PROSIDING ISPC

345 noted that among depression symptoms individuals may experience depression, negative mood and physical changes. However, not all individuals who suffer from depression show similar symptoms to each other. In addition, depression is divided into several types of depression. According to Fraser, Ballas and Turley (2019) there are three major types of depression, namely major depression (clinical depression), bipolar disorder (depression mania) and persistent depressive disorder (dysthymia disorder). In most cases of major depression, there is a genetic tendency and it cannot be triggered by any incident in life for the worst type of depression. Bipolar disorder is a component of depression that is very similar to depression. However, there are different periods in terms of mood swings or an extremely irritating mood between episodes of depression. Persistent depressive disorders produce low self-esteem and general feelings of pessimism that can last for years. The statement of these types of depression is also supported by Morin (2018) who estimates that about eight percent of adolescents meet the criteria for major depression. Usually, this type of depression involves therapy and may include medication. For bipolar disorder adolescents may talk quickly, feel very happy and willing to engage in risky behaviours. Depression can be treated and it is usually treated with a combination of medication and therapy. Furthermore, persistent depressive disorder refers to a low mood state for at least two years. Cognitive therapy, treatment and medication are a very effective way of treating depression of this type (Benazzi, 2006). The study of depression among students was studied by Hong et al. (2015) on a sample of 20 509 secondary school students in Fujian Province, China. This study aimed to look at the relationship between bullying, depression and suicidal ideation among adolescents in China. The findings show that adolescents with high depression are more likely to have suicidal ideation than adolescents with depression. In addition, students who are bullied at school are more likely to be depressed and tend to quit school than bullies or individuals who are not involved with school bullying. Thus, this study demonstrates that individuals who are exposed to bullying symptoms are more likely to experience severe depression and thus lead to suicidal thoughts. Furthermore, Stefanek, Strohmeier and Yanagida (2017) conducted a study to identify bullying groups and differences in depression levels, relationships with peers and academic achievement of a sample of 1 451 adolescents in Austria. The results show that bullying victims who are often bullied have a high level of depression and dislike for their peers. On the other hand, adolescents who act as bullying and adolescents who do not engage in bullying symptoms are less likely to be depressed and to be preferred by their peers. Thus, it can be seen that adolescents who are victims of bullying have a higher rate of depression than those who are bullied and those who are not involved with bullying. 2.2 Bullying behaviour According to Nasheeda (2016), bullying is an aggressive act that can occur in physical, verbal and antisocial forms. Bullying behaviours can occur directly such as hitting, kicking or threatening and indirectly such as spreading rumours or social exclusion. There are three types of bullying that have been identified, which are physical, verbal and antisocial (Zerillo & Osterman, 2011; Moalusi, 2016). Physical bullying is by taking actions that can cause damage to one's body or property. Verbal bullying occurs through lying, name calling, persistent teasing and initiating rumours about the victim. Antisocial bullying is an act that prevents, isolates and ignores the victim. According to Noran Fauzan in Mohd Aris and Mohd Noor (2005), types of bullying can also be categorized as extreme physical bullying and psychological bullying. Examples of extreme physical bullying include hitting, kicking, using weapons, slapping and

346 threatening. Meanwhile, examples of psychological bullying include the act of mockery. Thus, it can be seen that bullying behaviour can occur in a number of ways that can have a negative effect on everyone that involved in bullying directly or indirectly. Shaheen et al. (2018) in their study have identified the experiences of bullying students in Jordan and their socio-demographic relationship to a sample of 436 students. The results show that the most common type of bullying among Jordanian students is verbal bullying. Most male students experience more symptoms of bullying than female students. In addition, students with low-income families are more likely to be victims of bullying than students with high-income families. However, this study shows that symptoms of bullying do not affect students' academic achievement. In addition, a study conducted by Rigby, Haroun and Ali (2018) that examined the involvement of bullying and bullying among students in Saudi Arabia on 841 boys and 938 female students was sampled for this study. The findings show that 16% of students report that they feel unsafe at school. This indicates that students feel unsafe in terms of negative emotions, physical threats and psychological stress due to bullying behaviour. The most common form of bullying is verbal forms of calling names with bad calls for bullying fun. Then, followed by physical behaviour such as being beaten or rejected. In addition, when students' prosocial actions are at a high level, the school's security is more secure. This is because students can deal with bullying in school with better action. Therefore, it can be seen that students feel safer if the symptoms of bullying are minimized and effective prosocial actions are encouraged among them. 3. RESEARCH OBJECTIVES The main objective of this study was to study the relationship between depression and student’s bullying behaviour. Specifically, the objectives of this study are: 1. To identify the levels of depression among school students. 2. To identify the most common type of bullying among school students. 3. To identify the relationship between depression and bullying behaviour among school students. 4. THEORY OF THE STUDY There are several theories related to the breakdown of the variables of the study. The study variables consisted of depression and student bullying behaviour. 4.1 Depression According to Aaron Beck, negative thoughts generated by dysfunctional beliefs are usually the leading cause of depression symptoms (Nurul Hudani et al., 2017). A direct connection has been made between the severity of a person's negative thoughts and the severity of their depression symptoms. In other words, excessive negative thoughts will make a person more susceptible to depression. According to Beck in Pierce and Hoelterhoff (2017), depression occurs in an individual as a result of their way of thinking, which is more likely to be negatively perceived, to think of their experience as a negative experience and to see their future in a negative perspective. This can lead to a negative individual's cognitive impairment resulting from insecure thinking that results in stress on his or her cognitive function which results in physical inactivity.

347 Beyond the content of negative thoughts that result from dysfunctional beliefs can be formed through what they observed. According to Nemade (2019), Beck emphasized that depressed people pay particular attention to the aspects of their environment that confirms what they already know and do. Failure to pay proper attention is known as processing incorrect information. Specific failure of information processing is a hallmark of a person with depression (Nemade, 2019). For example, depressed individuals tend to pay particular attention to information that matches their negative expectations and certain uncertainties to information that contradicts those expectations. In the face of the most positive performance appraisals, this depressed individual will seek out and focus on one negative comment that makes the review perfect. They tend to magnify the importance and meaning placed on negative events and minimized the importance and meaning of positive events. All of these movements occur unintentionally which help to maintain the negative scheme of depressed individuals in the face of conflicting evidence and allow them to remain sceptical about the future even when evidence suggests that things will get better. 4.2 Bullying behaviour Bullying is undeniably part of aggressive behaviour. The phenomenon of bullying can be understood in the context of aggression (Oleweus, 1978). Aggressive is a behaviour that is motivated by anger, violence or competitive nature directed at another person or object or against oneself and may be considered to be harmful, harassing or destructive. Aggressive behaviour is considered to be a behaviour that is intended to harm others physically or psychologically. One of the theories on aggression is the Social Learning Theory proposed by Albert Bandura (1973). Social learning theories suggest that aggression is something that is learned rather than naturally occurring in an individual. Aggressive behaviours are learned from social environments such as interactions with family, interactions with peers and the mass media (Mahmood, 2001). This aggressive behaviour can also be caused by a painful event or experience. An unfortunate event or experience triggers emotions that trigger behaviours such as suspension, withdrawal, aggression and drug or alcohol use. Acquiring incentives such as achieving a goal can also evoke emotions that will also trigger behaviour. According to Azizi et al. (2008) there are three types of bullying behaviour which are physical, verbal and antisocial. Physical behaviour bullying is like hitting, pulling hair and kicking. Verbal bullying behaviour is like teasing, insulting and teasing. Bullying related to antisocial behaviour is defaming and damaging property. Physical and verbal bullying behaviour refers to direct bullying behaviour and antisocial bullying behaviour refers to bullying behaviour indirectly (Jollife & Farrington, 2006). Aggressive behaviour is a behaviour learned and imitated by observing others and past experiences (Bandura, 1973). It is based on this approach that negative or positive behaviours are behaviours that one learns either through observation or imitation, or by painful experience. Social learning theories emphasize the process of imitation as responsible for behavioural learning. Observing the behaviour of others is an imitation process that will shape individual's aggressive behaviour.

348 5. METHODOLOGY OF THE STUDY This research is descriptive and correlative using questionnaire form to obtain important information that is needed to be analysed. Descriptive studies were conducted to determine the frequency and percentage of respondents' profiles, levels of depression as well as the mean and standard deviation to determine the type of bullying behaviour most commonly used by students. On the other hand, the correlation study looked at the relationship between depression and student’s bullying behaviour. Respondents consisted of students in form one, two and four at one of the hot spot schools in Johor Bahru. The District of Johor Bahru has been ranked in the list of hot spot schools in Johor according to statistics released by the Ministry of Education Malaysia (Hariz, 2017). Total respondents were 317 students of various races, including Malays, Chinese, Indians and others. The questionnaire was used as an instrument to collect data from the survey respondents. The questionnaire consisted of three sections, Part A on personal information, Part B on depression, and Part C on student’s bullying behaviour. The Beck Depression Inventory was used in this study to measure students' depression level to fit the research objectives of 20 items according to cultural appropriateness in Malaysia. The format for this instrument is on a scale of 0 to 3 to measure students' depression level where scale 0 indicates low level and high 3 indicates high level. Furthermore, the School Bullying Behaviour Index aims to identify the types of bullying behaviours and frequency of bullying in schools. This instrument contains 29 items and all items are positive. This instrument is divided into three stages, namely physical bullying, verbal bullying and antisocial bullying behaviour. The formats used in this instrument are scale 1 for never, scale 2 for once, scale 3 for two to four times and scale 4 for many times. Descriptive statistics of frequency, percentage, mean and standard deviation were used to describe the respondents' background, level of depression and the most common type of bullying among students. Meanwhile, Spearman correlation statistics were used to describe the relationship between depression and student’s bullying behaviour. 6. FINDINGS AND DISCUSSIONS Upon completion of the data collection and analysis, several findings of the study have been successfully identified as follows: 6.1 Analyse respondents' profiles In total, the total number of respondents in this study was 317 students and the majority of the respondents were female students which comprised of 167 students (52.7%). Meanwhile, the male students involved in this study were 150 students (47.3%) of the total. Table 1: Distribution of Respondent Gender Gender Frequency (f) Percent (%) Male 150 47.3 Female 167 52.7 Total 317 100

349 Meanwhile, the respondents consisted of students in form one, two and four. For form one, the total number of respondents was 127 students (40.1%). Respondents from form two were 108 students (34.1%). Meanwhile, a total of 82 students (25. 8%) consisted of form four students. Table 2: Distribution of Respondent Form Form Frequency (f) Percent (%) One 127 40.1 Two 108 34.1 Four 82 25.8 Total 317 100 The distribution of respondents according to race were dominated by Malays with frequency of 217 respondents (68.4%) followed by Chinese respondents (53 respondents, 16.7%) and Indian 37 respondents (11.7%). 10 respondents (3.2%) were from other races. Table 3: Distribution of Respondent Race Race Frequency (f) Percent (%) Malay 217 68.4 Chinese 53 16.7 Indian 37 11.7 Others 10 3.2 Total 317 100 6.2 Research objective 1: Identify the level of depression among school students. Table 4: Student Depression Level Level Frequency (f) Percent (%) High 42 13.2 Moderate 215 67.8 Low 60 19.0 Total 317 100 Based on Table 4, the findings show that the majority of respondents had a moderate depression of 215 (67.8%) out of 317 respondents. Subsequently, 60 people (19.0%) had low levels of depression. The rest had a high level of depression of only 42 people (13.2%) of the total. 6.3 Research objective 2: Identify the most common type of bullying among school students. Table 5: Types of Student Bullying Behaviour Types Mean Standard Deviation Physical 18.92 7.76 Verbal 20.53 8.36 Antisocial 18.00 7.43 Total 19.15 7.85

350 According to Table 5, verbal bullying behaviour had higher mean scores compared to physical and antisocial bullying behaviour. The mean score for this type of verbal bullying behaviour was 20.53 and standard deviation was 8.36. For physical bullying behaviour, mean score of 18.92 and standard deviation 7.76. For antisocial bullying behaviours, mean scores of 18.00 and standard deviation were 7.43. The overall mean for all types of bullying behaviour was 19.15 and standard deviation was 7.85. 6.4 Research objective 3: Identify the relationship between depression and student’s bullying behaviour. Table 6: Relationship between Depression and Student’s Bullying Behaviour Depression Bullying Behaviour Depression Spearman correlation 1.00 0.37** Significance (2-tailed) 0.000 Bullying Behaviour Spearman correlation Significance (2-tailed) 0.37 1.00 Significance (2-tailed) 0.000 ** The correlation is significant at the 0.01 level Referring to Table 6, this study uses Spearman correlation to identify the relationship between depression and the student’s bullying behaviour. The study found that there was a positive and significant relationship between students' depression and bullying behaviour with values of r = 0.37, p = 0.000. The findings of this study are supported by Stefanek, Strohmeier and Yanagida, (2017) in their study by stating that students who are not involved in bullying symptoms have the lowest levels of depression. Whereas, bullying and bullying victims have higher levels of depression. This suggests that depression can affect students' social skills and self-esteem so that they may be victimized by peers (Riittakerttu, Sari & Mauri, 2009). Other studies by Ikechukwu et al. (2010) suggest that there is a positive and small relationship between depression and bullying behaviour. The negative emotions experienced in depression can be borne by students as they develop into adulthood from traumatic experience of bullying that can lead to significant emotional problems. For families who often quarrel and take a negative approach, their children's emotions may be disrupted resulting in violence in their behaviour (Badrulzaman, 2006). This contributes to one of the factors to bullying behaviour, which is that family values are declining in society because it is very important for individual's emotional development. For peer factors, students will develop their personality traits by interacting with their peers especially at school (Zakari, Ahamad Munawar & Noranizah, 2012). Individuals who are not favoured by their peers will feel inferior, sad, angry and a host of negative emotions to the point of stressing at school. Therefore, depression can be one of the significant factors that cause a person to develop symptoms of bullying. According to Beck's Cognitive Depression Theory, depression is caused by negative thoughts experienced by an individual due to irrational beliefs (Nurul Hudani, 2017). Students with depression tend to exaggerate the importance and meaning placed on a negative point of view and minimize the importance and meaning from a positive perspective (Nemade, 2019). This may lead to excessive negative thinking that will cause the student to experience severe depression. For those who have been exposed to bullying symptoms, depression may be the

351 result of adverse past events (Riitakerttu, Sari & Mouri, 2009). This is because they are experiencing episodes of severe trauma as a result of the violence that they have been exposed to. Depression is likely to lead in long-term depression as the student develops into adulthood as a result of past bullying (Azneezal, Nora & Siti Mislia, 2005), thus proving that depression is closely related to behaviour bullying someone. 7. IMPLICATIONS OF THE STUDY Parents are the closest and most intimate of their children. The findings of this study provide parents with an understanding that mental well-being is one of the most important aspects of daily life. Parents need to be exposed to accurate and clear knowledge of mental disorders such as depression in general to prevent their children being violent or aggressive by engaging in bullying behaviour. Therefore, the role of parents is very important in maintaining their children's mental well-being and preventing their children from engaging in bullying symptoms. In addition, the school should play a major role in ensuring the mental well-being of the students and at the same time prevent students from engaging in bullying symptoms. The results of this study can be used as a source of reference for the school to identify students with depression and who are involved in bullying. Schools can plan programs or activities that engage students in providing information and awareness of mental health problems and their effects on bullying in school. School guidance and counselling services should also be active in providing students with clear information and guidance. Therefore, students can learn more effective ways to avoid bullying and be more aware of mental health issues. The findings of this study are also important for the State Department of Education and the District Education Office to raise awareness and eliminate stigma about mental health wellbeing in Malaysia. This can encourage students to act by seeking professional help before it is too late and be responsible for their lives. In addition, they may periodically check the mental health status and activity status of bullying among students. This will lead to the development of better strategies and interventions to address mental health problems and bullying symptoms in schools. 8. RECOMMENDATION Based on the discussion of the findings in this study, the researcher can make some suggestions for improvement for this study in the future. i. Researchers recommend that future researchers use larger sample sizes. The purpose of this proposal is to broaden the sample size by taking into all respondents from different backgrounds to obtain a more accurate assessment. ii. The researcher proposes to study the level of depression with bullying behaviours along with other variables such as personality, socioeconomic family and so on. This is to see their effects on those variables in order to produce more comprehensive and meaningful results. iii. The data collection method used in this study was a questionnaire in which there were constraints and had an issue of honesty from the respondents' responses when answering the questionnaire and this limitation was beyond the control of the researcher. Therefore, future researchers can obtain information through interviews, observations or other methods.

