkah laku MBPK terutamanya yang mempunyai masalah agresif dan mengganggu. Seterusnya dimensi kerjasama mencatatkan min skor yang paling rendah. Hal ini bercanggah dengan dapatan kajian Karaman-Feidi (2021)yang menjelaskan bahawa kerjasama merupakan aspek paling penting dalam meningkatkan efikasi kendiri guru terhadap pelaksanaan pendidikan inklusif di sekolah. 4. KESIMPULAN Kesimpulannya, efikasi kendiri guru perdana terhadap pendidikan inklusif MBPK haruslah diberi perhatian sewajarnya oleh semua pihak. Kesediaan menerima MBPK di kelas inklusif dan menyediakan diri dengan latihan dan pengetahuan berkaitan pendidikan khas, pengurusan tingkah laku murid dan strategi pengajaran MBPK adalah amat digalakkan. PENGAKUAN

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 239 Terima kasih kepada Bahagian Tajaan Pendidikan kerana memberikan biasiswa sepanjang pengajian di peringkat sarjana. RUJUKAN Rujukan dari artikel; 3. Bates, H., McCafferty, A., Quayle, E., & McKenzie, K. (2015). Review: Typically-developing students views and experiences of inclusive education. Disability and Rehabilitation, 37(21), 1929– 1939. https://doi.org/10.3109/09638288.2014.993433 4. Alnahdi, G. H., & Schwab, S. (2021). Special Education Major or Attitudes to Predict Teachers’ SelfEfficacy for Teaching in Inclusive Education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.680909 5. Awanis Mohd, Ainunmadiah Mohd Nawawi, & Siti Noor Ismail. (2016). Tahap efikasi guru dan hubungannya dengan pencapaian sekolah di sekolah-sekolah menengah dalam daerah Bachok. Proceedings of The ICECRS, 1(1), 312–326. https://doi.org/10.21070/picecrs.v1i1.500 6. Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249–266. https://doi.org/10.1080/17408989.2019.1571183 7. Savolainen, H., Malinen, O. P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion–a longitudinal cross-lagged analysis. International Journal of Inclusive Education, 26(9), 958–972. https://doi.org/10.1080/13603116.2020.1752826 8. Schwab, S., Hellmich, F., & Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs, 17(3), 205–217. https://doi.org/10.1111/1471-3802.12379 9. Guang, J. L., & Intan Marfarrina, O. (2022). Kesediaan guru arus perdana dan keberkesanan Program Pendidikan Inklusif Sekolah Jenis Kebangsaan (Cina) di Ampang, Selangor. Jurnal Kepimpinan Pendidikan, 9(1). 10. Norramlah, A., & Nurfaradilla, M. N. (2021). Halangan Yang Dihadapi Oleh Guru Aliran Perdana Dalam Melaksanakan Program Pendidikan Inklusif. 3(3), 74–82. http://myjms.mohe.gov.my/index.php/jdpd74 11. Siti Fatimah, S., & Mustafa Che, O. (2018). Masalah pengajaran guru dalam Program Pendidikan Inklusif di sekolah. Asian People Journal (APJ), 1(2), 243–263. www.journal.unisza.edu.my/apj/www.journal.unisza.edu.my/apj/243| 13. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x 14. Mohammad Azman, J., Roslee, T., & Muhamad Suhaimi, T. (2019). Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(7), 87– 95. www.msocialsciences.com Rujukan dari buku; 1. Lee, K. C., & Sailajah Nair, S. (2018). Pendidikan Inklusif. Oxford Fajar Sdn. Bhd. 12. Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research competencies for analysis and applications. United States of Amerika: Pearson. Rujukan dari dasar kerajaan; 2. Kementerian Pendidikan Malaysia. (2017). Dasar Pendidikan Kebangsaan. Perpustakaan Negara Malaysia. www.moe.gov.my/bppdp

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 240 ADVANCING MATHEMATICS EDUCATION IN SECONDARY SCHOOLS: INTEGRATING TEACHING AND LEARNING THEORIES, TECHNOLOGY, AND MOTIVATION FOR IMPROVED LEARNING OUTCOMES Dahiru Saad Mohammed1 , Wun Thiam Yew2 1 Department of Mathematics Federal College of Education, 640102, Yola Nigeria 1&2 School of Educational Studies Universiti Sains Malaysia 11800, Malaysia 1 [email protected]. ABSTRACT This study proposes a complete approach to improving secondary school learning results in the changing field of mathematics instruction. It discusses the critical connection between instruction and learning in mathematics classrooms as well as the value of taking a variety of learning styles into account. The development of ideas of teaching and learning, such as cognitivism, connectivism, and behaviourism, is examined, emphasising how these theories have influenced instructional strategies. The use of technology in mathematics education is also discussed, with a focus on the need for optimisation and the inspiring potential of digital tools. A variety of motivational techniques are covered, with a focus on how they affect students' learning. These techniques include games, technological integration, group projects, questioning, and real-world applications. It is known that there are difficulties in teaching mathematics, mostly related to student attitudes and inadequate self-regulation abilities. Keywords: Mathematics education, teaching theories, learning theories, technology usage, student motivation. INTRODUCTION Teaching is a challenging job that requires a thorough comprehension of the subject matter in addition to traits like creativity, patience, leadership, and successful teaching techniques [1]. The current discourse in the field of