251 Teaching Technique Intervention In schools, various language teaching techniques are used by the teachers. For example, storytelling is used 27% of the time, questions and answers with 37.8%, acting with 27% and others based on creativity of the teachers (Satiah Abdullah 2009). All techniques are frequently used together in the class. Satiah also states there are no specific teaching techniques that should be focused on in teaching deaf students. All techniques that are currently in use are visual assistive and able to maximise the vision and learning of the deaf student. Teaching methods using metacognitive strategy by teachers will help the students in writing essays (Surat et. al. 2014). With the metacognitive strategy, teachers are required to guide students generating ideas and applying their knowledge on the essay theme. Intervention activities or modules and frameworks are able to assist students to expand their ideas into writings and produce a cohesive and coherent essay. Teachers should create modules or formulas to help students so they will not be left behind. This way, students are able to write their own essays based on the module or formula taught by the teacher. The difficulties of deaf students to write Bahasa Melayu essays on Interesting Places to Visit are issues of interest in this study. This study is an adaptation from Kemmis & McTaggart (1998) that involves the process of plan, action, observation and reflection. This action research is conducted to improve writing proficiency of deaf students in this specific essay theme. Therefor, the objectives of this research are i) to observe essay writing skills on Interesting Places to Visit before and after applying the Difference Table Technique, and ii) to study how the Difference Table Technique is able to help deaf students in writing Bahasa Melayu essays on Interesting Places to Visit. METHOD This research involves four students studying in year six at a Special Education School in Seremban, Malaysia. The subjects are expected to adhere to specific criteria’s in writing an essay on visiting Kuala Lumpur, which has been taught in the previous lesson. Action research design is carried out to study the effectiveness of the difference table to help students. Upon conclusion of this research, it is found that the students are able to achieve a higher score in the post-test compared to the pre-test. This is due to the implementation of the difference tables during research intervention. This research is carried out to study the effectiveness of using the difference tables in helping deaf students to write essays on interesting places to visit in Bahasa Melayu.
252 The data is collected by giving a pretest to the students before they are introduced to the difference table. Then, the students are taught to apply the table in their writings during the intervention phase. Finally, the students are asked to take a post-test which consists of the same question as attempted previously. Both tests are conducted in similar manners with regards to the content of the essay question, time allocation, assessment method, and marking rubric which have been set by School Improvement Specialist Coach Plus (SISCS+) from the Regional Transformation Program 2017. The scores obtained by the students are then compared to observe the difference between both tests after the intervention. FINDINGS & DISCUSSIONS Picture 1: Student’s Work Findings This section reports the quantitative data analysis of the research. The data consists of two parts, which are pretest and post-test scores. The pretest and post-test data are analysed descriptively based on the scores that the samples achieved in each essay question. Table 1 Essay Scores of Deaf Students Before and After Intervention Sample Achievement in Pre-Test Achievement in Post-Test Percentage (%) Phase Percentage (%) Phase Y 0 Not Applicable 76 Good I 0 Not Applicable 72 Good
253 D 0 Not Applicable 9 Minimum M 0 Not Applicable 2 Minimum Table 1 shows the achievement of students from pretest and post-test instruments. Writing proficiency of deaf students before they are introduced to the difference table technique shown in the table above is based on their individual achievement in pretest. Their proficiency is assessed once again after the students are taught to apply the technique in their essay, which was during the post-test. All samples show an improvement in the post-test based on their score difference. Student Y records the highest achievement from obtaining 0% in pretest to 76% in post-test, which is classified as a good score. The second highest improvement was recorded by Student I with a score difference of 72%, also classified as a good score. The third highest score difference was recorded by Student D by 9% and lastly, Student M improved by 2%, with both students still in the minimum group of scores. DISCUSSION Implementation of the difference table technique has proven to be effective in helping students to write their essays. All of the students were unable to score any marks in the pretest. The increase in scores achieved by the students between pretest and post-test show an improvement in essay writings by deaf students. The intervention applied to students shows a positive impact among students. Two of the samples show a significant leap in their marks and level of scores. Based on the marking rubric, writing skills of Student Y & I are now at a good level. The essays written by Students Y and I have fulfilled the requirements of the question. They able to write the Visiting Place’s in Malacca based on the difference table they made with comparision of Kuala Lumpur Essay’s. They are also able to implement the difference table technique with their own ideas to write about interesting places to visit in Melaka. By applying this technique, the students are able to write the whole essay by themselves. Students D and M also implemented the difference table technique when writing their essays. Using the marking rubric as a guideline to assess their post-test, their proficiencies are found to be at a minimum level. Students D and M are able to write the essay based on their abilities to remember the technique. However, the essay written by student D is shorter and has fewer ideas than expected. On the other hand, student D is able to remember a few sentences and words from the technique but only manage to write the introduction of the essay.