352 9. CONCLUSION This study is one of the ways to identify the relationship between depression and student’s bullying behaviour that focuses only on students at one of the hot spot schools in Johor Bahru. Overall, this study was conducted to provide a clear picture and understanding of the relationship between depression and student’s bullying behaviour. As a result, the findings of the study found that there is a significant relationship between these two variables and indicate that each party should take serious about mental health and bullying behaviour among student. Bullying among school student show that students who are experiencing modern day changes can influence their behaviour and become violent and out of control (Junainor Hassan et al., 2016). Therefore, bullying has become a problem in establishing positive socialization among the local community especially among school students. However, many people are less aware about the relationship of bullying to an individual's mental health. One in four adolescents live with mental disorders and nine percent of adolescents suffer from high levels of psychological stress (Hanan, Omaima & Reda, 2015). It has proven that depression issues affect individuals including behaviour problems involving bullying symptoms. Based on previous studies, there are various differences and similarities in the results of this study. However, many studies show that depression levels among school students show a moderate level. The bullying behaviour that students often face depends on the type of sample used because they are have some differences outcome. As such, the suggestions presented can give some insights and ideas to future researchers. It is for the future researcher to make improvements to this study to give benefit for everyone. REFERENCES Adlina, S., Suthahar, A., Ramli, M., Edariah, A. B., Mohd Ariff, F., Narimah, A.H.H., Nuraliza, A. S., & Karuthan, C. (2007). Pilot study on depression among secondary school students in Selangor. Medical Journal of Malaysia, 62(3). Azizi Yahaya, Yusof Boon, Shahrin Hashim, Mohammad Sharif Mustaffa & Zurhana Muhamad. (2008). Indeks Perlakuan Buli Di Kalangan Pelajar Pelajar Di Sekolah Menengah Dan Rendah Di Malaysia. Tesis yang diterbitkan. Universiti Teknologi Malaysia: Johor. Azneezal Ar-Rashid Mohd Ramli, Nora Mislan & Siti Mislia Selamat. (2005). Gejala Buli. Seminar Pendidikan 2005. Universiti Teknologi Malaysia. Bandura, A. (1973). Aggression: A Social Learning Analysis, New Jersey, Prentice-Hall. Bennazi, F. (2006). Various forms of depression. Dialogues in Clinical Neuroscience, 8 (2). Fraser, M., Ballas, P. & Turley, R. K. (2019). Major Depression in Teens. Health Encyclopedia. Derived from https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=90&contntid =P01614 Hanan Hassan El-Ezaby, Omaima Mohamed Elalem & Reda Ibrahim El-Mowafy. (2015). Factors Affecting Depression among Teenagers in Port Said City. IOSR Journal of Nursing and Health Science, 4 (1). Hariz Mohd. (2017). Revealed: Full list of 402 Malaysian schools with disciplinary, drug issues. New Straits Times. Derived from https://www.nst.com.my/news/nation/2017/08/268913/revealed-full-list-402 malaysianschools-disciplinary-drug-issues Hong, L., Guo, L., Wu, H., Li, P., Xu, Y., Gao, X., Deng, J., Huang, G., Huang, J. & Lu, C.

353 (2015). Bullying, Depression, and Suicidal Ideation Among Adolescents in the Fujian Province of China. Medicine Journal, 95 (5). Ikechukwu Uba, Siti Nor Yaacob, Rumaya Juhari & Mansor Abu Talib. (2010). Effect of Self Esteem on the Relationship between Depression and Bullying among Teenagers in Malaysia. Asian Social Science, 6 (12). Jamalsafari Saibon. (2014). Memahami Tingkah Laku Buli Dalam Kalangan Murid Sekolah. Derived from https://www.researchgate.net/publication/284386518 Jolliffe. D. & Farrington, D. P. (2006). Examining the Relationship Between Low Empathy and Bullying. Aggressive Behavior, 32. Junainor Hassan, Salleh Abd Rashid, Suliadi Firdaus Sufahani dan Mohd Kasturi Nor Abd Aziz. (2016). Buli Di Kalangan Pelajar Sekolah Rendah Luar Bandar: Kajian Kes Di Kawasan Felda Utara Kedah-Perlis, Malaysia. Jurnal Psikologi Malaysia, 30, 1. Ken Rigby, Dalia Haroun & Essam Ali. (2018). Bullying in Schools in the United Arab Emirates and the Personal Safety of Students. Child Indicators Research. Lee Lam Thye. (2017). Utusan Melayu. Derived from http://www.utusan.com.my/rencana/utama/membendung-buli-daripada-kronik Mahmood Nazar Mohamed (2001). Pengantar Psikologi. Kuala Lumpur, Dewan Bahasa dan Pustaka. Mohd. Aris Anis & Mohd. Noor Abd. Rashid. (2005). Masalah Buli Di Sekolah. Seminar Pendidikan 2005. Universiti Teknologi Malaysia. Morin, A. (2018). Types of Depression Commonly Found in Teens. Derived from https://www.verywellmind.com/common-types-of-teen-depression26088781.534215#ixzz5jIaNFnzm Nasheeda, A. (2016). Relationships Between Bullies, Victims And Mental Health Among Adolescents In Maldives. Tesis yang diterbitkan. Universiti Putra Malaysia: Selangor. Nemade, R. (2019). Depression: Depression & Related Conditions. Derived from https://www.gulfbend.org/poc/view_doc.php?type=doc&id=13007 Norhayati Ya’acob. (2013). Kajian Terhadap Faktor Kemurungan Bagi Pelajar Darjah Empat, Darjah Lima Dan Darjah Enam Di Tiga Buah Sekolah Agama Daerah Johor Bahru, Johor Darul Ta’zim, Malaysia. Tesis yang diterbitkan. Open University Malaysia: Johor. Nurul Hudani Md Nawi, Muhamad Fadhli Ahmat, Syed Mohd Fadhullah Sied Esahak, Zakaria Awang Hamat & Iezwan Iesnordin. (2017). Hubungan antara Sokongan Sosial dengan Kemurungan dalam kalangan Penagih Dadah. Jurnal Pembangunan Sosial, 20. Olweus, D. (1978). Aggression in School: Bulies and Whipping boy. London, Willy and Son. Pierce, N. & Hoelterhoff, M. (2017). Cognitive Theories of Depression in Online Peer Support Forums: Exploring the Cognitive Triad. Journal of European Psychology Students, 8 (1). Riittakerttu Kaltiala-Heino, Sari Frojd & Mouri Marttunen. (2009). Involvement in bullying and depression in a 2-year follow-up in middle adolescence. European Child Adolescent Psychiatry, 19 (1). Shaheen, A. M., Hammada, S., Haourani, E. M. & Nassar, O. S. (2018). Factors Affecting Jordanian School Adolescents' Experience of Being Bullied. Journal of Pediatric Nursing, 38. Stefanek, E., Strohmeier, D. & Yanagida, T. (2017). Depression in Groups of Bullies and Victims: Evidence for the Differential Importance of Peer Status, Reciprocal Friends, School Liking, Academic Self-Efficacy, School Motivation and Academic Achievement. International Journal of Developmental Science, 11. Zerrilo, C., & Osterman, K. F. (2011). Teacher perceptions of teacher bullying. Improving Schools, 14 (3).

354 ‘GAME BASED LEARNING’ MENINGKATKAN KEMAHIRAN MATEMATIK MURID SEKOLAH RENDAH. Syafiyah binti Muda¹ dan Hasnah binti Mohamed² ¹Fakulti Sains Sosial dan Kemanusiaan, Universiti Teknologi Malaysia, Malaysia [email protected] ²Fakulti Sains Sosial dan Kemanusiaan, Universiti Teknologi Malaysia, Malaysia [email protected] ABSTRAK Matematik menjadi salah satu mata pelajaran yang kurang diminati oleh ramai murid sekolah rendah dan menengah. Mereka beranggapan Matematik susah untuk dipelajari. Minat murid terhadap Matematik perlu dipupuk sejak dari kecil lagi kerana ketika usia itu murid cepat belajar. Murid akan lebih mudah mempelajari sesuatu melalui penerokaan dan aktiviti hands on (aplikasi). Murid-murid di sekolah rendah patut diperkenalkan dengan pembelajaran yang menyeronokkan untuk menarik minat mereka mempelajari Matematik. Para guru perlu menggunakan pendekatan dan kaedah yang lebih berkesan untuk menarik minat murid. Game Based Learning atau permainan dalam pembelajaran dilihat sebagai antara alternatif yang boleh digunakan dalam pengajaran Matematik. Melalui pembelajaran yang diselitkan dengan permainan dapat merangsang minat seseorang untuk belajar Matematik. Melaluinya murid akan lebih faham pelbagai konsep yang terdapat dalam Matematik. Pelbagai jenis permainan boleh digunakan dalam pengajaran Matematik dan perlu disesuaikan dengan tajuk yang dipelajari. Keywords: Game based learning, penerokaan, aplikasi 1. Pengenalan Matematik dikategorikan sebagai salah satu subjek yang sukar di sekolah. Ramai murid tidak dapat menguasai topik-topik yang terkandung di dalamnya walau sudah disusun mengikut usia mereka. Faktor ini menyebabkan mereka beranggapan bahawa Matematik merupakan satu subjek yang sukar. Ada di kalangan murid yang menguasai namun terdapat juga murid yang tidak menguasai Matematik walaupun untuk tajuk-tajuk yang mudah (Nurul Nashrah Salehudin, Noor Hasimah Hassan, 2015). Keadaan ini sangat membimbangkan kerana minat murid terhadap Matematik akan terbunuh. Oleh itu, murid-murid perlu ditarik minat mereka supaya menyintai Matematik seawal usia kanak-kanak lagi. Ahli psikologi menyatakan bahawa kanak-kanak cepat belajar sebelum usia enam tahun melalui pembelajaran di sekeliling mereka. Maka ketika usia ini mereka perlu diperkenalkan dengan pengetahuan asas Matematik (Margaret Berge & Philip Gibbons, 2004). Kenyataan ini turut disokong oleh Claire Mooney, Mary Briggs, Alice Hansen, Judith McCullouch & Mike Fletcher (2014) yang mengatakan bahawa kanak-kanak mesti sudah arif dan pernah menggunakan konsep Matematik sebelum memasuki dunia sebenar persekolahan. Mereka juga mesti mempunyai perkembangan yang baik dalam memahami Matematik sekaligus memberi kesan yang efektif dalam masyarakat. Bagi menyokong perkembangan yang baik ini, pelbagai cara perlu diterokai oleh guru-guru untuk menarik minat murid. Guru-guru dilihat sangat komited dalam memberi kefahaman kepada murid dalam pengajaran Matematik tetapi mereka menghadapi cabaran yang amat besar untuk memberi kefahaman kepada murid itu sendiri (Derek Haylock & Anne D Cockburn, 2008). Pelbagai kaedah pedagogi pengajaran dan teknik pengajaran yang berkesan cuba dilakukan guru. Murid-murid didapati menghadapi masalah dalam Matematik disebabkan faktor persekitaran dan faktor individu itu sendiri (Helene J. Sherman, Lloyd I. Richardson & George J. Yard, 2009). Faktor persekitaran berpunca daripada suasana di dalam kelas, bahan pengajaran dan juga guru. Faktor individu pula disebabkan kebolehan dan keupayaan murid-

355 murid itu sendiri. Setiap murid mempunyai aras pemikiran dan kebolehan yang berbeza. Oleh itu, permainan dalam pembelajaran dilihat mampu mengubah persepsi murid terhadap Matematik. Kaedah Game Based Learning dapat melibatkan penyertaan murid dalam pembelajaran dan meningkatkan motivasi mereka untuk belajar (Sanmugam et al., 2017). Melalui permainan dalam pembelajaran atau Game Based Learning, minat murid untuk belajar akan dapat ditarik terlebih dahulu. Apabila minat sudah timbul, motivasi murid akan meningkat seterusnya dapat memberi kefahaman dalam pembelajaran. TOPIK MATEMATIK SEKOLAH RENDAH Murid-murid sekolah rendah mesti menguasai banyak topik Matematik seperti yang terkandung dalam Dokumen Standard Kurikulum dan Pentaksiran (DSKP). Murid Tahun Satu hingga Tahun Enam perlu menguasai empat aspek pembelajaran dan proses Matematik yang saling berkaitan. (Bahagian Pembangunan Kurikulum, 2015a). Sebanyak lapan topik yang perlu dipelajari dan dikuasai oleh murid Tahun Satu (Chan Yook Lean, Wan Yusof bin Wan Ngah & Gobi a/l Krishnan, 2018). Murid juga perlu mempelajari lapan topik di Tahun Dua tetapi berbeza untuk dua tajuk iaitu Nombor hingga 1 000 dan Pecahan dan Perpuluhan (Chan Yook Lean & Rosli bin Maun, 2017). Berbeza dengan Tahun Satu dan Tahun Dua, murid Tahun Tiga perlu menguasai sembilan tajuk (Marzita Puteh, Chan Yook Lean & Gobi a/l Krishnan, 2018). Berlakunya peningkatan topik yang perlu dipelajari oleh Murid Tahun Empat iaitu sebanyak lapan belas tajuk (Chan Yook Lean, Ramlah Majid & Khadijah Noordin, 2013). Bagi murid Tahun Lima pula, mereka juga perlu menguasai lapan belas tajuk seperti di Tahun Empat, namun berbeza pada tiga tajuk. Tiga tajuk yang berbeza adalah Nombor hingga 1 000 000, Nisbah dan Kadaran dan Pengurusan Data (Bahagian Pembangunan Kurikulum, 2014). Topik yang perlu dipelajari oleh murid Tahun Enam berkurangan menjadi dua belas topik sahaja (Chan Yook Lean, Ramlah Majid & Khadijah Noordin, 2013). GAME BASED LEARNING Bermain merupakan salah satu kunci utama yang diperlukan kanak-kanak yang sedang belajar di prasekolah atau tahap asas (Claire Mooney et al., 2014). Kenyataan ini menunjukkan lumrah dalam kehidupan kanak-kanak membesar dengan bermain. Prestasi pembelajaran murid akan menghasilkan kesan yang positif dengan memasukkan unsur permainan dan meningkatkan potensi mereka (Vlachopoulos & Makri, 2017). Murid akan lebih aktif di dalam bilik darjah dan dapat mengingati sesuatu pembelajaran apabila mengaplikasinya melalui permainan. Setiap langkah akan lebih mudah difahami dan diingati terutama di dalam subjek Matematik yang memerlukan lebih penumpuan. CADANGAN GAME BASED LEARNING DALAM TOPIK MATEMATIK SEKOLAH RENDAH. Melihat kepada silibus yang terkandung dalam DSKP dan Buku Teks Matematik Tahun Satu hingga Tahun Enam, banyak permainan dalam pembelajaran atau Game Based Learning boleh diaplikasikan. Permainan ini boleh berlaku dalam bentuk fizikal (bahan maujud) kerana mudah untuk digunakan di dalam bilik darjah. Game Based Learning dapat membantu murid lebih memahami isi kandungan pembelajaran. Murid akan lebih memahami kandungan topik melalui aktiviti permainan kerana murid dapat mengaplikasikan pembelajaran ke arah realiti. Berikut merupakan antara beberapa jenis permainan yang boleh dilakukan dalam Pengajaran dan Pembelajaran Matematik:

356 1. Jadikan 100 (Make 100). Operasi Tambah Objektif permainan ialah untuk menambah nombor satu digit hingga nombor empat digit. Pembelajaran berasaskan konseptual dapat diterapkan dalam permainan ini. Permainan ini perlu dimainkan bersama rakan. Bahan yang diperlukan ialah dua hingga empat kiub kayu. Dua kiub ditandakan dengan nombor 0, 1, 2, 3, 4 dan 5. Selebihnya ditandakan dengan 5, 6, 7, 8, 9 dan 0. Peraturan Permainan: a. Undian dilakukan bagi menentukan pemain pertama. b. Pusingan pertama, pemain pertama akan membaling dua kiub. Satu kiub akan mendapat digit yang kecil dan satu lagi kiub berkemungkinan mendapat digit yang besar. Nombor dua digit akan direkodkan untuk permulaan, melebihi 25 dan kurang daripada 75. Nombor 25 dan 75 ini adalah secara rawak dan boleh ditukar oleh guru. Sekiranya murid mendapat 4 atau 5, murid boleh memilih untuk merekodkan 45 atau 54. c. Bagi pusingan kedua, pemain kedua akan membaling kiub-kiub tersebut dan menggunakan satu atau kedua-duanya untuk membentuk nombor satu digit atau nombor dua digit. Pemain ini akan menambah nombor yang dibentuknya dengan nombor pemain pertama. Sekiranya jumlahnya melebihi 100, pemain kedua akan memenangi permainan ini. Namun sekiranya jumlahnya kurang daripada 100, permainan akan diteruskan sehingga seorang pemain mencapai sasaran. d. Permainan diteruskan sama ada dimulakan semula atau bersambung bergantung kepada keputusan di langkah 3 (Helene et. al., 2009). 2. Apa Nama Saya? (What’s My Name?). Nombor Hingga 10 Objektif permainan adalah untuk menyatakan dan menyebut nombor daripada digit yang ditunjukkan. Permainan dibuat dalam kumpulan berdua. Bahan yang diperlukan adalah kad nombor 0 hingga 9. Peraturan Permainan: a. Gunakan dua set kad nombor 0 hingga 9. b. Kocakkan kad secara rawak dan sorokkan kad nombor ke bawah agar murid tidak dapat melihatnya. c. Kad yang dipilih akan dipusingkan, contohnya empat. Keadaan boleh berubah mengikut keperluan. d. Kad dipusingkan, contohnya 4, 5, 9, 3, 0 dan kumpulan murid akan menyebut nombor tersebut dalam perkataan. Sisihkan kad nombor sifar sekiranya keluar dahulu atau jadikannya digit yang kedua. (Alan Thwaites, 2008). 3. Bentukkan! (Shape Up!). Bentuk 2D dan 3D Objektif permainan adalah untuk menyatakan dan menyebut nombor daripada digit yang ditunjukkan. Permainan dilakukan dalam kumpulan berdua atau bertiga. Bahan yang diperlukan adalah kad kosong dan pensil. Guru menyediakan satu set kad yang ditulis namanama bentuk 2D dan 3D.

357 Peraturan Permainan: a. Kocakkan kad dan terbalikkan kad tersebut agar tidak dapat dilihat oleh murid. b. Seorang daripada ahli kumpulan akan dipilih untuk melihat kad yang berada di atas. Murid tersebut tidak boleh menyebut apa yang tertulis di kad. c. Murid tersebut akan memberi petunjuk atau melukis bentuk yang dilihat. Ahli kumpulan akan meneka bentuk tersebut. d. Permainan bersambung dengan penukaran ahli kumpulan yang lain pula. e. Pemenang ialah kumpulan pertama yang meneka dengan tepat (Alan Thwaites, 2008). KESIMPULAN Berdasarkan perkara-perkara yang telah dinyatakan, Game Based Learning dapat meningkatkan strategi pembelajaran inovatif serta menyokong pelbagai aspek yang berkaitan dengan pembelajaran (Paiva Pontes, Batista Furlan Duarte, & Rogério Pinheiro, 2018). Unsur permainan dalam pembelajaran Matematik sekolah rendah dilihat dapat menarik minat murid untuk mempelajari subjek yang dianggap sukar. Pemahaman murid juga akan menjadi lebih jelas setelah melalui proses penerokaan dan aplikasi melalui permainan. Penghargaan terhadap minat dan kecenderungan murid yang suka bermain juga dapat dilakukan melalui cara yang positif. Murid-murid juga akan melalui proses pembelajaran yang lebih menyeronokkan dan menghiburkan. Pelaksanaan akan menjadi lebih mudah kerana sekolah kini tidak lagi berorientasikan peperiksaan semata-mata. Minat dan kecenderungan murid terhadap Matematik perlu dipupuk melalui pembelajaran yang menyeronokkan. RUJUKAN Alan Thwaites (2008). 100 Ideas for Teaching Primary Mathematics. London : Continuum International Publishing Group Chan Yook Lean, Wan Yusof bin Wan Ngah & Gobi a/l Krishnan (2018). Buku Teks Matematik Tahun 1 Sekolah Kebangsaan Jilid 1. Kuala Lumpur : Dewan Bahasa dan Pustaka Chan Yook Lean, Wan Yusof bin Wan Ngah & Gobi a/l Krishnan (2018). Buku Teks Matematik Tahun 1 Sekolah Kebangsaan Jilid 2. Kuala Lumpur : Dewan Bahasa dan Pustaka Chan Yook Lean & Rosli bin Maun (2017). Buku Teks Matematik Tahun 2 Sekolah Kebangsaan Jilid 1. Kuala Lumpur : Dewan Bahasa dan Pustaka Chan Yook Lean, Rosli bin Maun & Gobi a/l Krishnan (2017). Buku Teks Matematik Tahun 2 Sekolah Kebangsaan Jilid 2. Kuala Lumpur : Dewan Bahasa dan Pustaka Chan Yook Lean, Ramlah Majid & Khadijah Noordin (2013). Buku Teks Matematik Tahun 4 Sekolah Kebangsaan. Kuala Lumpur : Dewan Bahasa dan Pustaka Chan Yook Lean & Marzita Puteh (2015). Buku Teks Matematik Tahun 6 Sekolah Kebangsaan. Kuala Lumpur : Dewan Bahasa dan Pustaka Claire Mooney, Mary Briggs, Alice Hansen, Judith McCullouch & Mike Fletcher (2014). 7th ed. Primary Mathematics Teaching Theory & Practice. Los Angeles, London, New Delhi, Singapore & Washington DC : SAGE Publications Derek Haylock & Anne D Cockburn (2008). Understanding Mathematics for Young Children. Los Angeles, London, New Delhi, Singapore & Washington DC : SAGE Publications Helene J. Sherman, Lloyd I. Richardson & George J. Yard (2009) 2nd ed. Teaching Learners Who Struggle with Mathematics. Ohio : Pearson Education Ltd. Margaret Berge & Philip Gibbons (2004) 2nd ed. Help Your Child Excel in Math. United States of America : Frederick Fell Publishers, Inc. Marzita Puteh , Chan Yook Lean & Rosli Maun (2015). Buku Teks Matematik Tahun 6 Sekolah Kebangsaan. Kuala Lumpur : Dewan Bahasa dan Pustaka Marzita Puteh , Chan Yook Lean & Gobi a/l Krishnan (2018). Buku Teks Matematik Tahun 3

358 Sekolah Kebangsaan Jilid 1. Kuala Lumpur : Dewan Bahasa dan Pustaka Bahagian Pembangunan Kurikulum, K. (2015a). DSKP MATEMATIK TAHUN 1 (SEMAKAN). Nurul Nashrah Salehudin, Noor Hasimah Hassan, N. A. A. H. (2015). Matematik dan Kemahiran Abad ke-21 : Perspektif Pelajar, 24–36. Paiva Pontes, H., Batista Furlan Duarte, J., & Rogério Pinheiro, P. (2018). An educational game to teach numbers in Brazilian Sign Language while having fun. https://doi.org/10.1016/j.chb.2018.12.003 Sanmugam, M., Abdullah, Z., Mohamed, H., Mohd Zaid, N., Aris, B., & Van Der Meijden, H. (2017). The impacts of infusing game elements and gamification in learning. In 2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016. https://doi.org/10.1109/ICEED.2016.7856058 Vlachopoulos, D., & Makri, A. (2017, December 1). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education. Springer Netherlands. https://doi.org/10.1186/s41239- 017-0062-1 i

359 NIGERIAN SCHOOLS EFFECTIVENESS FROM RESEARCH PERSPECTIVE: THE CONCEPT, RELEVANCE, APPROACHES AND STAKEHOLDERS Sa’adu Isa Bashar1 , M. Al-Muzzammil Bin Yasin2 1Faculty of Social Science and Humanities, Universiti Teknologi Malaysia (UTM), Malaysia 1Faculty of Education, Sokoto State University (SSU), Nigeria [email protected] [email protected] 2Faculty of Social Science and Humanities, Universiti Teknologi Malaysia (UTM), Malaysia [email protected] ABSTRACT School effectiveness is a necessity for educational effectiveness, a prerequisite, and a symbol of educational advancement and human capital development of any society. Therefore, effective schools produce intellectual manpower, provide job opportunities, self-reliance economy, technological innovations, and lots more. However, this concept seems to be relatively new in Nigeria as much is not found in the local literature on its concept, relevance, approaches and stakeholders that partake into it and that only few studies were traced based on it. To bridge the literature gap, this paper examines the concept of school effectiveness from research perspectives, delineates the relevance of school effectiveness, approaches for making schools effective, and the stakeholders that partake in determining school effectiveness as explained by researchers and experts. The paper concludes and recommends feasible ways of improving the school effectiveness in Nigeria for quality output and outcome in the educational sector of the country. It however suggests the need for further research in the field of school effectiveness in the country. Keywords: Approaches, Concept, Relevance, School-effectiveness. 1. INTRODUCTION Education is the main instrument for transforming and reforming human societies economically, socially, politically, and ofcourse all facets of life (Bashar & Yusuf, 2018). Knowing this, the developed nations accorded high budgetary prominence to the education sector of their respective countries (Ajayi & Ekundayo, 2011) for maintaining standards and effectiveness in their schools for sustainable human capital development and production of skilled manpower who can man respective sectors of their economies; for they know well, that without strong and effective schools and education, none of their sectors will ever-shine to the desired level. This consequently pushed them farther than their second and third world counterparts in terms of technological advancements, innovations, human capital development, economic growth, employment opportunities and all spheres of sustainable developments (Bashar & Yusuf, 2018). To enhance school and educational effectiveness for actualizing the goals of education in all human societies, experts in the field of educational effectiveness initiated a movement in 60s and 70s with a view to perform studies on issues of relevance to school effectiveness (Scheerens, 2013; Iyer, 2008; Ghani, Siraj, & Norfariza, 2011). Series of studies made by the School Effectiveness Movement (SEM) made some revelations that schools really have impact on the way students learn in spite of their economic and social backgrounds (Iyer, 2008). Thus, the effectiveness of a school signifies to a large extent the quality of learning that students receive, the school achievements, and the quality of its outputs (Scheerens, 2013).

360 School effectiveness is relatively a new concept and field of study in the Nigerian context (Adewale, 2010). According to Adewale (2010), the concept is still vague to many people as they use it interchangeably with school quality or quality assurance. This misconception needs to be clarified because Adewale (2010) cited Fuller (1986) contending that school quality deals with the extent of material inputs or resources that were furnished in the school for students and the efficiency of those materials in raising the students' achievements. While, school effectiveness deals with collaboration and collective functioning of both human, material and nonmaterial resources for achieving the school goals (Ghani, 2008). The human resources include for instance the school leadership, teachers, nonteachers’ staff, students, parents and community members. The material resources are the school plants - e.g. classrooms, libraries, laboratories, workshops, works spaces etc. The nonmaterial resources include safety of the environment, curriculum, discipline, training and development, school culture, etc. Very few studies were conducted in Nigeria with regards school effectiveness. For instance, a study was carried out in the South-South part of Nigeria by Akeke (2019) investigating funding as a determinant factor of secondary education effectiveness in Cross River State, from 2006-2016. The study found that funding of secondary education that is being made by the parents of the students through the PTA (Parent Teachers’ Association) and the one that is made on contributory basis and donations by the community members greatly influences the effectiveness of the secondary education in the state. Based on this, the author suggested that the community members in the area should continue supporting the secondary schools through contributions and other philanthropical donations. In south western Nigeria, Taiwo and James (2015) have also investigated the teacher variables and school effectiveness in Ekiti state. The findings of their study indicated that majority of teachers in the secondary schools under the study were having qualified certification for teaching job and that the STR (Student Teacher Ratio) was acceptable except that the teaching approaches of the teachers were ineffective. Another study in the same region, by Ajayi and Ekundayo (2011) examined the factors that determine the effectiveness of secondary schools in Nigeria. The study revealed that the secondary schools in the study area were effective in the affective and the psychomotor domains only but not effective in the cognitive domain. The study further revealed that other factors such as learning environment, school facilities, monitoring of students’ progress, teachers’ quality have made relevant contributions to school effectiveness even though the learning environment was the best factor that predicts the school effectiveness in the area of the study. Abraham, Ememe, and Rosemary (2012) studied teacher job satisfaction for secondary school effectiveness in Aba Education Zone in the South-Eastern region of Nigeria. Their study made a revelation that the classrooms of the schools had the desired ventilation. Consequently, they drew a conclusion that inadequate classrooms and other necessary school facilities in no small measure affect the job satisfaction of teachers in the area and therefore suggested that laboratories of the institutions need to be properly furnished with adequate and standard equipment so as to make teaching and learning more practical and concrete thereby promoting the effectiveness of teacher job satisfaction for the overall actualization of school effectiveness in the area. In northwestern Nigeria, one study conducted by Dahiru, Basri, and Pihie (2017) investigated the effective school characteristics that empower teachers in Zamfara state. The authors discovered in their findings that there was a significant and strong correlation between school effectiveness characteristics and teacher empowerment. However, the positive

361 home/school relationship has been seen as the factor that best contributor to teacher empowerment in the schools. On the ground of the above, it is still observed that the concept of school effectiveness remained vague in various dimensions and therefore needs to be clarified from the viewpoints of scholars and researchers in the field of educational effectiveness 2. OBJECTIVES The objectives of this review are to: i. Explore scholarly perspectives on the concept of school effectiveness. ii. Identify different rationales for school effectiveness. iii. Explain various approaches for school effectiveness. iv. Identify the stakeholders that participate in school effectiveness 3. METHODS The study involved the selection of research articles from Google Scholar and other online data bases such as Scopus, Emerald, Elsevier, JSTOR, Springer link and Research gate. The researcher searched key words “school effectiveness”, “effective schools”, “school effectiveness purpose”, and “school effectiveness stakeholders”. The search was restricted to inclusion criteria: only quality journals, in the year 2006-2019, and only studies that concern school effectiveness. Each of the articles was read intensively to answer the research objectives. 4. FINDINGS AND DISCUSSION Results of the study as well as discussion are presented based on the objectives as follows: 4.1 Perspectives on school effectiveness From the literature, researchers contend that the concept of school effectiveness is coined from two terminologies: school and effectiveness. Table 1 shows the conceptual clarifications: Table 1: Conceptual clarifications from authors’ perspectives Authors The Concept of School Cheng (2012) An organization in a dynamic and complicated social setting that is bounded with constrained assets, involving different components of human resources such as the teachers, the school heads, the students, the parents, the community members as well as the general public stakeholders. DÖŞ (2014) An orchestrated, organized and localized institution that makes a difference in the lives of individuals by enabling them to socialize, improve their financial effectiveness, enable them acknowledge and realize themselves in individual viewpoints and receive approaches of their country in a political angle Babalola (2019) A formal organization that has a complex structure meant for the purpose of teaching and learning interactions between the teachers and learners. The Concept of Effectiveness