teacher education highlights the necessity of reforming these curricula to get educators ready for the changing needs of the twenty-first century and their shifting roles in a globalised setting [2]. The complex interrelationship between teaching and learning is essential to effective mathematics education, and teachers must possess both subject-matter expertise and the capacity to encourage critical thinking. Students' varied learning styles create an additional hurdle, particularly for those from minority backgrounds [3]. Educators must possess the skill to select instructional strategies that highlight each student's special abilities and attributes. Many pedagogical approaches have been developed in response to this difficulty, ranging from the more modern connectivism to more established paradigms like constructivism and behaviourism. By giving teachers flexible tools to satisfy the varied requirements of students in the twenty-first century, these ideas seek to improve mathematics instruction [4]. MATERIALS AND METHODS A comprehensive exploration of the subject "Mathematics Education in Secondary Schools: Integrating Teaching and Learning Theories, Technology, and Motivation for Improved Learning Outcomes" involved an exhaustive review of pertinent literature sourced from academic databases. The purpose was to gather a thorough understanding of the existing research landscape and to establish connections between teaching and learning theories, the incorporation of technology, and the crucial element of motivation in the context of secondary school mathematics education. The literature search aimed to identify trends, challenges, and best practices, shedding light on the intricate interplay between pedagogical strategies, technological advancements, and motivational factors that collectively contribute to enhancing the overall learning outcomes in secondary school mathematics education. This

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 241 systematic review serves as the foundation for informed discussions and insights into optimizing educational practices within the specified domain. Teaching and Learning Theories in Mathematics Classroom Teaching and learning theories in the mathematics classroom have undergone significant transformations over time, reshaping how mathematics teachers engage with their students. These evolving theories play a pivotal role in the pedagogical approaches used by educators. One of the prominent paradigms is behaviourism, which inherently inclines toward rote learning techniques due to its focus on observable behaviour [5]. In addition, behaviourism underscores the impact of stimulusresponse dynamics on shaping student behaviour. Contemporary education increasingly incorporates extrinsic incentives as a teaching strategy, fostering the development of positive learning habits and sustained engagement. When inappropriate classroom behaviour becomes apparent, it necessitates a targeted intervention in the form of warnings and the cultivation of suitable behaviour [6]. On the other hand, cognitivism places a significant emphasis on mental processes, including thinking, knowing, and problem-solving, which have a profound influence on how students engage with mathematical concepts and challenges in the classroom [7]. The aim of this paper is to conceptualize the current concept of Mathematics teaching and learning in technological era. Frequent Use of Technology in The Mathematics Classroom Digital technologies are inspiring educational resources that can improve the clarity, precision, and delivery of lessons in mathematics classes. Technology should constantly be used to improve mathematics teaching and learning. Researchers and educators should keep utilizing technology in mathematics classrooms while focusing on maximizing its benefits on grade level, function, and length. [8] placed a strong emphasis on the impact of this introduction on the other three vertices of the classic triangle used to symbolize a didactic system: instructor, learner, and knowledge, as shown in Figure 1 below: Figure 2. Didactic Tetrahedron 3. METHODS USE IN ENCOURAGING STUDENTS LEARNING Educators Learning motivation is relevant to the execution of curricula. In the teaching-learning process, motivation plays a significant role. Consequently, the motivation of learners determines their performance in learning. Motivation is a means of achieving learning objectives. In comparison to other strategies including group projects, questioning, games, technology, and real-world activities, [8] believe that motivation is the most effective way to promote student learning. Motivation is a crucial component of effective instruction. Motivation is the driving force behind someone's desire to learn, do, comprehend, believe, or acquire new abilities [9]. He went on to say that motivation in students is influenced by four main factors.