254 CONCLUSION This research examines the effectiveness of the difference table technique in assisting deaf students to write Bahasa Melayu essays on interesting places to visit. This technique is found to have enhanced the writing skills of the students to write essays of the same theme with different places. The improvement in scores and the skill level achieved by each student proves the effectiveness of this technique. The difference table has become a guideline for the students, whereby they can fill the table with their own ideas based on the specific place that is asked in the essay question. Then, they are able to write a new essay based on their ability to remember the sentences from the sample essay that they were taught. Longer intervening periods with more intervention rates such as essay writings about different places are expected to be undertaken for future studies. This will further enhance the writing proficiency of deaf students as guidance can be given more thoroughly and effectively. For students who have difficulty in building sentences, this technique is great to use as not only it helps in guiding the students, but also builds up their courage to start writing based on what they have learned. REFERENCE Abdullah Yusoff dan Che Rabiaah Mohamed. 2004. Penguasaan Bahasa Melayu Dalam Kalangan Murid Pekak: Suatu Sorotan Dari Perspektif Linguistik. Jurnal Bahasa 4:639-680 Aidah Alias, Nadzri Mohd Sharif, Nor Fariza Baharuddin, Meor Hasmadi Meor Hamzah Hamzah dan Farihan Zahari. 2016. Penerokaan Kesan Pengajaran Dan Pembelajaran Menggunakan Imej Visual Dalam Kalangan Pelajar Cacat Pendengaran. Jurnal Komunikasi. 32(1):145-162. Lembaga Peperiksaan Malaysia. 2016. Kupasan Mutu Jawapan Bahasa Melayu SK Penulisan 012 UPSR 2016. Mohd Hanafi Mohd Yasin, Safani Bari dan Nur Ain Mat Hassan. 2013. Pencapaian Bahasa Melayu Murid-Murid Bermasalah Pendengaran Yang Berkomunikasi Menggunakan Pertuturan Kiu. Satiah Abdullah. 2009. Kaedah Pengajaran Bahasa Melayu untuk Murid- Murid Pekak. Ijazah Sarjana Pengajian Bahasa Moden. Fakulti Bahasa Dan Linguistik: Universiti Malaya. Surat, Shahlan., Rahman, Saemah., Mahamod, Zamri., dan Kummin, Saadiah. 2014. The Use of Metacognitive Knowledge in Essay Writing among High School Students. International Education Studies. 7(13): 212-218.
255 AMALAN TERBAIK DALAM MEMARTABATKAN PROJEK TAHUN AKHIR DI KOLEJ VOKASIONAL SIVA RABINDARANG KOLEJ VOKASIONAL SLIM RIVER BAHAGIAN PENDIDIKAN DAN LATIHAN TEKNIKAL VOKASIONAL [email protected] ABSTRAK Projek tahun akhir adalah kursus wajib pelajar Diploma di Kolej Vokasional. Projek tahun akhir dilaksanakan merujuk garis panduan, silibus dan kandungan kursus yang dibangunkan Bahagian Pendidikan dan Latihan Teknikal Vokasional. Penerapan kemahiran insaniah iaitu kemahiran saintifik, penyelesaian masalah dan kemahiran komunikasi seiring dengan silibus projek tahun akhir. Pelajar perlu dibimbing, dibantu secara berterusan agar projek dapat disiapkan dalam tempoh masa yang ditetapkan. Teknik 3P-PTA dirancang dan dihasilkan untuk membantu penghasilan projek tahun akhir. Teknik ini dihasilkan merujuk model ADDIE meliputi analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian. Kajian dilaksanakan untuk menentukan kesesuaian teknik 3P-PTA. Pemilihan, pelaksanaan dan pelaporan projek tahun akhir juga dikaji. Kajian kuantitatif dilaksanakan dengan menggunakan soal selidik. Manakala, kajian kualitatif dilaksanakan dengan temubual separa berstruktur. Seramai 447 pelajar dan 91 penyelaras daripada Kolej Vokasional terlibat dalam kajian kuantitatif. Manakala, 4 pelajar terlibat dalam kajian kualitatif ditentukan dengan persampelan bertujuan. Dapatan kajian menunjukkan teknik 3P-PTA membantu, jelas, bermaklumat, sesuai digunakan dan mudah difahami. Malah, semua penyelaras projek tahun akhir menyatakan teknik ini sesuai digunakan dalam pemilihan, pelaksanaan dan pelaporan. Teknik ini telah dibukukan, didaftarkan dengan Perbadanan Harta Intelek, diterbitkan dalam artikel jurnal dan dipertandingkan dalam pertandingan inovasi. Teknik ini juga ditambah baik secara berterusan dan dijenamakan One Page 3P-PTA. Malah, teknik ini telah dikongsi dalam Didik TV KPM dan disebar luas secara berterusan di Kolej Vokasional. Secara keseluruhannya, penerapan teknik ini membantu serta memudahkan semua personel yang terlibat dalam penghasilan projek tahun akhir. Secara keseluruhannya, pembangunan teknik ini menunjukkan inisiatif pendidik untuk memantapkan kemahiran pelajar agar menghasilkan projek tahun akhir yang berkualiti serta seiring dengan tuntutan semasa. Kata kunci: Projek, diploma, akhir, teknik, panduan PENGENALAN Projek tahun akhir adalah kursus wajib pelajar Diploma di Kolej Vokasional. Pelajar tahun akhir perlu melaksanakan projek tahun akhir mengikut garis panduan yang telah ditetapkan. Garis panduan merupakan satu dokumen untuk membantu pelajar melaksanakan projek tahun akhir. Pelajar juga dibantu oleh penyelia projek yang dilantik mengikut bidang dan kepakaran. Proses pelaksanaan projek tahun akhir bermula daripada perancangan sehingga siap pelaporan berjilid. Rajah 1 menunjukkan proses penghasilan projek tahun akhir.