362 Scheerens (2013) The level to which the desired output is achieved. Manga (2013) The degree of attaining a particular goal of a particular entity Ajayi (2014). An effective organization is capable of producing the needed outputs and outcomes that are already predetermined. Dahiru et al. (2017) Effectiveness of an entity revolves around the degree to which its goals are achieved, effectiveness thus attempts to measure the level of goal attainment in a particular entity, circumstance or organization The Concept of School Effectiveness Faizal, Ghani, Siraj, Mohd, and Elham (2011) Describes the efforts that educational institutions make in bringing about changes that can help in boosting the students’ achievement. Boonla and Treputtharat (2014) The degree to which a school achieves its goals in both the outputs and outcomes. Scheerens (2013) The degree to which a learning environment achieves its target goals better than other schools that have the same students’ enrolment and other resources or inputs. Dahiru et al. (2017) The extent to which the already stated objectives and goals of a school are accomplished in relation to three main dimensions namely quality, quantity, and equity of the entire learning processes. Sammons (2006) Enables students to improve in their performances higher than is expected. Balci (2007) Provides students with learning experiences that will help them develop their aesthetic, emotional, cognitive, psychomotor and social aspects of life. Sisman (2011) Provides students with the abilities to develop their social, emotional, aesthetics and morals that will enable them strive towards benefitting their wider societies. Adewale (2010) A school is often considered effective if can produce students with high grades. Table 1 indicates the conceptual clarifications from the perspectives of different researchers. From all the definitions, it is understood that school effectiveness is all about students and schools’ achievements. Thus, an effective school is a formal learning environment within a larger community setting comprising of different structures and stakeholders, that has the potentials of helping people to learn and socialize among themselves, improve their potential strengths, provide them with skills, civic knowledge of self-awareness and responsibilities as well as develop their citizenship viabilities. 4.2 Relevance of school effectiveness Many scholars see schools as education industries that aim at furnishing individuals with better learning experiences that will develop them cognitively, affectively and psychomotively (Ajayi & Ekundayo, 2011) for them to live as useful members of their respective societies for the overall national development. Table 2 demonstrates the scholarly points of view on the relevance of school effectiveness.

363 Table 2: Relevance of school effectiveness. Authors Relevancies Samy and Cook (2009); Udo (2011); DOS (2014); Akinola and Adebakin (2016) Quality Education Scheerens (2013); FGN (2014) High Achievements/Competitive Advantage Fasasi and Ojo (2014) Job opportunity Adedeji and Campbell (2014) Entrepreneurial skills FGN (2013) Innovations Bashar and Yusuf (2018) Fame and prestige Table 2 indicated that school effectiveness is quite essential as expressed by different scholars. From the table, quality education (Akinola & Adebakin, 2016; Döş, 2014; Samy & Cook, 2009; Udo, 2011) is believed to be provided by effective schools. It is perceived that effective schools provide quality education, skills and learning experiences better than the ineffective ones. So, for a school to be able to produce quality graduates, such a school must strive towards effectiveness. Also, school effectiveness is important for high achievements and competitive advantage (FGN, 2014; Scheerens, 2013). An effective school has more competitive advantage over its in-effective or less effective counterpart. People admire, cherish, patronize, and appreciate such a school at the expense of others that have not such attributes. Again, employment opportunities are provided by effective schools (Bashar & Buhari, 2016; Fasasi & Ojo, 2014) However, industries, organizations, ministries and parastatals prefer to employ quality graduates that have technical brains and skills to perform certain jobs or services that are needed for the overall development of their respective places of works or organizations. For a school to get its graduates employed, it must be effective. similarly, effective schools give room for entrepreneurial opportunities (Adedeji & Campbell, 2014). Effective schools prepare students with entrepreneurial skills that will enable them create jobs and sources of income for the sustainability of their lives. This gives room for job creation and self-reliance in the society. Innovation has also been described as one of the relevance of effective schools (FGN, 2013). This is because if a school wants to meet up with the present-day dynamic world, it must be able to make certain innovations that will improve it and also improve the society where it exists. Innovation cannot thus take place except with better learning strategies and conducive atmosphere for learning. This implies that the ability of students to innovate certain development projects in a society, depends heavily on the kind of training, skills and knowledge they received from a school. Graduates of effective schools are usually the ones that innovate strange things more. For this to happen therefore, schools have to rise up and see the light of effectiveness. Moreover, school effectiveness is necessary for fame and prestige (Bashar & Yusuf, 2018). Schools with land mark of achievements get more fame and prestige than the less and in-effective ones. The prestige can have both national and international dimensions and this would result the school to have more funding, more enrolment, etc. 4.3 Approaches for school effectiveness Different researchers (Akay & Aypay, 2016; Cheng, 2012; Döş, 2014; Lynch, 2015; Sammons, Gu, Day, & Ko, 2011) have identified different approaches for making a school an effective one. Table 3 demonstrates the approaches thus:

364 Table 3: The School Effectiveness Approaches. Authors SE Approaches Cheng, (2012) The Cheng-approach Lynch, (2015) The Lynch-approach Akay and Aypay (2016) The Seven-factor approach Dos, (2014) The Dos-approach Sammons et al., (2011) The Ten-factor approach The Cheng-approach propounded by Cheng (2012) calls for addressing eight issues in order to effective schools. Those include the school goals- they have to be clearly identified, spelled and communicated to all the member of the school including the teachers and parents; school resources (input) have to be adequately and qualitatively provided- such as the classrooms and all their facilities, libraries and all their necessary facilities, laboratories and all their equipment; school processes- standard curriculum, training and development of teachers and staff; job satisfaction- motivation; school organization- discipline, safety etc.; and total management of the school. The Lynch-approach postulated by Lynch (2015) informs that making an effective school requires the stakeholders to provide quality leadership, high expectation of students and teachers, ongoing screening of students performance and development, existence of school goals and direction, security and proper school organization. The Seven-factor approach of Akay and Aypay (2016) points out that high expectations from students, educational leadership, monitoring progress, parental involvement, staff professional development, positive classroom climate, and high level of school resources are the key variables that can make effective schools. According to him, these factors could be used to develop a school to become effective because their goodness defines the goodness of the school and the reverse signifies the faulty state of the school. The Dos-approach developed by Döş (2014) is of the opinion that if a school could be made effective, there are twelve key issues that are needed to be considered. Those include: ensuring ethics and morals among staff and students, giving emphasis on basic skills acquisition, having a curriculum that emphasizes on the 21st century skills, the school must have high success rate, staff and students must have dedication and commitment, the educational practices of the school should be learner centered, there has to be low absence rate, the school should provide happy moments to the teaming staff and students, the learning experiences must prepare students for employment upon graduation, and that the school must be able to teach the students how to socialize and relate humanly with their fellows. The Ten-factor approach which was built by Sammons et al. (2011) identified ten ways for making a school an effective one. Those include: having a strategic and purposeful leadership; having school vision and goals; having conducive learning environment; having perfect and strategically designed learning processes; observing good and standard teaching practices; having fully communicated high expectations; having positive reinforcement practices; monitoring progress of both staff and students; according students their rights and responsibilities; and making home-school partnership.

365 4.4 Determining school effectiveness: the stakeholders The need to know the effectiveness of schools is a task that is not only restricted to one group of individuals for its great relevance to economic growth and development of the entire humanities across the nations of the globe. i. The international bodies will wish to ascertain the effectiveness of a school for the donations and grants they often give for educational support especially in the developing countries. Some of those organizations is the Programme for International Students Assessment (PISA) (Setwong & Prasertcharoensuk, 2013). Others include the United Nations Development Programme (UNDP), the United Nations International Children Emergency Fund (UNICEF), and the United Nations Educational Scientific and Cultural Organization (UNESCO). ii. The national bodies also partake in appraising the effectiveness levels of the schools at the local or national level. In Nigeria, the Federal Ministry of Education (FMOE) as the oversee of education in the country in collaboration with other federal agencies such as the Federal Quality Assurance (FEQAS), Universal Basic Education Commission (UBEC), National Universities Commission (NUC), National Commission for Colleges of Education (NCCE), National Board for Technical Education (NABTED), State Ministries of Education (SMEs) and their Quality Assurance Departments (QADs) take part in assessing the quality aspects or effectiveness of the schools or institutions in their respective domains. iii. The policy makers, educational administrators, and other decision-making bodies. According to Sammons et al. (2011), school effectiveness is also determined by educational administrators, policy makers, decision makers and education practitioners because they do this to bring about improvement in the education sector by utilizing the information to inform, empower and challenge the educators towards making schools more effective and successful for the students. iv. Researchers also play an important role in determining effective schools. This is through various research explorations. For instance, researchers such as (Setwong and Prasertcharoensuk (2013), Sammons et al. (2011), Dos (2014), Balci (2007), Boonla and Treputtharat (2014), Ghani, Siraj, Radzi, and Elham (2011), carried out different studies in order to examine the connection between school effectiveness and other effectiveness variables such as school leadership, school climate, motivation, self-efficacy and lots more. They use the research findings to push the frontiers of knowledge in the area and postulate other models for making improvement. v. Employers of labour determine school effectiveness because they are the end users of the school graduates Bashar, Sambo, and Ibrahim (2017). Therefore, they assess the quality of the graduates before they can employ them. They can as well set aside criteria for the schools that they need only graduates with certain level of achievements especially when the schools demand to establish favorable linkage with them as regards the recruitment of their graduates. vi. Parents and guardians look after effective schools in order to enroll their children in a more successful school- the one that is can make their children happy, mould them, shape their talents, and groom them with high standard knowledge, skills, expertise, and technical know-how for facing the global challenges of life. They assess the schools so as to know the ‘best-performing’ or ‘high-standard’ school in which they can enroll their children and have a conscience full of confidence that

366 the kind of training their wards would receive would enable them get employment opportunities after graduation (Samy & Cook, 2009). 5. CONCLUSION AND RECOMMENDATION It is worth concluding that school effectiveness remains as clear determinant of school achievements, quality education and societal development. When schools become effective, everything would hopefully be good and the vise-versa. Therefore, it is strongly recommended that education stakeholders at all school levels in Nigeria should ensure that they strive towards making schools as effective as possible to achieve the desired educational goals as contained in the national policy on education. They can do so by installing good leadership in the schools, sound curriculum, sound training and development of manpower, providing materials and instructional resources, making regular monitoring and evaluation of staff and students, involving parents and community members in the school decisions and policies, and motivating the school actors. This helps in no small measure in bringing about effectiveness in the school system. This review focused mainly on explaining the concept of school effectiveness, relevance, approaches and stakeholders in the business of Nigerian schools’ effectiveness. It is hereby suggested that an empirical study be carried out to examine the current state of secondary school effectiveness in Sokoto state- the northwestern part of the country since other studies were carried out in other parts of the country. REFERENCES Abraham, N. M., Ememe, O. N., & Rosemary, H. N. E. (2012). Teacher Job Satisfaction for Secondary School Effectiveness in ABA Education Zone, South-East Nigeria. Journal of Curriculum and Teaching, 1(2), 12-23. Adedeji, O., & Campbell, O. (2014). The Role of Higher Education in Human Capital Development. Ssrn, 1(1), 1–21. Adewale, J. G. (2010). An Aberration of School Effectiveness as Perceived by Parents of Secondary Schools Students in Nigeria. Ife Journal of Theory and Research in Education, 12(2), 74–83. Ajayi, I. A. (2014). Managing the Educational System in a poverty-ridden economy: The unhealthy rivalry between efficiency and effectiveness.38th inaugural lecture. Ekiti State University, Ado. Ajayi, I. A., & Ekundayo, H. T. (2011). Factors determining the effectiveness of secondary schools in nigeria. Anthropologist, 13(1), 33–38. Akay, E., & Aypay, A. (2016). School Effectiveness And Comparison Of The Effectiveness Of Turkish State Secondary Schools According To Socioeconomic Status. TOJET: The Turkish Online Journal of Educational Technology – December 2016, Special Issue for INTE 2016, (December), 453–467. Akeke, M. N. G. (2019). Funding as a Determinant of Secondary Education Effectiveness in Cross River State, Nigeria from 2006-2016. International Journal of Humanities and Social Science, 9(1), 83–90. Akinola, O. B., & Adebakin, A. B. (2016). Principals’ Graduate Qualification : A Plus for Secondary School Effectiveness in Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 3(1), 31–39. Babalola, J. B. (2019). Achieving an effective school in Nigeria : Targeting learning outcomes , rewarding learning achievement and reinforcing accountability in schools (pp. 1–16). pp. 1–16. Balci, A. (2007). Effective school and school improvement theory, practice and research. Ankara: Pegem A Publishing.

367 Bashar, S. I., & Buhari, Y. (2016). Rethinking the management of secondary schools in a chaotic external environment. Springer Proceedings in Complexity. Bashar, S. I., Sambo, Z., & Ibrahim, B. (2017). Islamic Management Models and their perceived implications on conventional school administration. Fajr Journal of Islamic Studies, Shehu Shagari College of Education, Sokoto, 2(4), 23-31. Bashar, S. I., & Yusuf, B. I. (2018). Inclusive Roles of Educational Management in Stimulating Entrepreneurship Education for a Self-Reliant Economy. Global Scientific Journals, 6(8), 276–286. Boonla, D., & Treputtharat, S. (2014). The Relationship between the Leadership Style and School Effectiveness in School Under the Office of Secondary Education Area 20. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 991–996. Cheng, Y. C. (2012). School Effectiveness and School Based Management: A Mechanism for Development. Routledge, London. Dahiru, A. S., Basri, R., & Pihie, Z. A. L. (2017). Effective School Characteristics as Antecedents of Teacher Empowerment. World Applied Sciences Journal, 35(7), 1156– 1161 Döş, İ. (2014). Some Model Suggestions for Measuring Effective Schools. Procedia - Social and Behavioral Sciences, 116, 1454–1458. Fasasi, Y. A., & Ojo, O. J. (2014). Teacher Quality and Secondary School Effectiveness in Ilorin South Local Government Area , Kwara State , Nigeria. Jurnal Pendidikan Malaysia, 39(2), 149–152. FGN. (2013). National Policy on Education. Retrieved from https://educatetolead.files.wordpress.com/2016/02/national-education-policy-2013.pdf FGN. (2014). The National Education Quality Assurance Policy. Abuja: Federal Ministry of Education. Ghani, M. F. A. (2008). The development of school effectiveness and improvement model. University of Malaya, Malaysia. Ghani, M. F. A., Siraj, S. M., & Norfariza, E. F. (2011). School effectiveness and improvement practices in excellent schools in Malaysia and Brunei. Procedia - Social and Behavioral Sciences, 15, 1705–1712. Iyer, M. G. (2008). Current views on school effectiveness. University of Leicester, U.K. Lynch, M. (2015). What Factors Make a School Effective? - The Edvocate. Retrieved June 12, 2019, from https://www.theedadvocate.org Manga, S. D. (2013). Administration of Higher Education. Usmanu Danfodiyo University, Sokoto. Sammons, P. (2006). School Effectiveness and Equity : Making Connections. Sammons, P., Gu, Q., Day, C., & Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83–101. Samy, M., & Cook, K. (2009). Perceived school effectiveness: Case study of a Liverpool college. International Journal of Educational Management, 23(2), 185–198. Scheerens, J. (2013). What is effective schooling? A review of current thought and practice. Retrieved May 13, 2019, from International Baccalaureate Organization website: http://www.ibo.org/globalassets/publications/ibresearch/whatiseffectiveschoolingfinal1.pdf Setwong, R., & Prasertcharoensuk, T. (2013). The Influence of instructional leadership of school administrators on school effectiveness. Procedia - Social and Behavioral Sciences, 106, 2859–2865. Sisman, M. (2011). The pursuit of excellence in education, effective schools. Ankara: Pegem A Publishing.