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 242 Figure 2. Dimensions of Student Motivation Figure 2: indicated that motivation is a complex concept shaped by various factors influencing a student's engagement and eagerness to learn. Key components crucial for cultivating motivation include confidence, relatedness, autonomy, and value. Confidence pertains to a student's belief in their ability to accomplish tasks, necessitating the creation of an environment that cultivates and strengthens this belief through constructive feedback, acknowledgment of effort, and encouragement of a growth mindset. Relatedness involves fostering a sense of connection and belonging within the classroom, emphasising positive relationships among peers and teachers through an inclusive culture and collaborative activities. Autonomy is the promotion of students' control and independence in learning, achieved by providing choices, encouraging decision-making, and facilitating self-directed learning experiences. Value, on the other hand, hinges on students recognising the importance and relevance of their studies, with teachers enhancing this aspect by connecting lessons to individual interests, offering real-world examples, and showcasing the practical applications of knowledge. Ultimately, the synergy of confidence, relatedness, autonomy, and value shapes the dynamic landscape of classroom motivation, with teachers playing a central role in cultivating an environment that nurtures these components, fosters a passion for learning, and empowers students to actively participate in their educational journey. Challenges in Teaching Mathematics Students' performance in the topic of mathematics is a good way to measure difficulties in the classroom. Many pupils consider mathematics to be a challenging subject that needs to be taught, and there are several reasons why this negative outlook may arise [10]. According to [11] students' apparent lack of control over the learning process is one aspect that contributes to their difficulties in mathematics. In the context of teaching mathematics, several aspects are important, including classroom knowledge, student aptitude, teacher expertise, resources available, assessment techniques, and instructional practises. However, students' attitudes can also have a big influence on the process of teaching [12]. 4. CONCLUSION In summary, the field of mathematics education presents a variety of difficulties for teachers. Adopting a variety of teaching methods can help students develop a love and deeper understanding of mathematics, even while obstacles like time restrictions, attitudes of the students, and classroom management offer formidable challenges. It can also be difficult for teachers to adjust to the changing demands of their pupils because of time constraints while creating teaching and learning resources. Instructors are eager to adapt their teaching methods to meet the needs of students who are struggling academically, but the lack of infrastructure in schools makes it difficult to integrate technology into the classroom. Together, these difficulties highlight how complicated mathematics education is, and they MOTIVATION COMPETENCE CONTROL/AUTONOMY INTEREST/VALUE RELATEDNESS

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 243 implore educators and other stakeholders to keep looking for creative ways to improve maths instruction. ACKNOWLEDGEMENT Please acknowledge your research grant, funding institution, organization, scholarship (where relevant) 5. REFERENCES [1] Gardesten, M., & Palmér, H. (2023). Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers. Mathematical Thinking and Learning, 1-22. [2] Sidneva, A. N., Aslanova, M. S., & Bukhalenkova, D. A. (2022). FEATURES OF THE DEVELOPMENT OF MATHEMATICAL SKILLS OF FIRST-GRADERS IN DIFFERENT EDUCATIONAL PROGRAMS. Moscow University Psychology Bulletin, 3, 119–144. https://doi.org/10.11621/vsp.2022.03.07 [3] Liu, W. C., Kong, L. C., Wang, C. K. J., Kee, Y. H., Ng, B., Lam, K., & Reeve, J. (2023). A Qualitative Study into the Personal Factors Influencing Secondary School Teachers' Motivating Styles. Frontiers in Psychology, 14, 1127090. [4] Wineinger, T. O., Fry, M. D., & Moore, E. W. G. (2022). The Influence of Instructor Behaviors and the Perceived Motivational Climate on Undergraduate Students’ Experiences in College STEM Laboratories. CBE—Life Sciences Education, 21(4), ar81. [5] Lazarides, R., Schiepe-Tiska, A., Heine, J. H., & Buchholz, J. (2022). Expectancy-value profiles in math: How are student-perceived teaching behaviors related to motivational transitions? Learning and Individual Differences, 98. https://doi.org/10.1016/j.lindif.2022.102198 [6] Meeran, S., & Van Wyk, M. M. (2022). Mathematics teachers’ perceptions of socio-cultural diversities in the classroom. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202215441 [7] Herbst, P. G., & Chazan, D. (2023). Keeping Theorizing in Touch with Practice: Practical Rationality as a Middle Range Theory of Mathematics Teaching. In Theorizing Teaching (pp. 189– 224). Springer International Publishing. https://doi.org/10.1007/978-3-031-25613-4_7 [8] Jana Trgalová, Alison Clark-wilson & Hans-georg Weigand (2019). Technology And Resources In Mathematics Education Https://Www.Researchgate.Net/Publication/345624307 [9] Jacob Filgona, John Sakiyo, D. M. Gwany, & A. U. Okoronka (2020). Motivation In Learning. Asian Journal Of Education And Social Studies 0(4): 16-37, 2020; Article No. Ajess.60760 Issn: 2581- 6268 [10] Moldavan, A. M., & Gonzalez, M. L. (2023). Engaging Preservice Teachers with Equity-Related Cases to Make Visible the Inequities in Mathematics Teaching. Action in Teacher Education. https://doi.org/10.1080/01626620.2023.2242312 [11] Weinhandl, R., Mayerhofer, M., Houghton, T., Lavicza, Z., Eichmair, M., & Hohenwarter, M. (2023). Mathematics student personas for the design of technology-enhanced learning environments. In Research and Practice in Technology Enhanced Learning (Vol. 18). [12] Baldinger, E. M. (2023). Teacher learning for transformation: a framework. Professional Development in Education, 49(4), 620–633. https://doi.org/10.1080/19415257.2023.2187431

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 244 A COMPARATIVE ANALYSIS OF ONLINE VS. LIVE LEARNING OF MATHEMATICS FOR CHINESE COLLEGE ENTRANCE EXAMINATION STUDENTS Feng Daimin1, Bok Guat Im2, Liu Weiqin3 [email protected] 2 [email protected] [email protected] ABSTRACT Online live learning is currently an innovative mode of online learning in the context of information technology, as well as a new online learning mode that enriches the traditional classroom learning mode since the occurrence of the new coronavirus. Although the convenience and effectiveness of online teaching has been accepted by more students, the teaching effect of this teaching method has not yet been well compared and studied. The College Entrance Examination is the largest and most important examination in China, which is of great concern to students and their parents. The reason why students choose live teaching is not only because it is similar to traditional classroom teaching, but also because of its better interactive effect with the teacher and the ability to have a competitive atmosphere with fellow examiners, whereas videotaped learning has higher requirements for students' independent learning ability. In the actual comparison of the three teaching methods, we found that the average learning performance of students under live teaching is better than that of videotaping, which proves that the interest and internal drive of students' learning is insufficient, and the traditional constrained task-based teaching method is still the main driving force for students' learning. The combination of live and recorded learning modes shows only a slight improvement in the average student performance compared with live broadcasting, which shows that the added benefit of recorded video is not high, and students are still mainly learning by live broadcasting. Recorded learning is conducive to enhancing students' independent learning ability and promoting the combination of professional education and competence education, but it is not yet acceptable to the vast majority of students, so how to realize the complementary advantages of live broadcasting and recorded video teaching is still to be further researched and explored. Keywords: live learning, recorded learning, learning interaction, learning effect INTRODUCTION According to the statistical table of the number of students enrolled in the National College Entrance Examination for the calendar years 2019-2023, From 2019 to the year of 2023 the number of college students enrolled in Chinese institutions has increased from 10.31 million to 12.91 million.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 245 (Data recrouces:Ministry of Education in China, 2019-2023) With 10 million people taking the college entrance examination every year, the Chinese college entrance examination is already the largest-scale examination in China and the world (Fang, 2021; Zhang,2016). For this examination, mathematics is widely regarded as the most important and difficult subjects. Due to the assessment of mathematics in the college entrance examination has shifted from calculations and simple applications to the understanding of mathematical thinking and real-world problem solving, which poses a new challenge to students in terms of mathematical thinking and problem solving skills (Wang,L.2017). MATERIALS AND METHODS The papers, proceedings and dissertations included in the analysis were identified technology acceptance as the focus of their studies.Data were collected to focus primarily the findings and the future research of research employing UTAUT. We employed a combination of metaanalysis and structural equation modelling (SEM) techniques to examine our research model MASEM involves the techniques of synthesizing correlation matrices to create a pooled correlation matrix, which can be analysed using SEM (Viswesvaran and Ones 1998). Figure 1. Proposed theoretical model (Source: Adapted from Venkatesh et al. 2003) We also propose that attitude would influence behavioural intention (i.e., Dwivedi et al. 2017; Rana et al. 2016;2017) based on prior empirical research (e.g., Chen and Lu 2011; ). Figure 1shows the proposed model of IS/IT acceptance in our theoretical model. 10.31 10.71 10.78 11.93 12.91 0 2 4 6 8 10 12 14 2019th 2020th 2021th 2022th 2023th The NO.of Applicants(Million) The NO.of Applicants(Million)