256 Rajah 1: Proses Penghasilan Projek Tahun Akhir Proses penghasilan projek tahun akhir dilaksanakan secara berterusan selama dua semester merujuk garis panduan yang dibangunkan oleh Bahagian Pendidikan dan Latihan Teknikal Vokasional. Pelajar perlu merujuk garis panduan dan mendapatkan nasihat serta bimbingan penyelia projek sepanjang penghasilan projek tahun akhir. Pelajar perlu lulus kursus projek tahun akhir agar dapat bergraduat (Kementerian Pendidikan Malaysia, 2020). Projek tahun akhir dilaksanakan oleh pelajar semasa di tahun akhir (Kementerian Pendidikan Malaysia, 2020; Rashid et al., 2020; Muhammad Baba Gusau & Mohamad, 2020; Salirawati, Nugraheni & Agbonkpolo, 2020). Pelajar perlu mengaplikasikan semua kemahiran dan pengalaman yang diperoleh sepanjang pengajian dalam penghasilan projek tahun akhir (Alex, 2020; Oviawe & Anetekhai, 2020; Jacek, 2015). Penghasilan projek tahun akhir perlu seiring dengan tuntutan industri (MBOT, 2019). Pelajar juga dinasihatkan untuk mengaplikasikan teknik dan kemahiran terkini yang berkaitan dengan keperluan industri. Projek tahun akhir dihasilkan merujuk garis panduan, silibus dan kandungan kursus yang dibangunkan oleh Bahagian Pendidikan dan Latihan Teknikal Vokasional. Kemahiran insaniah iaitu kemahiran saintifik, penyelesaian masalah dan kemahiran komunikasi diterapkan dalam pembangunan silibus projek tahun akhir. Namun begitu, pensyarah dan pelajar juga perlu sentiasa dibimbing serta dibantu agar projek dapat disiapkan dalam tempoh masa yang ditetapkan. Hal ini kerana, pelbagai cabaran dan rintangan sentiasa berlaku dalam pemilihan, pelaksanaan dan pelaporan projek tahun akhir. Projek tahun akhir merangkumi elemen pemilihan, pelaksanaan dan pelaporan (Rabindarang, 2020; Alex, 2020). Elemen-elemen ini mesti diselesaikan dalam tempoh dua semester atau satu tahun. Sepanjang proses ini, pelajar dibimbing oleh penyelia projek dalam bidang masing-masing (Qasim & Zayid, 2019; Oviawe & Anetekhai, 2020).
257 Menurut Rashid et al. (2020a) penghasilan projek tahun akhir sentiasa menghadapi cabaran kerana kurang pemahaman konsep, proses kerja dan bahan rujukan. Hal ini boleh menyebabkan implikasi negatif dan permasalahan dalam penghasilan projek tahun akhir (Rashid et al., 2020b). Malah, pelajar juga kerap melakukan kesilapan dalam pemilihan, pelaksanaan dan pelaporan projek tahun akhir (Qasem & Zayid, 2019). Menurut Ali et al. (2019) pelajar memerlukan teknik, bahan bantuan dan garis panduan untuk melaksanakan projek tahun akhir. Oviawe & Anetekhai (2020) menyatakan penghasilan projek tahun akhir masih di tahap sederhana kerana kurang kefahaman dan bimbingan. Selain itu, penyelia projek perlu kreatif dan memudahkan pelajar melaksanakan projek tahun akhir mereka. Ini boleh diaplikasikan menggunakan pelbagai teknik dan pendekatan yang bermakna seperti teknik, strategi dan sumber (Lawy & Bloomer, 2003). Malah, pelajar juga memerlukan bahan sokongan, teknik dan rujukan (Rashid et al, 2020a; Rashid et al., 2020b; Muhammad & Mohamad, 2020; Qasem & Zayid, 2019; Leung, Lai, & Yuan, 2015; Lawy & Bloomer, 2003) khususnya untuk pelaksanaan projek tahun akhir. Justeru, satu teknik iaitu 3P-PTA dibangunkan untuk membantu dan memudahkan penghasilan projek tahun akhir yang fokuskan kepada projek nyata. Teknik 3P-PTA diinovasikan untuk membimbing pelajar dalam pemilihan, pelaksanaan dan pelaporan projek tahun akhir. Teknik ini juga telah ditambah baik dengan dijenamakan sebagai One Page 3PPTA. Teknik ini juga telah disebar luaskan dan mendapat input yang baik daripada pelajar, penyelia projek dan panel penilai yang terlibat dengan projek tahun akhir. Selain itu, teknik 3P-PTA telah didaftarkan untuk hak cipta dengan Perbadanan Harta Intelek Malaysia. Justeru, kajian dijalankan untuk mengkaji kesesuaian teknik 3P-PTA dalam pemilihan, pelaksanaan dan pelaporan projek tahun akhir. OBJEKTIF Tujuan amalan terbaik ini ialah memastikan projek tahun akhir dapat dihasilkan dalam tempoh masa yang ditetapkan. Malah, projek tahun akhir yang dihasilkan mencapai kualiti dengan penggunaan teknik 3P-PTA. Merujuk tujuan kajian, berikut adalah objektif projek ini; i. Mengenal pasti kesesuaian teknik 3P-PTA dalam penghasilan projek tahun akhir. ii. Memilih, melaksana dan melaporkan projek tahun akhir dengan teknik 3P-PTA. iii. Mengenal pasti refleksi pelajar tentang kemahiran insaniah dengan penghasilan projek tahun akhir.