368 Taiwo, A. E., & James, A. (2015). Teacher Variables and School Effectiveness in Ekiti State , Nigeria. International Journal of Humanities and Social Science, 5(7), 95–101. Udo, A. O. (2011). Teachers Assessment of Secondary School Effectiveness in Akwa Ibom State Of Nigeria. African Research Review, 1(2), 185–195.

369 BUILDING BRAND LOYALTY THROUGH SOCIAL MEDIA MARKETING, PERCEIVED CONSCIOUSNESS AND BRAND ENGAGEMENT: A PROPOSED FRAMEWORK Mai Xiaojun*1 , Thoo Ai Chin2 1, 2Azman Hashim International Business School, Universiti Teknologi Malaysia, 81310 Skudai, Johor, MALAYSIA. [email protected], [email protected] ABSTRACT Customer engagement on social media with a brand has already emerged as a key competitive strength. Companies even spent huge amounts of money on social media to present their brands in order to enhance brand loyalty. However, firms still are hard to achieve customer brand engagement (CBE) and brand loyalty. In addition, customers’ perceived consciousness could greatly influence CBE and brand loyalty. A framework is proposed to investigate the relationships between social media marketing, brand and value consciousness, CBE and brand loyalty. This study will use an online survey and will collect 119 questionnaires from social media users who engage in a brand on the community. Respondents will be selected using a convenience sampling technique. Structural Equation Modelling (SEM) approach will be adopted for data analysis. Overall, the results of the study will be important for marketers to identify the factors in increasing brand loyalty. Also, this study will extend the knowledge of CBE for future research. Keywords: Customer Brand Engagement; Social Media Marketing; Brand Consciousness; Brand Loyalty; Value Consciousness 1. INTRODUCTION Social media becomes an two-way interaction platforms between customers and brands (Horppu, Kuivalainen, Tarkiainen, & Ellonen, 2008; Lien & Cao, 2014). In this interactive environment, customers are not only able to respond to brand-related communications, but also create these themselves such as user-generated contend (Hollebeek, Srivastava, & Chen, 2019). In this interative context, customer brand engagement is of rapidly gowing importance (Aksoy et al., 2013; Ismail, 2017), which reflect the customer’s investment in their brand- related interations(Hollebeek et al., 2019), more details, customer brand engagement have been regared to contribute to enhance positive word-of-mouth, increase sales, and improve orgnizaitonal performance (Bijmolt et al., 2010; Kaur, Paruthi, Islam, & Hollebeek, 2020). Social media communities have been identified as a vital setting to facilitate customer brand engagement. Brand communities on socal media are defined as “specialized, nongeographically bound online communities based on social communications and relationships among a brand’s consumers” (De Valck, Van Bruggen, & Wierenga, 2009). The platform supplies for like-minded users to meet, communicate, and share their brand related experience (Barnes, Cass, Getgood, Gillin, & Goosieaux, 2008; Kaur et al., 2020), so the role of social media community is increasingly recognized (De Vries, 2014; Kumar & Mirchandani, 2012), which is often linked to CBE (Brodie, Hollebeek, Jurić, & Ilić, 2011; Dessart, Veloutsou, & Morgan-Thomas, 2015). However, study about customer-based motivations or key factors to drive customer engagement still limited, thus waiting researchers further explore (Kaur et al., 2020). In

370 response to this gap, this research identifies based on brand consciousness and value consciousness combined with customer’symbolic-completion theory and congruity theory as the two key CBE drivers. Also, the study examines CBE subsequent effect on brand loyalty. Customers motivations selected particular media driven by functional or social identify motives (Dolan, Conduit, Fahy, & Goodman, 2016; Hollebeek et al., 2019; Kaur et al., 2020). Thus, this research allies with these perspectives, and explore the effect of customer value consciousness (i.e. less price with good quality) and brand consciousness (i.e. social indentity) on CBE. Moreover, the study explores the effect of CBE on brand loyalty. By addressing these gaps above, this study makes the following contributes. First, despite the increasing understanding of CBE, little known has addressed the effect of customer value and brand consciousness on CBE. Second, this study represents an initial attempt to incorporate a Malaysian sample to examine the CBE based on social media community. Thus, this paper proposes a framework to investigate the relationships between social media marketing, brand and value consciousness, CBE and brand loyalty. The remainder of paper is conducted as follows. Firstly, an overview of key literatue in this research and development the research framework and hypotheses. Next, we provide an overview of proposal methodology in this research. 2. LITERATURE REVIEW 2.1 Brand Loyalty Many scholars emphasized the importance of brand loyalty in the marketing and advertising field (Laroche, Habibi, & Richard, 2013; Leonata, 2015; Limpasirisuwan & Donkwa, 2017) . Because brand loyalty is a crucial element for firm performance that leads to competitive advantages in the market (Castañeda, 2011). In fact, brand loyalty creates intangible assets such as brand equity. Brand equity comes from consumer perception of a particular product or service (Aral, Dellarocas, & Godes, 2013; Keller, Parameswaran, & Jacob, 2011). Also, brand loyalty is a sign of meeting customer expectations (Kim, Jung Choo, & Yoon, 2013). Loyalty is defined from a multidimensional perspective. According to Nam, Ekinci, and Whyatt (2011), many researchers define brand loyalty into two categories: behavioral or attitudinal loyalty. Su and Chang (2018) defined behavioral loyalty as the frequency of purchasing the same brand over time. Besides, there are different levels of behavior loyalty. Boas (Villas-Boas, 2004) described loyalty as "stochastic" loyalty, in which customers still have less certainty about the value of products that they purchase, and especially this stochastic loyalty seems stronger for online purchases. The further level of loyalty is described by Riorini (2018) as a "brand bond relationship" that brand competitors are not easy to use the promotion or discount to lure the brand customers. 2.2 Social Media Marketing Social media are endued various. Kaplan and Haenlein (2010) defined social media comprehensively as: "a group of internet-based applications that builds on the ideological and technological foundations of Web 2.0, and it allows creation and exchange of user-generated content.”, which indicates that users share and consume actively users generating content (UGC). Photo sharing, weblogs, social networking, text messaging, are main forms of social

371 media (Harris, 2009), however, most of them can use popular internet-based applications such as Facebook, YouTube, WeChat, and Twitter. It is worth noting that social marketers, both scholars, and practitioners (Andreasen, 2002; McAlexander, Schouten, & Koenig, 2002; Pechmann, Reibling, & JPHMP, 2000; Zucker et al., 2000) acknowledged that social media marketing is promoting ideas but also influencing behavior. In other words, it is recognized that purchasing products often involves a change in customers' behaviour (Andreasen, 2002). Thus, customers’ engagement on social media marketing is gaining popularity since customer engagement is regarded as marketing’s new key metric (Hollebeek, Glynn, & Brodie, 2014). According to Van Doorn et al. (2010): "customer engagement behaviors (CEB) include a vast array of behaviors including word-ofmouth activity, recommendations, helping other customers, blogging, writing reviews, and even engaging in legal action”. The CEB can raise a huge amount of data including customers’ data, feedback for the products and service that could drive marketing decisions by companies (Coulter, 2012; Hoffman, 2010). Firms that actively monitor their social media sites can obtain a powerful market view and a clearer realized of the current and potential market conditions (Arrigo, 2018). 2.3 Brand Consciousness Brand names gradually develop as a part of the language of the public (Liao, Wang, & Marketing, 2009), brand consciousness has already become an important role in customers’ lives, especially customers from eastern cultures, who regarded prestige and social status as a vital mark (Hofstede, 2001). Brand consciousness will subconsciously influence customers’ judgment on the quality and value of a product, consequently affect consumer purchase intention (Nelson & McLeod, 2005). This has triggered many companies to invest billions of dollars to impress their brands on customers. According to the Gartner CMO survey ("2017- 2018 CMO Spend Survey Highlights Demand for Results,"), 21% of marketing budgets are spent on building the brand in order to impress their customers. When brand consciousness customers lack confidence in unfamiliar brands, they tend to follow others’ opinions and comments (K. Yang, Kim, & Kim, 2017). In addition, they are strongly influenced by reference groups (e.g. friends, family, Instagram community) and the brand evaluation of reference groups will be regarded as the standard of choosing products among various brands’ products (Batra, Homer, & Kahle, 2001). In this study, customers who have brand consciousness would repurchase the brand and they would pay more money for the brand perceived products’ quality due to brand names. 2.4 Value Consciousness Value in the marketing context is described as customers perceived value (Doyle, 2009). The concept of value is perceived as “consumer’s overall assessment of the utility of a product based on the perceptions of what is received and what is given” (Ismail, 2017; Zeithaml, 1988). In other words, perceived value is an evaluation balance between rewards and sacrifices such as perceived costs with the offering (Z. Yang & Peterson, 2004). As shown in Figure 1, the dimensions of perceived value investigated by Petrick (2002) include monetary payments and nonmonetary sacrifices such as quality, reputation, behavioral price, and emotional response. Z. Yang and Peterson (2004) extended the dimensions to include time consumption, energy consumption, and emotional experiences at pleasure, disapointed and stress.

372 Figure 1. The Dimensions of Perceived Value Developed by Petrick, 2002, p.7 Value consciousness focus on the “monetary” dimension of perceived value in this study. Comparing with the customers who care about “ face”, value consciousness customers focus more on low prices, even though the products have problems of quality (Ailawadi, Neslin, & Gedenk, 2001). They tend to compare the prices with different brands in order to maximize value for their money, especially in emerging markets, value consciousness customers and price-sensitive customers in order to reduce family spend. Thus, the price has a greater effect on customers’ purchase decisions than brand image or high quality. Rakesh and Khare (Rakesh & Khare, 2012) found that value-conscious customers encompass a predisposition to redeem coupons. With transparent information on social media, social media platforms also become an important tool for value consciousness customers to get a number of significant benefits (Ismail, 2017). 2.5 Customer Brand Engagement Customer engagement has got much attention from academic researchers and practitioners (Gummerus, Liljander, Weman, & Pihlström, 2012; Harmeling, Moffett, Arnold, & Carlson, 2017; Pansari & Kumar, 2017). Especially, in customer engagement literature, CBE is popular in the literature (Brodie et al., 2011; Hollebeek et al., 2014). In previous research, customer brand engagement is acknowledged as a role of interactive relationship(Sharma, 2011). Hollebeek et al. (2014) defined CBE as “the level of an individual customer’s motivational, brand-related and context-dependent state of mind characterized by specific levels of cognitive, emotional and behavioral activity in direct brand interactions”. Vivek, Beatty, and Morgan (2012) described CBE as the intensity of an individual's participation and connection with organizational activities. Hollebeek et al. (2014) proposed that CBE is rooted in “intensity of participation” using several dimensions: “consumer’s positivity valence cognitive, emotional and behavioral brand-related activity during or related to focal consumer/brand interactions”. Firstly, “cognitive” is defined as a level of thought to progress and elaborate related brand in particular customer/brand interaction. Secondly, Hollebeek et al. (2014) used “affection” to describe the dimension of emotional degree, "affection" refers to a customer's positive effect on related brand interaction. Thirdly, “activation” is defined as “level of energy, effort and time spent by customers on a brand in a particular consumer/brand interaction”. This study adopts the dimensions of CBE as: cognitive, affection, and behaviour based on propose by Hollebeek (Hollebeek et al., 2014).

373 2.6 RESEARCH FRAMEWORK As shown in Figure 2, this study develops a proposed conceptual framework that focuses on the relationships between social media marketing, brand and value consciousness, CBE and brand loyalty. The study adopts a symbolic self-completion theory to support the relationship between social media marketing, brand consciousness, and CBE. Also, the relationship between social media marketing, as well as value consciousness and CBE are grounded by the congruity theory. Figure 2: Proposal Research Framework in The Research 3. RESEARCH METHODOLOGY This study will use an online survey and collect 119 questionnaires from social media users who engage in a brand on the community. Respondents will be selected using a purposivee sampling technique. Data will be collected and prepared for data analysis. Descriptive statistical analyses for respondents’ profiles, model validity, reliability, and hypothesis testing are the main steps for data analyses. Construct validity, convergent validity and discriminant validity are tested using Smart PLS 3.2.8. Then, a structural measurement model will be conducted using Smart PLS 3.2.8 techniques to test the relationships between CBE social media marketing, brand loyalty, brand and value consciousness. 4. CONCLUSION This study aims to examine an in-depth understanding between social media marketing, brand consciousness and value consciousness, CBE and brand loyalty. The findings of the study allow many companies and brands in Malaysia to focus on the importance of establishing a relationship with customers on social media, especially for some brands which have not used social media marketing, and some of the brands that have established a good word of mouth offline. Furthermore, the study focuses on the customers’ perspectives which are the two psychological factors: brand and value consciousness on CBE and brand loyalty via social media, which could help companies or brands to target their customers more effectively. Ultimately, the study provides guidelines for firms to establish long term relationships with

374 their customers. Lastly, this study can be a useful reference for academic purposes to any researchers in the future for topics on social media marketing, brand loyalty, and CBE as well as brand and value consciousness. ACKNOWLEDGMENT The authors wish to thank the Malaysian Ministry of Education (MOE), Universiti Teknologi Malaysia (UTM) and Research Management Centre (RMC) for financial support to this work through grants funding number Q. J130000.2655.16J11. REFERENCES 2017-2018 CMO Spend Survey Highlights Demand for Results. Retrieved from https://www.gartner.com/en/marketing/insights/articles/2017-2018-cmo-spend-surveyhighlights-demand-for-results Ailawadi, K. L., Neslin, S. A., & Gedenk, K. (2001). Pursuing the value-conscious consumer: store brands versus national brand promotions. 65(1), 71-89. Aksoy, L., van Riel, A., Kandampully, J., Wirtz, J., den Ambtman, A., Bloemer, J., . . . Canli, Z. G. (2013). Managing brands and customer engagement in online brand communities. Journal of service Management. Andreasen, A. R. (2002). Marketing social marketing in the social change marketplace. Journal of Public Policy Marketing, 21(1), 3-13. Aral, S., Dellarocas, C., & Godes, D. (2013). Introduction to the special issue—social media and business transformation: a framework for research. Information Systems Research, 24(1), 3-13. Arrigo, E. (2018). Social media marketing in luxury brands: A systematic literature review and implications for management research. 41(6), 657-679. Barnes, N. G., Cass, J., Getgood, S., Gillin, P., & Goosieaux, F. (2008). Exploring the link between customer care and brand reputation in the age of social media. S. f. NC Research (Ed.): Society for New Communication Research, 214. Batra, R., Homer, P. M., & Kahle, L. R. (2001). Values, susceptibility to normative influence, and attribute importance weights: A nomological analysis. Journal of consumer psychology, 11(2), 115-128. Bijmolt, T. H., Leeflang, P. S., Block, F., Eisenbeiss, M., Hardie, B. G., Lemmens, A., & Saffert, P. (2010). Analytics for customer engagement. Journal of service research, 13(3), 341-356. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer engagement: Conceptual domain, fundamental propositions, and implications for research. Journal of service research, 14(3), 252-271. Castañeda, J. A. (2011). Relationship between customer satisfaction and loyalty on the internet. Journal of Business Psychology Marketing, 26(3), 371-383. Coulter, K. S. (2012). Special issue on “Marketing and social media”. Management Research Review, 35(9). De Valck, K., Van Bruggen, G. H., & Wierenga, B. (2009). Virtual communities: A marketing perspective. Decision support systems, 47(3), 185-203. De Vries, N. J., Carlson, Jamie. (2014). Examining the drivers and brand performance implications of customer engagement with brands in the social media environment. Journal of Brand Management, 21(6), 495-515. Dessart, L., Veloutsou, C., & Morgan-Thomas, A. (2015). Consumer engagement in online brand communities: a social media perspective. Journal of Product & Brand