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 246 RESULTS 3.1 Four Constructs （ 1 ） Performance Expectancy Performance expectancy is defined as the degree to which an individual believes that using the system will help him or her to attain gains in a job (Davis et al., 1992; Shin, 2009). According to Compeau & Higgins (1995), the theoretical background of this variable comes from usefulness perceptions (Technology Acceptance Model), extrinsic motivation (Motivation Model), job-fit (Model of PC Utilization), relative advantage (Innovation Diffusion Theory) and outcome expectations (Social Cognition Theory). （ 2 ） Effort Expectancy In UTAUT, effort expectancy is defined as the degree of ease associated with the use of the system. According to Venkatesh et al. (2003), this factor was derived from the perceived ease of use factor as proposed in Technology Acceptance Model (TAM).Performance expectancy, effort expectancy, facilitating conditions and social influence impact overall use intention, the perceptions of these antecedents vary significantly between potential versus early users (Yen-Ting Helena Chiu et al., 2010). （ 3 ） Social Influence Social influence is the degree to which a user perceives that significant persons believe technology use to be important (Diaz & Loraas, 2010). （ 4 ） Facilitating Conditions Facilitating conditions is defined as the degree to which an individual believes that organizational and technical infrastructure exists to support use of the system. Similar discussion can be found in model of personal computer utilization by Thompson et al. (1991). The four constructs of UTAUT have significant positive influence and impact on the behavioral intention to accept and use ICT by the ADSU academic staff.. 3.2 UTAUT Hypothesis UTAUT hypothesizes that performance expectancy, effort expectancy, social influence, and facilitating conditions are the determinants of behavioral intention or use behavior; and that gender, age, experience, and voluntariness of use have moderating effects on the acceptance of IT. Sun & Zhang also suggested that it is necessary to examine the potential moderating effects of user technology acceptance. 4. CONCLUSION The studies examined works which employed UTAUT by focusing on findings on the core constructs of UTAUT to predict Behavioral Intentions. The results confirmed previous studies that the all of the four constructs of UTAUT contributed to Behavioral Intention even though PE seemed to be the most significant contributors among the four. Findings also suggest UTAUT has been more explanatory and list the suggestions for future works. Our findings showed that attitude partially mediates the effects of performance expectancy, effort expectancy, facilitating conditions, and social influence on behavioural intention, and also has a direct effect on usage behaviour. The immediate implications are for researchers who wish to examine behavioral intentions using UTAUT models. They will be able to consider what factors to examine and future research to conduct and what theoretical models to use for their research. ACKNOWLEDGEMENT First of foremost, I would like to thank my main supervisor, Dr. Bok Guat Im and my co-supervisor, Dr. Mohd.Faiz Bin Hilmi for their relentless assistance and constructive feedback during the course of my study. Special appreciation also goes to Dr. Bok Guat Im, my supervisor for her initial guidance. Their unwavering support and constant encouragement have enabled the successful completion of this thesis.

International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 247 REFERENCES 1.Ballou, D., & Springer, M.G. (2017). Has nclb encouraged educational triage? Accountability and the distribution of achievement gains. Education Finance and Policy, 12(1), 77-106. doi:10.1162/EDFP_a_00189 2. Bu, Y. Y. (2015). On the Construction and Implementation of Specialty Teaching Resources Database for Vocational Education Oriented towards SPOC. Vocational and Technical Education, 25(11), 12-15. 3.Bulger, M., Bright, J., & Cobo, C. (2015). The real component of virtual learning: motivations for face-to-face MOOC meetings in developing and industrialised countries. Information Communication & Society, 18(10), 1200-1216. 4.Dai, L. L., & Li, Q. (2015). MOOC: the Leverage Pivot of Higher Educational Reform in China. Heilongjiang Researches on Higher Education, 25(3), 23-26. Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. doi:10.1016/j.compedu.2017.06.016 5.Ezen-Can, A., Boyer, K. E., Kellogg, S., & Booth, S. (2015). Unsupervised modeling for understanding MOOC discussion forums: a learning analytics approach. International Conference on Learning Analytics and Knowledge. ACM, 15(4), 146-150. 6.Giddens, D. (2016). To MOOC or not to MOOC: how can online learning help to build the future of higher education (Chandos information professional series). Australian Library Journal, 65(2), 142-143. 7.Guterman, O. (2017). What makes a social encounter meaningful: the impact of social encounters of homeschooled children on emotional and behavioral problems? Education and Urban Society, 49(8), 778-792. doi:10.1177/0013124516677009