258 METODOLOGI Metodologi diadaptasi daripada Model ADDIE iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian. Model ini digunakan untuk menghasilkan teknik 3P-PTA sebagai bahan pembelajaran dan pemudahcaraan. Tujuan model ini diasimilasikan dalam kaedah 3P-PTA agar pemilihan, pelaksanaan dan pelaporan projek tahun akhir adalah efektif serta terfokus. Rajah 2 menunjukkan metodologi yang digunakan dalam penghasilan teknik 3P-PTA merujuk Model ADDIE. Merujuk Model ADDIE, analisis dilaksanakan dengan mengenal pasti permasalahan yang dihadapi oleh pelajar. Permasalahannya ialah tidak dapat memilih, melaksana dan melaporkan projek tahun akhir seperti yang ditetapkan dalam garis panduan. Pelajar juga menyatakan kurang pemahaman, kurang rujukan, kurang kemahiran dan penghasilan projek tahun akhir adalah satu tugasan baharu kepada mereka. Manakala dalam elemen reka bentuk, lawatan penandarasan dilaksanakan ke Universiti Awam, Politeknik, Agensi dan Industri. Tujuannya untuk mendapatkan idea serta cadangan untuk membantu penghasilan projek tahun akhir. Perbincangan, maklumbalas serta komen daripada pelajar, penyelia projek dan penilai luar juga diambil kira dalam proses reka bentuk ini. Rajah 2: Model ADDIE Teknik 3P-PTA dibangunkan merujuk permasalahan yang telah dikenal pasti. Teknik ini dibangunkan dalam bentuk penulisan iaitu dibukukan serta ditambah baik sebagai satu proses kerja yang iaitu One Page 3P-PTA. Merujuk elemen pelaksanaan, teknik 3P-PTA telah disebar luas kepada semua penyelaras projek tahun akhir di Kolej Vokasional. Malah, teknik ini juga telah dikongsi dalam Didik TV KPM agar dapat disebar luar secara menyeluruh. Di samping
259 itu, teknik ini dikongsi dengan kebanyakan Kolej Vokasional sama ada secara bersemuka mahupun secara atas talian. Merujuk aspek penilaian, kajian kesesuaian teknik dilaksanakan dengan pelajar dan penyelaras Kolej Vokasional. Kajian ini dilaksanakan untuk menentukan kesesuaian teknik 3P-PTA. Malah, kajian juga dilaksanakan untuk menentukan pelajar dapat memilih, melaksana dan melaporkan projek tahun akhir dengan menggunakan teknik ini. Di samping itu, refleksi pelajar tentang kemahiran insaniah dikenal pasti dengan penghasilan projek tahun akhir. Reka bentuk kajian ialah pendekatan gabungan kaedah tertanam embedded sequential. Kajian kuantitatif meliputi soal selidik dan kajian kualitatif meliputi temu bual separa berstruktur. Seramai 447 pelajar dan 91 penyelaras daripada Kolej Vokasional terlibat dalam kajian kuantitatif. Manakala, 4 pelajar terlibat dalam kajian kualitatif iaitu temu bual separa berstruktur. Responden ini ditentukan dengan persampelan bertujuan. Soal selidik yang dijawab oleh pelajar dikumpulkan dan disemak. Semakan dilaksanakan untuk memastikan peserta kajian telah menjawab semua item mengikut prosedur yang telah ditetapkan. Kaedah analisis melibatkan statistik deskriptif. Analisis statistik deskriptif terdiri daripada min dan peratus. Jadual 1 menunjukkan julat tahap penilaian min dalam kajian ini. Jadual 1 Julat Tahap Penilaian Min Bil Skor Min Tahap 1 1.00 – 2.33 Tahap rendah 2 2.34 – 3.66 Tahap sederhana 3 3.67 – 5.00 Tahap tinggi Sumber: Pallant (2011) Kaedah temu bual separa berstruktur digunakan bagi kajian kualitatif. Temu bual separa berstruktur adalah bersifat fleksibel tidak terikat dengan satu aspek sahaja. Soalan temu bual separa struktur boleh diubahsuai dan disoal dalam urutan yang berbeza. Tujuannya, peserta kajian faham dan memberikan maklum balas yang bersesuaian dengan kajian. Data kualitatif dianalisis dengan kaedah analisis kandungan. Analisis kandungan adalah kaedah analisis yang sering digunakan dalam menganalisis data kualitatif (Lisah, 2011) DAPATAN DAN IMPLIKASI Bahagian ini terbahagi kepada tiga iaitu analisis data, perbincangan dan implikasi. Bahagian analisis data meliputi tiga objektif kajian. Analisis untuk objektif kajian pertama dan kedua
260 dilaksanakan dengan kaedah statistik deskriptif. Proses penganalisaan data statistik deskriptif meliputi frekuensi, peratusan dan min. Manakala analisis untuk objektif ketiga adalah dengan kaedah analisis kandungan content analysis. Seterusnya, bahagian perbincangan fokuskan keberkesanan amalan terbaik. Manakala, bahagian implikasi fokuskan sumbangan amalan terbaik. Analisis Data Objektif Kajian 1 Mengenal pasti kesesuaian teknik 3P-PTA dalam penghasilan projek tahun akhir. Jadual 2 adalah data berkaitan dengan analisis merujuk objektif kajian 1 bagi kesesuaian teknik 3P-PTA dalam penghasilan projek tahun akhir. Kesesuaian ini ditentukan dengan merujuk dapatan analisis daripada penyelaras projek tahun akhir daripada Kolej Vokasional. Jadual 2 Analisis Kesesuaian Teknik 3P-PTA Bil Item Min Interpretasi 1 Sangat jelas 4.27 Tinggi 2 Sangat bermaklumat 4.35 Tinggi 3 Sangat membantu 4.37 Tinggi 4 Sangat sesuai digunakan 4.33 Tinggi 5 Mudah difahami 4.30 Tinggi 6 Memudahkan pemilihan projek tahun akhir 4.27 Tinggi 7 Memudahkan pelaksanaan projek tahun akhir 4.25 Tinggi 8 Memudahkan pelaporan projek tahun akhir 4.33 Tinggi Analisis kesesuaian teknik 3P-PTA dalam penghasilan projek tahun akhir menunjukkan tahap min yang tinggi. Purata min keseluruhan ialah 4.31 iaitu pada tahap tinggi (Pallant, 2011). Hal ini menunjukkan teknik 3P-PTA sesuai digunakan dalam penghasilan projek tahun akhir. Dapatan juga ditunjukkan dalam rajah 3 dalam bentuk carta.