375 Management. Dolan, R., Conduit, J., Fahy, J., & Goodman, S. (2016). Social media engagement behaviour: A uses and gratifications perspective. Journal of Strategic Marketing, 24(3-4), 261-277. Doyle, P. (2009). Value-based marketing: Marketing strategies for corporate growth and shareholder value: John Wiley & Sons. Gummerus, J., Liljander, V., Weman, E., & Pihlström, M. (2012). Customer engagement in a Facebook brand community. Management Research Review, 35(9), 857-877. Harmeling, C. M., Moffett, J. W., Arnold, M. J., & Carlson, B. D. (2017). Toward a theory of customer engagement marketing. Journal of the Academy of Marketing Science, 45(3), 312-335. Harris, R. (2009). Social media ecosystem mapped as a wiring diagram. Retrieved September, 27, 2010. Hoffman, D. L., Fodor, Marek. (2010). Can you measure the ROI of your social media marketing? MIT Sloan Management Review, 52(1), 41. Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations: Sage publications. Hollebeek, L. D., Glynn, M. S., & Brodie, R. J. (2014). Consumer brand engagement in social media: Conceptualization, scale development and validation. Journal of interactive marketing, 28(2), 149-165. Hollebeek, L. D., Srivastava, R. K., & Chen, T. (2019). SD logic–informed customer engagement: integrative framework, revised fundamental propositions, and application to CRM. Journal of the Academy of Marketing Science, 47(1), 161-185. Horppu, M., Kuivalainen, O., Tarkiainen, A., & Ellonen, H.-K. (2008). Online satisfaction, trust and loyalty, and the impact of the offline parent brand. Journal of Product Brand Management, 17(6), 403-413. Ismail, A. R. (2017). The influence of perceived social media marketing activities on brand loyalty: The mediation effect of brand and value consciousness. Asia Pacific Journal of Marketing Logistics, 29(1), 129-144. Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68. Kaur, H., Paruthi, M., Islam, J., & Hollebeek, L. D. (2020). The role of brand community identification and reward on consumer brand engagement and brand loyalty in virtual brand communities. Telematics and Informatics, 46, 101321. Keller, K. L., Parameswaran, M., & Jacob, I. (2011). Strategic brand management: Building, measuring, and managing brand equity: Pearson Education India. Kim, H., Jung Choo, H., & Yoon, N. (2013). The motivational drivers of fast fashion avoidance. Journal of Fashion Marketing Management: An International Journal, 17(2), 243-260. Kumar, V., & Mirchandani, R. (2012). Increasing the ROI of social media marketing. MIT Sloan Management Review, 54(1), 55. Laroche, M., Habibi, M. R., & Richard, M.-O. (2013). To be or not to be in social media: How brand loyalty is affected by social media? International Journal of Information Management, 33(1), 76-82. Leonata, D. R. (2015). The Relationship Between Customer Satisfaction and Customer Loyalty in Online Environment. iBuss Management, 3(2). Liao, J., Wang, L. J. P., & Marketing. (2009). Face as a mediator of the relationship between material value and brand consciousness. 26(11), 987-1001. Lien, C. H., & Cao, Y. (2014). Examining WeChat users’ motivations, trust, attitudes, and positive word-of-mouth: Evidence from China. Computers in Human Behavior, 41, 104- 111.

376 Limpasirisuwan, N., & Donkwa, K. (2017). A Structural Equation Model for Enhancing Online Brand Community Loyalty. International Journal of Behavioral Science, 12(1). McAlexander, J. H., Schouten, J. W., & Koenig, H. F. (2002). Building brand community. Journal of marketing, 66(1), 38-54. Nam, J., Ekinci, Y., & Whyatt, G. (2011). Brand equity, brand loyalty and consumer satisfaction. Annals of tourism Research, 38(3), 1009-1030. Nelson, M. R., & McLeod, L. E. (2005). Adolescent brand consciousness and product placements: awareness, liking and perceived effects on self and others. International Journal of consumer studies, 29(6), 515-528. Pansari, A., & Kumar. (2017). Customer engagement: the construct, antecedents, and consequences. Journal of the Academy of Marketing Science, 45(3), 294-311. Pechmann, C., Reibling, E. T. J. J. o. p. h. m., & JPHMP, p. (2000). Planning an effective antismoking mass media campaign targeting adolescents. 6(3), 80-94. Petrick, J. F. (2002). Development of a multi-dimensional scale for measuring the perceived value of a service. Journal of leisure research, 34(2), 119-134. Rakesh, S., & Khare, A. (2012). Impact of promotions and value consciousness in online shopping behaviour in India. Journal of Database Marketing Customer Strategy Management, 19(4), 311-320. Riorini, S. V. (2018). Social media marketing toward perceptual consciousness and its impact on online purchasing intention. Su, J., & Chang, A. (2018). Factors affecting college students’ brand loyalty toward fast fashion: A consumer-based brand equity approach. International Journal of Retail Distribution Management, 46(1), 90-107. Van Doorn, J., Lemon, K. N., Mittal, V., Nass, S., Pick, D., Pirner, P., & Verhoef, P. C. (2010). Customer engagement behavior: theoretical foundations and research directions. Journal of service research, 13(3), 253-266. Villas-Boas, J. M. (2004). Consumer learning, brand loyalty, and competition. Marketing Science, 23(1), 134-145. Vivek, S. D., Beatty, S. E., & Morgan, R. M. (2012). Customer engagement: Exploring customer relationships beyond purchase. Journal of marketing theory practice, 20(2), 122-146. Yang, K., Kim, J., & Kim, Y.-K. (2017). The effect of brand consciousness on interpersonal influences, brand values, and purchase intention: Cases for American and Korean college students. Journal of Global Fashion Marketing, 8(2), 83-97. Yang, Z., & Peterson, R. T. (2004). Customer perceived value, satisfaction, and loyalty: The role of switching costs. Psychology Marketing, 21(10), 799-822. Zeithaml, V. A. (1988). Consumer perceptions of price, quality, and value: a means-end model and synthesis of evidence. Journal of marketing, 52(3), 2-22. Zucker, D., Hopkins, R. S., Sly, D. F., Urich, J., Kershaw, J. M., & Solari, S. (2000). Florida's" truth" campaign: a counter-marketing, anti-tobacco media campaign. Journal of public health management practice: JPHMP, 6(3), 1-6.

377 A REVIEW OF ELECTRONIC WASTE RECYCLING BEHAVIOR FOR REVERSE LOGISTICS Nur Shafeera Binti Mohamad1 and Thoo Ai Chin2 1Azman Hashim International Business School, Universiti Teknologi Malaysia, 81310 Skudai, Malaysia [email protected] 2Azman Hashim International Business School, Universiti Teknologi Malaysia, 81310 Skudai, Malaysia [email protected] ABSTRACT The rapid technological advancements have led multiple numbers of electronic devices to become garbage or waste in a short time of use. Electronic waste, or also recognized as e-waste, is now becoming a global problem. E-waste can be described as electronic goods that have reached the end of their lifespan in which previous consumers have no intention of reusing it. In addition, e-waste consists of many valuable and recoverable components, including gold, silver, and copper. Due to the growing exposure of e-waste to the environment and human health, a regulatory system for the appropriate treatment of e-waste and a proper system for the collection of e-waste from the community and business sectors should be implemented. In other words, reverse logistics should be enhanced to reduce environmental issues and produce economic advantages for organizations. Therefore, it is of utmost importance to develop a reverse logistics structure for appropriate e-waste treatment. In Malaysia, there is a limited studies about e-waste and reverse logistics. As such, this paper presents a review of ewaste and the role of reverse logistics to cope with the e-waste issues. Keywords: Electronic products, Electronic waste (e-waste), Reverse Logistics 1. INTRODUCTION The rapid technological advancements have led multiple numbers of electronic devices to become garbage or waste in a short time of use. Electronic waste, or also recognized as ewaste, is now becoming a global problem (Needhidasan et al., 2014). According to Tocho and Waema (2013), electronic goods that have reached the end of their lifespan in which previous consumers have no intention of reusing it. Khan (2016) indicated that e-waste consists of all discarded materials that can be found in an electronic device. Ladou and Lovegrove (2008) discovered that the scraps from e-waste include discarded or old cell phones, televisions, laptops, and desktops. Davis and Wolski (2009) have described e-waste as “all obsolete or outdated television sets, computers, mobile phones, scanners, and lots of other appliances widely utilized at the workplaces and households.” In recent times, e-waste is becoming the world’s fastest-growing harmful and dangerous waste (Khan, 2016). Based on The World Counts (2018), there are approximately 40 million tons of e-waste produced every year. Discarded e-waste might triggered tremendous harm to the environment if the hazardous substances in electronic goods are not appropriately managed (Agrawal et al., 2014). For instance, e-waste consists of dangerous substances such as lead, zinc, cadmium, and nickel, which may trigger profound and permanent negative health impacts in human (Singh et al., 2011). In addition, e-waste consists of many valuable and recoverable components, including gold, silver, and copper (He and Xu, 2014). In Malaysia, there is still a lack of knowledge and awareness regarding the e-waste issue, and Malaysia is still lagging far behind in developing an efficient and environmentally friendly e-waste management system. The government of Malaysia is encouraged to adopt a regulatory system for the appropriate treatment of e-waste

378 and a proper system for the collection of e-waste from the community and business sectors (The Star Online, 2017). Due to the growing exposure of e-waste to the environment and human health, this paper aims to review e-waste recycling for reverse logistics. 2. LITERATURE REVIEW 2.1 Electronic Waste Electronic waste or also called as e-waste is any electronic appliances including computers, laptops, televisions, digital versatile disc (DVD) players, mobile phone, digital audio players, etc., that have been disposed by their previous consumers due to obsolete and end-of-life (Pinto, 2008). According to Haque (2018), the origin of electronic waste or e-waste was from the defective, old, leftovers, and obsolete electronic products that are identified as escrap and e-waste. On the other hand, Balde et al. (2017) claimed that e-waste is all disposed of items of electrical and electronic equipment (EEE) from prior consumers without having the intention to re-use the items. As such, Widmer et al. (2005) defined e-waste as any type of electric and electronic merchandise that already has no value to its consumers. Previous researchers define e-waste with different categories. As highlighted by Pinto (2008), e-waste can be group under three types of categories: large, information technology (IT) as well as telecom and consumer equipment. The large home equipment include refrigerator, washer and dryer, IT such as a desktop computer, laptop and monitor and lastly the telecom and consumer appliances encompassing television. However, Balde et al. (2017) defined e-waste under six categories, namely, i) temperature exchange equipment such as freezers, air conditioners, and refrigerators, ii) screens such as laptops, and tablets, iii) lamps such as fluorescent lamps, and light-emitting diode lamps (LED lamps), iv) large appliances such as washing machines and printer machines, v) small appliances including vacuum cleaners, microwaves and radio sets, and vi) small IT and telecommunication appliances including mobile phones, global positioning systems (GPS), computers, and scanners. Each good on every category has a different lifetime usage, including varied in waste amounts, economically beneficial, as well as may cause negative effects on human health and environment if it recycled in an improper way. According to Zhang et al. (2019), in China, e-waste is also known as second hand electrical or electronic appliances after they had been used and exported from developed countries to China. Similarly, Tam (2011) found that even though electrical and electronic (E&E) waste is known as trash, but it can be classified as a secondary resource by reconceptualising the resource through reuse and refurbish in order to decrease the number of hazardous contents that may harm the environment. Widmer et al. (2005) indicated that e-waste consists of precious materials such as gold and copper. Moreover, the recovery of these substances from e-waste might lead to a profitable market and lead to a worldwide trading business. Evidently, Leoi (2019) found that e-waste can be recovered to become a profitable trade as the e-waste contains iron, aluminium, plastics, copper, and metals such as gold, silver, platinum, and palladium. In contrast, e-waste consists of 1000 kinds of materials or toxic such as mercury, selenium, lead, arsenic, hexavalent, cadmium, brominated flame retardant and hexavalent Kwatra et al. (2014). Also, Leoi (2019) claimed that e-waste includes chemical substances such as chlorofluorocarbon and flame retardants and dangerous metals like mercury, lead, and cadmium. Yong et al. (2019) also agreed that e-waste contains cytotoxic metals and chemical

379 substances that may cause negative surroundings and health impacts. As highlighted by Akhtar et al. (2014), if e-waste does not manage correctly, it may trigger harm to the environment, including terrestrial, aquatic, and aerial environments, as well as on humans and animals health because e-waste does contain various hazardous substances Wolfer et al. (2011). In fact, Haque (2018) stated that e-waste is generated at a rapid pace when there are millions of electronic appliances including mobile phones, televisions, computers, laptops, and tablets have very short time lifespans. Based on the finding, Kwatra et al. (2014) found that ewaste is generated in the first three years of purchase, and this has triggered to the everincreasing volume of e-waste generation. Approximately 12 to 26 percent of individuals tend to switch to new electronic products such as personal computers, music systems, refrigerators, and food processors in a concise time frame. In conclusion, the inappropriate disposal of e-waste may cause bad effects or threats to environmental and human health. Figure 2.1 is derived from Department of Environment Malaysia (2019) which stated that the volume of e-waste produced are estimated to reach 53 million pieces of e-waste in 2020. The highest amount of e-waste are created from mobile phone, followed by personal computer, television, air conditioner, washing machine and refrigerator. Figure 2.1: The estimation of e-waste generated from 1995 to 2020 by Department of Environment (2019) Similarly, Beleya et al. (2017) stated that the electronic product lifetime becomes shorter as the electrical and electronic industry keeps changing at a rapid pace due to customer’s uncertain demand. The study shows that approximately 1.17 billion units or 21.38 million tons of e-waste will be produced by the year 2020, as the e-waste volume increases by an average of 14 percent every year. In addition, the advance of current technology and innovation, as well as the current market’s extension have triggered the production of new electronic appliances and replaced the old one in a very short time (Xu, 2010), which could bring harm to the