261 Rajah 3: Kesesuaian Teknik 3P-PTA Objektif Kajian 2 Memilih, melaksana dan melaporkan projek tahun akhir dengan teknik 3P-PTA. Jadual 3 adalah data berkaitan dengan analisis merujuk objektif kajian 2 bagi memilih, melaksana dan melaporkan projek tahun akhir dengan teknik 3P-PTA. Dapatan ini ditentukan dengan merujuk analisis daripada pelajar Kolej Vokasional. Jadual 3 Memilih, Melaksana dan Melapor Projek Tahun Akhir Bil Item Min Interpretasi 1 Saya dapat memilih projek tahun akhir dengan jelas 4.73 Tinggi 2 Saya dapat memilih projek tahun akhir yang sesuai 4.69 Tinggi 3 Saya dapat memilih projek tahun akhir dengan mudah 4.72 Tinggi 4 Saya dapat melaksana projek tahun akhir dengan jelas 4.70 Tinggi 5 Saya dapat melaksana projek tahun akhir yang sesuai 4.71 Tinggi 6 Saya dapat melaksana projek tahun akhir dengan mudah 4.73 Tinggi 7 Saya dapat melapor projek tahun akhir dengan jelas 4.70 Tinggi 8 9 Saya dapat melapor projek tahun akhir yang sesuai Saya dapat melapor projek tahun akhir dengan mudah 4.72 4.61 Tinggi Tinggi Analisis bagi memilih, melaksana dan melaporkan projek tahun akhir menunjukkan tahap min tinggi. Purata min ialah 4.70 iaitu pada tahap tinggi (Pallant, 2011). Pelajar dapat memilih, melaksana dan melaporkan projek tahun akhir dengan menggunakan teknik 3P-PTA. Dapatan juga ditunjukkan dalam rajah 4 dalam bentuk carta.
262 Rajah 4: Memilih, Melaksana dan Melapor Objektif Kajian 3 Mengenal pasti refleksi pelajar tentang kemahiran insaniah dengan penghasilan projek tahun akhir. Sesi temu bual separa berstruktur yang dilaksanakan terhadap 4 pelajar menunjukkan pelajar dapat mengaplikasikan kemahiran insaniah dengan penghasilan projek tahun akhir. Berikut adalah hasil temu bual yang dilaksanakan terhadap pelajar. Menurut responden P1; “… bagi saya, dengan buat projek tahun akhir saya boleh bercakap dengan lebih baik lagi. Saya dapat bercakap dengan ramai orang dan lebih yakin lagi. Saya tak rasa kekok dan dapat komunikasi dengan lebih baik berbanding dahulu”. Menurut responden P2; “… saya rasa saya dapat berfikir dengan lebih baik lagi. Boleh fikir bagaimana hendak menghasilkan sesuatu dengan lebih baik lagi. Banyak idea-idea saya dapat. Lagi pun bukan buat seorang-seorang, boleh bincang dalam kumpulan dan dapat banyak idea-idea. Mudah nak buat projek tahun akhir”. Menurut responden P3; “… banyak masalah berlaku semasa buat projek tahun akhir ini. Tapi, kami semua boleh selesaikan dan hasilkan projek kami. Kami dapat selesaikan semua masalah yang berlaku. Lagi pun kami buat secara kumpulan. Boleh berbincang dan dapat banyak idea.
263 Penyelia pun sangat membantu. Saya rasa banyak ilmu yang kami dapat sepanjang buat projek ini”. Menurut responden P4; “… dengan buat projek tahun akhir ini, saya boleh berfikir macam-macam. Lebih kepada bagaimana nak selesai dan siapkan projek. Kalau tak tahu saya tanya kawan-kawan dan pensyarah saya. Saya rasa beza sangat semasa buat projek. Rasa yakin tu lebih sikit”. Semua responden menunjukkan reaksi positif dan menyatakan pelbagai kemahiran tambahan yang diperolehi. Antaranya ialah dapat berkomunikasi dengan baik, pemikiran di luar kotak, penyelesaian masalah, bekerja dalam kumpulan dan keyakinan diri. Hal ini menunjukkan pelajar dapat mengaplikasikan kemahiran insaniah dengan penghasilan projek tahun akhir. PERBINCANGAN Keberkesanan amalan terbaik iaitu penerapan teknik 3P-PTA telah membantu pelajar dalam memilih, melaksana dan melaporkan projek tahun akhir. Teknik 3P-PTA telah dirangka dan dilaksanakan secara berterusan agar menjadi satu rujukan atau bahan bantu mengajar dalam penghasilan projek tahun akhir. Rajah 4 menunjukkan garis masa pelaksanaan amalan terbaik ini secara berterusan. Rajah 5: Garis Masa Proses Pelaksanaan 3P-PTA Merujuk garis masa proses pelaksanaan 3P-PTA, teknik ini telah disebar luas dan digunakan secara meluas dalam penghasilan projek tahun akhir. Keberkesanan amalan terbaik ini dapat dilihat dengan penggunaan buku 3P-PTA sebagai bahan rujukan tambahan dalam penghasilan projek tahun akhir. Teknik ini juga telah dapat beberapa pengiktirafan di