380 environment (Shumon et al., 2014). Therefore, despite recycling, the other method to reduce the e-waste problems is to minimize the production of new electronic goods by extending the lifetime of electronic products. Hence, the pollution can be minimized and amount of e-waste from landfills can be reduced as well (Vaute, 2018). Besides, the other method to maintain the sustainability of the environment is to manage e-waste in a proper manner because e-waste does contain harmful substances that may bring harm to the environment and human (Akhtar et al., 2014). 2.2 Reverse Logistics Reverse logistics is the system associated with recycling or transferring products from their typical ultimate destination for the intention of gaining proper disposal and capturing value (Robinson, 2014) such as gold, silver and copper (Larmer, 2018). In order to recapture the value of e-waste, old or end-of-life electronic appliances should be recycled and remanufactured (Lau and Wang, 2019) in which e-waste should undergo series of process to extract valuable material from discarded products or components to be used again in future products whereas remanufactured is to restore used products which requires complete disassembly of the product before proceeding with extensive testing, restoration, and replacement (Lau and Wang, 2019). While Fleischmann (2000) described reverse logistics as; "Reverse Logistics is the process of planning, implementing and controlling the efficient, effective inbound flow and storage of secondary products and related data, in contrast to the traditional supply chain process, for the recovery of value or proper disposal." According to Khor and Udin (2012), reverse logistics is also a lucrative business because it extends the internal management of the environment and may be an alternative for organizations to gain environmental reputation benefits, lessen inventory purchasing cost and gain secondary market as the demand of goods is affected by technological obsolescence and life cycle phases. Eltayeb and Zailani (2011) claimed that reverse logistics contains two major objectives. First, reverse logistics can create economic value earnings by removing the end-oflife goods or e-waste to landfills or incineration. Second, reverse logistics can replace primary resources to secondary resources in forward supply chains by reprocessing these end-of-life goods or e-waste. As highlighted by Fleischmann (2000), reverse logistics is about secondary goods flows which refers to old or previous goods that have reached their time of use and unlikely to use it again. Abdullah and Yaakub (2014) emphasized that reverse logistics is more complicated to handle compared to forward logistics. For instance, it is simpler to forecast future sales in forwarding logistics compared to reverse logistics. This is because reverse logistics begin with customers’ action and involve different supply chain members. Kochan et al. (2016) also agreed that the involvement of customers is essential in reverse logistics as they act as the initial link in the entire supply chain. Apart from that, based on Figure 2.2, Yu and Solvang (Yu and Solvang, 2016) stated that the e-waste is first collected from local collection center which are suppliers of electronic products, electronic stores, or public facilities and then transferred to a pre-processing regional collection center. After that, e-waste is checked and collected for further processing such as reuse, recycling and disposal at the regional collection center. It is important to note that certain electrical and electronic goods contain hazardous substances that must be segregated and sent to specialized plants for the disposal of hazardous waste. Third phase is e-waste recyclable products and materials will transfer for reuse and recycling, and the

381 non-recyclable component will send for proper disposal to an incineration facility or landfill. Last but not least, e-waste recycled goods will be sold at primary or secondary markets, while recycled parts will be sold for a resource recovery to producers of electrical and electronic equipment (Yu and Solvang, 2016). Figure 2.2: Reverse logistics system for e-waste management by Yu and Solvang (2016, pg. 4) Khor and Udin (2012) stated that the growing amount of e-waste become more complicated as the waste contains danger materials and will produce negative impact to the environmental health when they are dumped to landfill and incinerators. Therefore, in order to conform with the environmental standards, the importance of reverse logistics needs to be alarmed to cope with the ever-increasing and rapidly increasing quantities of end-of-life electronic goods or e-waste such as computers and mobile phones (Lau and Wang, 2019). Reverse logistics also can extend the product’s lifespan by implementing an efficient process through a vice versa supply chain including the flow of goods, components and the information from the point it has been consumed to the point of beginning (Rajagopal et al., 2015). According to Abdullah and Yaakub (2014) customers are inclined to pay higher for environmentally friendly or green products. The production of eco-friendly or green products can be created through the process of remanufacturing, reconditioning and recycling by reverse logistics. Khan et al. (2017) also stated that customers are more demanding on green products and aware of the positive impacts of green products on environment and society. Therefore, ewaste can achieve green treatment through a proper management planning and use systematic reverse logistics techniques by manufacturers. Kilic et al. (2015) found that recycling and recovery of e-waste products can benefit the environment from the negative effect and provide economic benefits to the countries as recycling will recover valuable substances from old electronics to the new products and creates the second market from the recycled products. However, the practices of recycling and recovery might be costly. Therefore, manufacturers should conduct a proper plan for reverse logistics practices, including the inspection centers, collection centers, remanufacturing facilities, and recycling factories in order to minimize the recycling cost. Meanwhile, Xu (2010) stated that inadequate of professional expertise, skills, and experience towards the reverse logistics practices in small and medium manufacturers have brought them to be unable to implement and afford the reverse logistics practices. The small and medium manufacturers

382 need help from other parties which are known as collectors and processors to divide their part or task in the reverse logistics process, especially to minimize the reverse logistics cost. Collectors will collect e-waste from various resources while processors will recycle precious components from e-waste and dispose other harmful components environmentally and sell the valuable components to the manufacturers as raw materials. Figure 2.3: Flow chart of E-waste Reverse Logistics by Xu (2010, pg. 6) As illustrated in Figure 2.3, e-waste collectors gain revenues from selling the e-waste to processors, while processors gain revenues from selling the recycled and valuable components to producers (manufacturers) as raw materials. On the other hand, the collectors and processors will cover the cost of the excessive waste (inventory surplus) which it will be sent to the e-waste landfills. Alnuwairan (2018) agreed that the collaboration between manufacturers and third parties in reverse logistics activities could help to minimize the cost in procurement, inventory holding, transportation, and disposal if the activities can be wellmanaged by them (manufacturers and third parties). 3. CONCLUSION In conclusion, the continuous production of e-waste has contributed a huge problem to the environment and society, and hence, it will destroy the sustainable economic growth of countries (Shumon et al., 2014). Thus, previous studies have shown that e-waste can be disposed in three methods, such as incineration, recycling, and landfilling. However, recycling is the most proper method of reducing e-waste efficiently and effectively (Sharif and Keat, 2017). In addition, there is still insufficient research on reverse logistics practices in developing countries such as China in terms of public awareness, environmental regulations, technology and reverse logistics infrastructure (Lau and Wang, 2019), particularly for Malaysia as well. As highlighted by Eltayeb and Zailani (2011), the amount of electronic companies implementing reverse logistics in Malaysia remains low. According to recycle statistics at city residential area in Malaysia, it showed that there are about 16 out of 138 companies cover full recycling processes such as electrolysis and wet chemical process. Meanwhile, the remaining

383 just cover pre-product recovery such as sorting, grinding and disassembly, which proves that the amount number of companies that implement full recycling practices is still low (Khor and Udin, 2012). In fact, reverse logistics practices provide various advantages to customers, organizations, and the environment. For example, by implementing the activity in terms of reusing, recycling and reducing the amount of e-waste, the organizations can become more environmentally efficient and increase their goodwill among customers. Also, this reverse logistics activity can reduce and avoid customers from exposing to environmentally hazardous products (Abdullah and Yaakub, 2014). ACKNOWLEDGMENT The authors wish to thank the Malaysian Ministry of Education (MOE), Universiti Teknologi Malaysia (UTM) and Research Management Centre (RMC) for financial support to this work through grants funding number Q.J130000.2629.15J63. REFERENCES Abdullah, N., A., H., N. and Yaakub, S. (2014). Reverse Logistics: Pressure for Adoption and The Impact on Firm’s Performance. International Journal of Business and Society. Vol. 15 No. 1, 151 – 170. Agrawal, S., Singh, R., and Murtaza, Q. (2014). Forecasting product returns for recycling in Indian electronics industry. Journal of Advances in Management Research. Vol. 11 No. 1, pp. 102-114. Akhtar, R., Masud, M. M., Afroz, R. (2014). Household Perception and Recycling Behaviour on Electronic Waste Management: A Case Study of Kuala-Lumpur, Malaysia. Malaysian Journal of Science. 33 (1): 32-41. Alnuwairan, M. (2018). Role of Reverse Logistics in Waste Management, Retrieved 21 April 2018. https://www.ecomena.org/reverse-logistics/. Anyango Tocho, J. and Mwololo Waema, T. (2013). Towards an e-waste management framework in Kenya. Info. Vol. 15 No. 5, pp. 99-113. Baldé, C. P., Forti, V., Gray, V., Kuehr, R., Stegmann, P. (2017). The Global E-waste Monitor 2017 Quantities, Flows, and Resources. United Nations University (UNU) International Telecommunication Union (ITU) & International Solid Waste Association (ISWA), Bonn/Geneva/Vienna. Beleya, P., Bakar, M., A., B., and Chelliah, M., K. (2017). Impact of Reverse Logistics in the Malaysian Electrical and Electronics Industry. International Journal of Supply Chain Management. Vol. 6, No. 3. Davis, G., and Wolski, M. (2009). E-waste and the sustainable organisation: Griffith University's approach to e-waste. International Journal of Sustainability in Higher Education. 10.10.1108/14676370910925226. Department of Environment Malaysia. (2019). Retrieved http://www.doe.gov.my/hhew/. Eltayeb, T., K., and Zailani, S., H., H. (2011). Drivers on the reverse logistics: evidence from Malaysian certified companies. Int. J. Logistics Systems and Management. Vol. 10, No. 4, pp.375–397. Fleischmann, M. (2000). Quantitative Models for Reverse Logistics. Haque, T. (2018). Introduction to Electronics (E-waste) Recycling. The Balance Small Business. Retrieved 7 October 2019. https://www.thebalancesmb.com/introduction-toelectronics-e-wasterecycling-4049386. He, Y., and Xu, Z. (2014). Recycling Gold and Copper from Waste Printed Circuit Boards Using Chlorination Process. RSC Adv., 5.

384 Khan, S., A. (2016). E-Products, E-Waste and the Basel Convention: Regulatory Challenges and Impossibilities of International Environment Law. Review of European Community &International Environmental Law. 25(2): 248-260. Khan, S., A., R., Qianli, D., Zhang, Yu., and Khan, S., S. (2017). Decision-making of Green Reverse Logistics in Enterprises: A Case Study on Electronic Products Manufacturers from the Perspective of South Africa. Advances in Management Engineering and Information Technology. 2nd International Conference. Khor, K., S., and Udin, Z., M. (2012). Impact of Reverse Logistics Product Disposition towards Business Performance in Malaysian E&E Companies. Journal of Supply Chain and Customer Relationship Management. Vol. 2012, Article ID 699469, 19 pages. Kilic, H., S., Cebeci, U., Ayhan, M., B. (2015). Reverse logistics system design for the waste of electrical and electronic equipment (WEEE) in Turkey. Resources, Conservation and Recycling. 95, 120–132. Kochan, C., G., Pourezza, S., Tran, H., and Prybutok, V., R. (2016). Determinants and logistics of e-waste recycling. The International Journal of Logistics Management. Vol. 27 No. 1, pp. 52-70. Kwatra, S., Pandey, S., and Sharma, S. (2014). Understanding public knowledge and awareness on e-waste in an urban setting in India: A case study for Delhi. Management of Environmental Quality: An International Journal. Vol. 25 No. 6, 2014 pp. 752-765. Ladou, J., and Lovegrove, S. (2008). Export of Electronics Equipment Waste, International journal of occupational and environmental health, 14. 1-10. Larmer, B. (2018). E-Waste Offers an Economic Opportunity as Well as Toxicity. Retrieved 5 July 2018. https://www.nytimes.com/2018/07/05/magazine/e-waste-offers-an-economicopportunity-as-well-as-toxicity.html. Lau, K., H., and Wang, Y. (2019). Reverse logistics in the electronic industry of China: a case study. Supply Chain Management: An International Journal. 14/6, 447–465. Leoi, S. L. (2019). DoE gets tough on e-waste. The Star Online, Retrieved 30 May 2019.https://www.thestar.com.my/news/nation/2019/05/30/doe-gets-tough-on-ewaste. Needhidasan, S., Samuel, M., and Chidambaram, R. (2014). Electronic waste - an emerging threat to the environment of urban India. Journal of environmental health science & engineering. 12(1), 36. Pinto, V. N. (2008). E-waste Hazard: The Impending Challenge. Indian Journal of Occupational and Environmental Medicine, Volume 12, Issue 2. Rajagopal, P., Sundram, V., P., K., and Naidu, B., M. (2015). Future Directions of Reverse Logistics in Gaining Competitive Advantages: A Review of Literature. International Journal of Supply Chain Management. Vol. 4, No. 1. Robinson, A. (2014). What is Reverse Logistics and How Is It Different than Traditional Logistics? Retrieved 19 February 2014 https://cerasis.com/what-is-reverse-logistics/. Sharif, K., I., B., M., and Keat, S., W. (2017). Factors Influence Consumer’s Behaviour Toward Logistics E-Waste Recycling in Malaysia. Conference Proceedings. Shumon, M., R., H., Ahmed, S., and Islam, M., T. (2014). Electronic waste: present status and future perspectives of sustainable management practices in Malaysia. Environ Earth Sci. Singh, R., Gupta, V., Mishra, A., and Gupta, R. (2011). Heavy metals and living systems: An overview. Indian journal of pharmacology. 43. 246-53. Tam, V. W. Y. (2011). The Effectiveness of Electrical and Electronic Waste Recycling and Its Implications to Green Building: Empirical Studies in India and Switzerland. Journal of Green Building. Volume 6, Number 2. The Star Online. (2017). Tech trash piling up. Retrieved 22 April 2017.https://www.thestar.com.my/metro/community/2017/04/22/ewaste-harming-theenvironment-malaysia-still-far-behind-in-proper-disposal-of-mobile-gadgets-and-ot/

385 Widmer, R., Oswald-Krapf, H., Sinha-Khetriwal, D., Schnellmann, M., and Boni, H. (2005). Global perspectives on e-waste. Environmental Impact Assessment Review. 25, 436– 458. Wolfer, S., Sander, H., and Gogoll, F. (2011). Reverse Logistics for Waste Electrical and Electronic Equipment (WEEE) in China: Application of Linear Programming to Eco Innovation in Industry. Globus Working Paper. No. 2011-4. Vaute, V. (2018). Recycling Is Not The Answer To The E-Waste Crisis. Retrieved 29 October 2018.https://www.forbes.com/sites/vianneyvaute/2018/10/29/recycling-is-not-theanswer-to-the-e-waste-crisis/#d7101817381. Xu, Z. (2010). Reverse Supply Chain Coordination for E-waste Recycling Based-on Option Contract. Yong, Y. S., Lim, Y. A., Ilankoon, I.M.S.K. (2019). An analysis of electronic waste management strategies and recycling operations in Malaysia: Challenges and future prospects. Journal of Cleaner Production. 224, 151e166. Yu, H., and Solvang, W., D. (2016). A Stochastic Programming Approach with Improved Multi-Criteria Scenario-Based Solution Method for Sustainable Reverse Logistics Design of Waste Electrical and Electronic Equipment (WEEE). Sustainability, 8, 1331. Zhang, B., Du, Z., Wang, B., Wang, Z. (2019). Motivation and challenges for e-commerce in e-waste recycling under “Big data” context: A perspective from household willingness in China. Technological Forecasting & Social Change. 144, 436–444.

386 MATH SPATIAL CAPABILITIES BASED ON GENDER Anggun Badu Kusuma1 , Santhy Hawanti2 , and Ika Siswati3 1Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto (UMP), Indonesia [email protected] 2Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto (UMP), Indonesia [email protected] 3Faculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto (UMP), Indonesia [email protected] ABSTRACT Spatial ability is the ability to manage visual images in the human mind. Gender is one of the elements that can influence the spatial ability. This study aims to describe the spatial ability, especially spatial orientation. The subjects of this study were 33 VIII grade junior high school students. From the 33 students, 3 female students and 3 male students were taken. Data obtained from spatial ability tests and interviews. The results of this study indicate that the ability of male students in mastering spatial skills primarily spatial orientation is better when compared to female students, but in general, both male and female students have not been able to learn spatial skills especially spatial orientation in full. Keywords: spatial ability, gender 2. INTRODUCTION Spatial ability is the ability to arouse, maintain, regain, and change visual images (Lohman, 1993). This ability is part of eight types of multiple intelligences (Howard Garder, 2009). This ability is needed in mathematics, especially in geometry, because the nature of geometry is abstract and requires drawing. Utilisation of this ability is not only in mathematics because it can also be used in other materials and a broader scope of work (Maier, 1996). The essential element in spatial ability that consists of spatial perception, spatial visualisation, thought rotation, spatial relations, spatial orientation (Maier, 1996). The characteristics of people who have spatial abilities that provide clear visual images when explaining something; easy to read maps or diagrams; drawing people or objects will be similar to the original; love to see movies, slides, photos or other works of art; enjoy visual activities, such as puzzles or the like; likes to daydream or fantasise; scribbling on paper or a school workbook; understand more information through images than words or descriptions; prominently in art subjects (Armstrong, 2009). Many things affect spatial ability, one of which is gender. Gender roles are expectations to determine how men or women should behave and think (Santrock, 2003). Cognitive differences between men and women, in general, are minimal, quite striking differences in social behaviour. Social behaviour of boys is more aggressive when compared to girls (Santrock, 2003). Gender is significant because it can influence social development in early childhood (Desmita, 2009). With the differences between men and women, it will be possible to have different perspectives on their spatial abilities. In this article, we will discuss the spatial skills of male and female students, especially in spatial orientation. Spatial orientation is the ability to seek one's guidance physically or mentally in space or be oriented towards someone in a particular spatial situation (Maier, 1996).