264 pertandingan inovasi sama ada di peringkat kebangsaan dan antarabangsa. Malah, teknik ini juga disebar luas dengan diterbitkan sebagai artikel dalam jurnal antarabangsa serta dibentangkan dalam pelbagai platform seperti kajian tindakan serta persidangan. IMPLIKASI Implikasi amalan terbaik dalam penerapan teknik 3P-PTA menunjukkan semua pelajar dapat menghasilkan projek tahun akhir seperti dirancang dan dalam tempoh masa yang ditetapkan. Malah, penyebar luasan menerusi Didik TV KPM telah mendapat impak yang baik serta memudahkan penghasilan projek tahun akhir. Impaknya juga dapat dilihat dari pemahaman serta penerimaan pelajar semasa sesi perkongsian secara bersemuka dan talian di beberapa Kolej Vokasional seluruh Malaysia. Komen dan maklum balas menunjukkan penghasilan projek tahun akhir lebih mudah serta terurus dengan penggunaan teknik 3P-PTA. Malah, pelbagai kemahiran diterapkan sejak daripada pemilihan projek lagi seperti kerjasama, kepimpinan, komunikasi, penyelesaian masalah dan pemikiran saintifik. Hal ini membantu dalam peningkatan kemahiran insaniah pelajar. KESIMPULAN Secara keseluruhan teknik 3P-PTA dapat membantu pelajar agar dapat memilih, melaksana dan melaporkan projek tahun akhir. Projek tahun akhir membantu peningkatan kemahiran insaniah secara berterusan dalam kemahiran saintifik, penyelesaian masalah dan kemahiran komunikasi. Pembangunan teknik 3P-PTA adalah bertujuan untuk membantu serta sebagai bahan bantu mengajar dalam penghasilan projek tahun akhir. Pembangunan teknik ini ialah inisiatif pendidik untuk membantu serta meningkatkan pemahaman pelajar agar lebih tersedia dan terfokus dalam penghasilan projek tahun akhir. RUJUKAN Alex, L. (2020). What Can Students Learn from Final Year Projects? Categories Featured, News Post navigation A Digital Workforce Post Covid-19 Tips on How to Get Hired Post MCO. Ali, F., Mariam, Fahmi, M., Herman, M., Ahmad & Juwita. (2019). 49 Tips untuk Projek Tahun Akhir. Penerbit Universiti Teknikal Malaysia Melaka. Jacek, U. (2015). Position of the Final Year Project in an Engineering Curriculum. Global Journal of Engineering Education, 17(3), 113-118. Kementerian Pendidikan Malaysia (KPM). (2020). Garis Panduan Projek Tahun Akhir (PTA) Kolej Vokasional. Majlis Pengarah Pengetua Kolej Vokasional/SMT Kebangsaan. Lawy, R., & Bloomer, M. (2003). Identity and learning as a lifelong project: situating vocational education and work. International Journal of Lifelong Education, 22(1), 24-42.
265 Leung, C., Lai. C., & Yuan. T. (2015). The Development of a Final Year Project Management System for Information Technology Programmes Technology in Education. Transforming Educational Practices with Technology Communications in Computer and Information Science, 494. MBOT. (2019). Technology and Technical Accreditation Manual 2019. Malaysia Board of Technologist. Oviawe, J. I., & Anetekhai, A. O. (2020). Sprouting employability skills in building technology students’ using cooperative learning approaches in Nigerian Polytechnics. Asian Journal of Assessment in Teaching and Learning, 10(1), 59-68. https://doi.org/10.37134/ajatel.vol10.1.7.2020 Qasim, F. A. A., & Zayid, E. I. M. (2019). The challenges and problems faced by students in the early stage of writing research projects in L2, University of Bisha, Saudi Arabia. European Journal of Special Education Research. Rabindarang, S. (2020). Pemilihan, Pelaksanaan dan Pelaporan Projek Tahun Akhir. Koperasi Kolej Vokasional Slim River Berhad. Rashid, W. H. W., Kob, C. G. C., & Abdullah, A. S. (2020a). Keberkesanan Pembelajaran Berasaskan Projek Terhadap Motivasi Intrinsik dalam Subjek Projek Tahun Akhir 1 (PTA1) di Kolej Vokasional Slim River. International Journal of Education, Psychology and Counselling (IJEPC), 5(34), 197-211. Rashid, W. H. W., Kob, C. G. C., & Abdullah, A. S. (2020b). Modul Pembelajaran Berasaskan Projek: Kesan terhadap Pencapaian Teori dalam Projek Tahun Akhir 1 di Kolej Vokasional. Journal of Vocational Education Studies, 3(1), 83-92. Salirawati, D., Nugraheni, A. R. E., &Agbonkpolo, M. U. (2020). An Analysis of validity of test items in chemistry final semester examination for vocational students majoring in computer and networking engineering in Bantul Regency. Asian Journal of Assessment in Teaching and Learning, 10(1), 32-40.
266 NEED FOR SPEED & FUN WITH CARBON COMPOUND THROUGH STARTER GAMES STATIONS IN THE “COXYLESTER RACE” YASMIN BINTI NOORUL AMIN SMK LA SALLE, PETALING JAYA [email protected] ABSTRACT Containing 9 subtopics ranging from 2.1 to 2.9 according to the syllabus, CARBON COMPOUND would take approximately 9 weeks to complete. Students would become restless and bored due to the lengthy duration. A fun and engaging activity was initiated and executed to reduce the teaching duration from 9 weeks to 2 weeks. This Play & Learn strategy caters towards young minds by dividing them into groups and to execute an explorace-based activity where students move from one station to another using the clues provided Students are able to nurture their leadership, cooperative, and communication skills whilst completing the tasks given at the respective stations. 5 subtopics were chosen to be included in this research with the objective to allow the students to explore and enjoy the subtopics 2.3 to 2.7. The name of COXYLester Race was derived from: C – representing Carbon, based on the topic’s name = Carbon Compound, to represent subtopic = 2.3 (Alkene) and 2.4 (Isomerism) CO – representing subtopic 2.5 = alCOhol XYL - representing subtopic 2.6 = CarboXYLic acid Ester - representing subtopic 2.7 = Ester Key Words: explorace, carbon compound, shorten the duration of teaching and learning, play and learn, leadership and cooperative skills INTRODUCTION Background Teaching in an all boy’s school set-up requires a teacher to be creative and innovative. My students are highly energetic. Confining them in a classroom whilst forcing them to attend a lecture will only bore them. The conventional way of teaching Carbon Compound requires 9 weeks to complete the syllabus. This won’t only make the students uneasy, but they would also lose the grasp of the topic and the teachers would struggle to complete the topic. According to Gurian (2006, p.87), boys can be seen as struggling to learn in the ways provided for them, teachers and families becoming frustrated and boys have been labelled as “difficult” or “failures”. Although there are sufficient experiments in this topic, the theoretical area will be lost and the real joy of learning about this topic will not materialised. The need to have an active learning experience is compulsory. Hence, the introduction of an explorace style learning strategy. The Coxylester Race is a great combination of learning & playing. The learning quality is significantly improved because this innovative activity caters towards all of the types of learning style. Based on research conducted, we know that there are kinaesthetic learners, visual learners, auditory learners, and also read/write learners. The explorace is able
267 to assist students by conveying the knowledge in a method that is easily understood by them. For example, kinaesthetic learners will be able to relate to the blindfold activity and the mini experiments as they are inclined towards touching and physically exploring the surroundings. Secondly, auditory learners are easily triggered by words, in this activity communication is an essential ingredient towards the success of the team. On the other hand, visual learners are able to use their skills by identifying the clues that are related to one another. Lastly, read/write learners love to deconstruct words in their brain, by breaking down clues and sentences, they also subconsciously memorise the facts that are given to them. Scope of Problem Two major problems have been identified amongst the students. The first being the lengthy duration of teaching the topic, and the need to have a fast-paced, fun-based learning activity. Chemistry lacks the romance of biology or physics; the former promises to unlock the secrets of life, while the latter probes both the farthest reaches of the universe and infinitesimally small constituents of matter (Balaram, 2005, p.845). Based on this statement, the approach that has been chosen is explorace style learning strategy that combines “play and learn” concept. The explorace style learning strategy is a fast-paced strategy where students have to solve clues and activities at the six designated stations. I have planned and designed the activities at each station carefully to suit the subtopics and at the same time ensuring that my students can grasp the gist of each subtopic correctly. As I watched my students keep up with the explorace and activities, I also noticed how the students bonded beautifully. This method is highly innovative as I can change the activities at the stations to suit other topics as well. The Coxylester Race enables my students to move around from one station to the other. After the explorace, the following 2 weeks is where the students are given worksheets to complete tasks based on the explorace conducted. Goals and Benefits With the Coxylester race method students are given the chance to carry out the activities at their own speed. As much as it is a race, students are given the time to understand the activities on a deeper level, this aims to assist the students in their understanding of the topic. Communication is essential between a student and a teacher; the process of communication unlocks a deeper understanding of the topic or subject. For example, the students are gathered together to discuss the explorace. The students sit together with the teacher and question the need for certain stations. During this session, students are able to release their curiosity and to speak their mind, this process helps students to understand that each area is
268 built to develop a certain skill. With this understanding, the students can then think on a deeper scale when it comes to other topics or issues. 2 weeks after the Coxylester race, students are given worksheets to further cement their knowledge. The advantage to this method is that at the end of 2 weeks, students are able to draw their own carbon compound flowchart reactions starting from alkane, alkene, alcohol, carboxylic acid and ester. LITERATURE REVIEW Planning and choosing activities for an all boys’ school set-up can be unnerving as most teachers find it difficult to connect with boys. This is clearly revealed by Gurian (2006, p.87), boys can be seen as struggling to learn in the ways provided for them, teachers and families becoming frustrated and boys have been labelled as “difficult” or “failures”. The activities planned cannot be in the conventional chalk and talk manner nor can it be an all-day football game session. Gurian (2006, p.88) also raised a question – Should we keep trying to change our boys, or should we change the educational system in which they are now taught? He also mentioned that how do we better effect change than we are now doing, so that boys no longer get most of the failing grades? But does this mean that the activity plan is only suitable for boys? What this research is all about is to be the protector of the students’ mind, regardless of gender. Gurian also mentioned two goals that has to be taken into account while planning for classroom activities. Firstly, the expression and development of the natural self of the child. The child’s genetic self is most important to his or her learning and those who aid the child are charged with helping that self-become fully expressive and developed within the frameworks of a humane society. The second being compensation for areas of inherent disadvantage of fragility. These areas of disadvantage emerge for any child because of particular genetic or environmentally caused weaknesses in his or her learning brain or because the child as an individual carries learning characteristic that don’t fit the mass (p.92). With this idea in mind, the coxylester race was planned and developed to encourage a change in the conventional way of teaching. Ask any student who has studied chemistry or is currently studying chemistry, what do they think of the subject? Most responses would be negative. Students would say that chemistry is difficult, boring and disengaging. This is also suggested by Balaram (2005, p.845) who has said that chemistry lacks the romance of biology or physics; the former promises to unlock the secrets of life, while the latter probes both the farthest reaches of the universe and infinitesimally small constituents of matter. What is there to love about a subject that you are told to just memorize? Recognizing the fact that current children of this era are not easy students who can just accept that they have to memorize facts and figures in Chemistry, more fun and fulfilling activities are planned and executed. But the most significantly showcased