387 3. RESEARCH METHODS This research was conducted in Banyumas 2 Junior High School class VIII E. The subjects of this study were 33 students, consisting of 14 male students and 18 female students. The research procedures included 1) giving spatial ability test questions especially spatial orientation, 2) random sampling of three male students and 3 female students, 3) analysis of the results of spatial ability work, 4) conducting interviews. 4. RESULTS AND DISCUSSION Spatial abilities, especially spatial orientation of students, are analysed based on the results of student work on the following questions (figure 1). The results of student work on these questions are as follows a. Male Student 1 (SL 1) Based on the results of SL 1 answers, subjects write two possible solutions to the problem. The item can also describe three-dimensional shape when viewed from an individual perspective, the base area, and the edge is replaced. Things have not used a ruler in defining the way so the picture looks less presentable. This is following Figure 2 below. Figure 1: Problem to measure ability spasial Translate in English: Look at the picture of the rectangular prism PQRS.TUVW below: Translate in English: Draw again the three dimensional shape, with plane QRVU as the base plane and QU as the horizontal edge Figure 2: Answers of male students 1

388 In Figure 2 it can be seen the position of the QRUV field as the base and QU horizontal plane; this is in accordance with the request in the problem. However, if investigated more deeply, there are some errors in the drawing. These errors are (1) when painting the pyramid S.RWP, not paying attention to the position of the pyramid edge in the front or back of the space, so that the side images that are formed are unbroken. (2) If the reading of the vertex is counter clockwise, then according to the problem given, the base plane formed should be QUVR. However, try to look at the picture on the left; in the picture, there are differences in writing the vertex. In the left figure, if the reading of the vertex is counter clockwise, then the base side formed is QRVU. With this writing, error changes the size of the space, so that if in real conditions a new space will be created. During the interview, the subject explained the steps in drawing; he tilted his picture to the side, then he drew the base and described the right side. When drawing triangles, the subject adjusts to the prism that has been tilted. From the description above, it can be seen that the item can describe the pyramid S.QRW even though it does not pay attention to the spatial perspective. Besides, students are also able to redraw a quadrilateral prism if the angle of view of the edge QU is in front, but it cannot yet be drawn when the edge QU is behind. It is concluded that students have not been able to master the overall spatial orientation aspects of the given geometry problem. b. Male Student 2 (SL 2) Based on the results of SL 2 answers, subjects can re-draw the quadrilateral prism in which there is a pyramid. The subject is also able to describe the construction of space when viewed from a certain perspective. Subjects describe two possible shapes that form a space that can be formed if the base and edges are replaced, but the subject has not used a ruler in drawing so that the shape formed is not neat but quite bright. This is in accordance with Figure 3 below. In Figure 3, it appears the error that occurs in SL 2 students is the same as SL 1 students. During the interview, the subject explained the first step in describing the figure, which is by turning the 90 ° figure in the right direction, then drawing a triangle in the figure room with the same steps that rotate and adjust to build the prism illustrated. The conclusion of this SL 2 students is the same as SL 1 students that students have not been able to master the overall spatial orientation aspects of the given geometry problems. c. Male Student 3 (SL 3) Male student answers 3 in the following Figure 4 Figure 3: Answer of male students 2

389 Based on the results of the subject's answers in Figure 4 above, the subject can re-draw the prism in accordance with the problem; this shows that the subject can understand the information contained in the problem. In describing it, it appears that the results are clear. But the subjects did not write down the information that was known in the problem. Subjects have been able to describe the building of space if viewed from a certain perspective. The subject has described two possibilities of building space if the base and edges are replaced. The error that occurred in SL 3 is the same as SL 1. During the interview, the subjects told how to solve the problem. The steps taken by the subject in solving the problem is that he tilts his building towards the side, and then he draws the base and then draws the right side. When drawing a triangle, the subject adjusts to the prism of the tilted prism. The conclusion of this SL 3 students is the same as SL 1 students that students have not been able to master the overall spatial orientation aspects of the given geometry problem. d. Male Student 1,2,3 (SP 1/SP2/SP3) Good female students 1, 2, 3 have not been able to describe in detail, all students cannot describe it. Subjects have not been able to redraw the prism when viewed from a certain perspective. Subjects describe two possibilities of these results, but subjects have not been able to draw a triangle pyramid in the two answers. During the interview with the subject, he answered how to describe the figure. The subject said the steps in drawing were first performed by the subjects, namely making the rectangular QRUV shaped base, then rotating the shape in the problem to the right. For triangles, the subject has not described it, because the subject is confused to describe it. So that in both pictures, subjects only describe their prism. The rectangular prism described by SP 1 and 2 has one correct answer; this condition is the same as that experienced by male students. However, for SP 3, none of the answers formed is correct. Based on the description above, the subject has not been able to master the spatial orientation aspects correctly and adequately. SP 1 answers according to Figure 5, SP 2 answers according to Figure 6, SP 3 answers according to Figure 7 below. Figure 4: Answer of male students 3 Figure 5: Answer of female students 1

390 From this description, it can be seen that subjects with male gender can master aspects of spatial orientation, but their mastery is less comprehensive. They have given the right direction to a condition where a building is seen from a certain perspective or different. They have been able to provide and illustrate two possible conditions of waking up from a certain perspective. At the interview, they were able to explain how they solved it. In this aspect, they can find their guidance both physically and mentally in space or oriented towards someone in a special spatial situation. From this explanation, it can be seen that subjects with female gender have not been able to master spatial abilities, especially overall spatial orientation. Especially if in the wake of the space there is a combination of two spaces. This happens because they cannot imagine the rotation in the wake of space. 5. CONCLUSION All male and female students have not been able to master spatial abilities, especially spatial orientation. Male students are slightly superior when compared to women; this can be concluded because female students are not able to describe the combination of two buildings. Figure 6: Answer of female students 2 Figure 7: Answer of female students 3

391 REFERENCES Amstrong, Thomas. (2009). Multiple Intelligences in the classroom. Virginia USA: Alexandria. Desmita.(2009). Psikologi. Bandung: Remaja Rosdakarya. Gardner, Howard. (2009). Multiple Intelligences Arround The Word. JosseyBass: United States Of America. Lohman, D. F. (1993). Spatial Ability and G. Paper presented at the First Spearman Seminar, University of Plymouth. Online. http://faculty.education. uiowa.edu/docs/dlohman/spatial_ ability_and_g.pdf?sfvrsn=2 10 January 2018. Maier, PH. (1996). Spatial Geometry And Spatial Ability– How To Make Solid Geometry Solid. Online. Tersedia http://www.fmd.umi.osnabrueck.de/ebooks/gdm/Paperspdf1996/ Maier.pdf 12 January 2018. Santrock, John W. (2003). Adolesecence : Perkembangan remaja. Jakarta: Erlangga.

392 A REVIEW ON THE CHALLENGES OF USING ICT IN ENGLISH LANGUAGE TEACHING Aminuddin Hashemi1 , Kew Si Na2 1 School of Education, Faculty of Social Science and Humanity, University Teknologi Malaysia Johor Bahru, Johor, Malaysia [email protected] 2 Language Academy, Faculty of Social Science and Humanity, University Teknologi Malaysia Johor Bahru, Johor, Malaysia [email protected] ABSTRACT Information communication technology (ICT) has been an interesting issue for language teachers across the globe. Therefore, the current paper aims at exploring to the some of the reasons behind the less interests of employing ICT in English language teaching by teachers. Thus, thirty-papers have been reviewed to figure out the barriers of using ICT in English language teaching. The result of the revision revealed, that there are three main factors identified as the common barriers to the use of ICT in teaching English language, which are, (i) lack of time, (ii) lack of effective training and (iii) lack of teachers’ confidence in using technology. Besides that, the results of this study suggest the stakeholders and administrations to provide opportunities of effective training along with adequate time allocation for teachers to self-confidently benefit ICTs in the English language teaching. Keywords: English language teaching, ICT, Lack of confidence in using technology, lack of time, lack of effective training 1. INTRODUCTION The use of ICT in education plays a vital role to provide opportunities in making the teaching process easy. Furthermore, ICT has changed the way of learning and teaching from the outdated way to the more collaborative and communicative way of learning and teaching where it enables students to be involved in each task and activity independently (Sharndama, 2013). Besides its essential role in learning and teaching, some barriers employing ICTs to the English language teaching classroom cannot be neglected. Either these barriers can be related to the school administration and teachers (Lin & Chen, 2014). Therefore, the researcher aimed at identifying the most common barriers that impede teachers. Hence, several barriers to teacher-level barriers and school-level barriers have been categorized based on the literature. Balanskat, et al. (2006) considered these barriers from two different angels, micro-level barriers (related to teachers’ level barriers) and macro-level barriers (related to the school level barriers). The major barriers are teachers’ confrontation to change is, the approach of teachers concerning the use of ICT, lack of effective training, lack of skills in using technology, lack of confidence in using technology, and lack of teacher’s competence. while school-level barriers concern to the institutional context and administration such as lack of accessibility to ICTs, lack of time, lack of availability of equipped instruments and lack of technical support. Mulhim (2014), believed that each barrier of ICTs can affect numbers of other barriers. He further stated that how lack of teacher’s confidence is affected by the inaccessibility and in-availability of ICTs applications. For this reason, the present paper aims at providing reasons on both teacher-level of barriers and school-level barriers that prevent teachers to use ICT in English language teaching.

393 2. LITERATURE REVIEW 2.1. Teacher-Level Barriers: Lack of Teacher Confidence Lack of confidence have been identified by the researchers as the common barrier that hinder the users to prevent employing ICTs applications and instruments in the teaching and learning process. Dawes (2001) stated this, as the conditional factor that one can deal with, as a barrier. While, Clement, (2012) considers that as a self-esteem of one's competences and an individual who is eager to take part in a task regardless of rational its difficulty and stimulating. Some other researchers, for instance, Bingimlas, (2009) reflected lack of teacher confidence as ‘fear of failure’ that largely preclude teachers from employing ICTs in English language teaching classrooms. Besides, Lin & Chen (2014) considered barriers to the adoption of ICT in teaching and they have identified lack of teachers’ confidence as the factor affecting the use of ICTs to take preparation and teaching resources. They claim that teachers who feels deprived in using ICTs are worried with the knowledge of ICTs and this causes them to ignore the use of technologies in their classroom. In other way, the reasons behind this could be inadequate familiarity of ICT that hinders the use of ICT in the English language classroom. Moreover, a case study on strategic barriers of ICT in foreign language teaching shows that 70% of the respondents in the survey were not feeling confident or little confidence in using ICTs for foreign language teaching in Vietnam. (Dang, Nicholas & Lewis, 2015). Likewise, Begss (2000) studied the causes why teachers are discouraged and less confident in relation to ICTs use. He recognized the lack of effective training as the main factor towards the use of ICTs. This is the key reason that makes teachers feel nervous to employ ICTs applications in the language teaching classroom. Though, Laabidi (2016) claims that lack of confidence is consistent to knowledge in using ICTs devices and applications. He further explains that when a teacher is well qualified in using technologies, he has the awareness and distinguish the welfares of applying ICTs in English language teaching. Furthermore, many scholars integrated a lack of teachers’ confidence in unproductive training, ICT knowledge, skill, and literateness. For instance, Cox (1999b), Osborne & Hennessy (2000) and Balanskat et al. (2006) initiated that teachers who has effective training can use ICTs to improve the students’ capability. Therefore, effective training distresses the teachers’ inspiration to apprehend the practicality of using ICTs instruments and applications, and as a consequence, teaching the English language through ICT assimilation will expand students’ future accomplishments. However, Becta (2004) re-counts these obstacles to the inexperience of ICTs occupation with ICT awareness and literacy. He considers that a well skilled and educated expert regarding to ICTs instruments and applications feel more confident while using ICTs in English language teaching. As indicated earlier in the literature on lack of teachers’ confidence as the major barrier in using ICTs in English language classrooms, individual can understand the importance of applying ICTs. More specifically, knowing the causes behind employing ICTs will help teachers to disregard this barrier and emphasis on his future trends of ICT use to get the result of their lessons (Salehi & Salehi, 2012). Thus, the researcher feels that by providing educational and compassionate consensus in resolving this challenge can improve teacher’s incentive to assimilate ICT in teaching English language.

394 2.2. Lack of Effective Training The progress of one educational system can be influenced by its effective training and professional enhancements (Mulhim, 2016). Lack of effective training as the barriers that impede the use of ICT in the English language classroom was described repeatedly in the literature as the utmost important problem. Jones (2004), proceeding from training is not easy, as the effectiveness of the training need to be specialized. Effective training can only be observed when sufficient and self-assured training occurs (Laabidi, 2016). Aqsha & Pei, (2009) originated lack of effective training as the common barrier amongst other teacher-level barriers. Ghazi, Hafeez, & Safdar (2013) listed that the majority of the participants highlighted the effective training of ICTs, as it will benefit them to improve their level of skills in English as well as to be well-appointed with technology-based education. Nonetheless, it is a necessity for teachers to join training workspaces regarding ICTs in preparing and improving the teaching process in the language classes (Khodabandelou, 2016). Yehya, Barbar, & Rjeily, (2018) implied that the more teaching process is effective, the more positive and effective will be teaching skills. On the other side, Bhuyan & Singh, (2017) supposed that the lack of effective training will impede teachers in applying ICTs for English language teaching. The findings also indicate, those who have effective training and competent in ICTs, wedged the atmosphere of their classroom where students are more communicating and contributed more enthusiastically than those who are still suffering from lack of effective training in it. In addition, Rida-E-Fiza, et al. (2015) considered the barriers in effective teaching and learning in ICTs implementation. The study publicized that inadequate data and lack of expert teachers are deliberated as a barrier to lack of effective training in ICTs work, specifically in English language teaching. The researchers further recommended that educators must confirm their understanding and abilities in expending ICTs applications and devices for students. Similarly, Ghazi, Hafeez, & Safdar (2013) recognized effective training as the main barriers to the operative use of ICT in teaching as the 97% of their participants addressed this barrier of effective training as the important problem to the use of ICT. Hence, it is assumed that effective training in applying ICT is vital for organizations to be responsible for supportive curriculums in terms of the improvement of their teacher’s profile. 2.3. School-level barriers: Lack of time A worldwide problem to the use of ICTs applications and instruments are reflected to be lack of time, as the school level barriers. Several studies illustrate that teachers are well sufficient in confidence and have educated efficiently, but they still produce diminutive use of ICTs or even not involved to use ICTs in their classes due to “lack of time” (Hani, 2014). Several researchers acknowledged the restricted time or lack of time at school-level barriers as the most important problem to the use of ICTs applications in their English language classes. Bolandifar (2013) as cited in Al-Munawwarah (2015) supposed that time portion to each part of any period in any lesson needs more time. Teachers must apply more time to ensure the technological tools first before arriving the class to make sure whether it works correctly or not. Therefore, the lack of time may stop educators from accurately using ICTs in the English language teaching classroom. Besides, Hadijah (2017) explored teachers’ barriers to ICT incorporation in English language teaching. Her findings publicized that due to the lack of time the instructors cannot