269 here would be this Coxylester Race as a versatile, innovative, creative and super-fun activity that any teacher can do in their classroom. RESULTS AND DISCUSSION Carried out during school hours between 1000hrs – 1300hrs with the consent and the blessings of the school principal, the coxylester Race was executed with the assistance of 3 teachers & 3 lab assistants. The teachers & lab assistants were given the delicate responsibility to man each station. The principal allowed the activity to be carried out provided the respective period teachers agreed to let their teaching periods be used for this activity. Luckily, not only the teachers agreed but they also volunteered to help man the stations to learn how the activity would be carried out. This is the only obstacle that was prominent but after a thorough explanation given to the principal and the respective teachers, the coxylester race was allowed to be executed. There were 6 stations with 2 sub-stations each, the sub-stations were known as the startergame station & the coxylester station. The purpose of the starter-game station is to assist the students to develop their mindset. The students would be prepared mentally to expect a fun approach. This will ensure that the students are ready to learn as they solve the games that are given to them. Relatively the students would then proceed to the coxylester station. The details of the stations are listed in the Table of Figures, Table 1.1. A total of 56 students were divided into 10 groups. The explorace ended at 1200hrs. The extra hour was a post-mortem discussion with the students. We then did a review based on the stations and sub-stations. The student’s feedback have been recorded and taken into account. Below is the result of the discussion based on the survey conducted amongst the students. Table 1 Relevancy of the substations Substations Number of students Understood the relevancy of the station (without explanation) Did not understand the relevancy of the station (without explanation) Ask Me 27 48% 29 52%
270 Alkenes 50 89% 6 11% Blindfold 28 50% 28 50% Isomerism 54 96% 2 4% Separate Me 27 48% 29 52% Alcohol 51 91% 5 9% Magic Carpet 20 36% 36 64% Carboxylic Acid 53 95% 3 5% Bubbles 20 36% 36 64% Ester 50 89% 6 11% Break The Code 25 45% 21 55% Fats And Oils 55 98% 1 2% Based on the discussion, it is evident that there is a trend in the students’ comprehension on the relevancy of the substations before any explanation is given by the teacher. The students understanding of the relevancy of the starter-game stations is in the range of 36% to 50% while the students’ understanding of the coxylester stations is in the range of 89% to 98%. The result of the starter-game stations is understandable as the students wouldn’t have known the reason of the game beforehand. But the result of the coxylester stations could mean either the students truly understood the station’s relevancy, or the starter-game stations are truly a mind opener for the students to fully understand the coxylester stations. Hence, another follow-up discussion was held with the students 3 days after the Coxylester Race. This time, the main point of the discussion was to identify the role of the starter-game stations. This discussion was held to identify if the students saw this as an eye-opener or was it just another game station. Students were asked on how they felt after they completed the starter-game station. They were given the opportunity the choose more than one reaction as their response. The results obtained are in Table 2. Table 2 Students’ feeling after completing the starter-games station Students’ feeling after completing the starter-games station Number of students I feel fresh, happy and energized to carry out the activities in the next station 50 I feel happy and playful 56
271 I feel happy having fun with my friends 56 The starter-game stations helped me to think better for the coxylester stations 50 I was just taking part 6 I don’t feel anything 6 The results clearly show that 89% of the students feel fresh, happy and energized to carry out the activities in the next station. This is basically half of the reason why the activity is designed in a such a way that the students can have fun while embracing the learning of the topic. In the span of 10 periods for 2 weeks, the students are given 2 worksheets to work on. Based on the coxylester race activity, students are required to complete the worksheets in class; with a total of 10 structural questions. Each question carries 10 marks. Based on the work done, the results for the marks obtained are as in Table 1.3. From the marks obtained, it can be concluded that 86% of the students have managed to secure marks between 71 – 100. This is a great achievement considering the duration to actually complete the work done has been reduced tremendously from 9 weeks to 2 weeks. In the past years, this topic is dreaded by both teachers and students due to the duration and the dryness of the topic. The main motivation to implement this activity is solely based on the duration of the teaching of the topic. Table 3 Marks obtained Marks obtained Number of students 90 – 100 20 81 - 90 10 71 - 80 18 61 – 70 5 51 – 60 3 41 – 50 0 0 – 40 0
272 This activity is not rigid, it is versatile as it can be implemented in any subject, provided careful and thorough planning is done. The activities at each substation can be modified and improvised based on the students’ ability and level of understanding. The starter-game activities have their own purposes and uniqueness, they are explained below: ASK ME substation: Students are encouraged to ask questions according to the criteria given. This activity reaps its benefits in future classes where students become bolder in asking teachers questions. BLINDFOLD substation: This station showcases the importance of listening skills as it is a highly depleted skill in the modern world. Students in the era of IR 4.0 are mostly glued to their gadgets, resulting in poor listening skills. It was interesting to observe how the students were giving instructions to their blindfolded friends to move and to pick up the relevant items from the ground. The blindfolded students also shared their feelings on how they felt completely helpless and relied solely on their friends’ voices to give instructions to move forward. One student did say that it was if being a student without a teacher to guide and to show the way. SEPARATE ME substation: This activity is executed to activate the skills to separate coloured stones. Although it seems easy, the students need a distraction before moving onto the next station. Too many confusing tasks may result in the students losing interest. MAGIC CARPET substation: This activity helps bond the students together by making them stick together like family. They are crammed up like sardines on a small banner. Their task is to turn the banner upside-down without a single individual stepping foot out of the banner. It is fun to see how the students laugh and hug each other while they struggle to turn the banner over. Observing the communication is amazing as we get to witness fun and crazy moments which brings joy to our faces. BUBBLES substation: Although this station is messy, it gives the students the opportunity to create soft bubbles. Knowing that bubbles are soft and delicate, the students become more focused and determined. The joy gained from this activity reminisces childhood memories, claimed one student. BREAK THE CODE: Deemed as the hardest station, students are not familiar with breaking the code as words are given in forms of symbols or riddles. Most students have immense vocabulary, with this skill students are able to solve the codes easily. In some cases, the
273 teacher has to trigger a question in order to help kickstart the codebreaking skills amongst the student. Once kickstarted, the students overcome the challenge and the group proceeds to break the subsequent codes. Feeling challenged yet determined, the students take this station as a way to sharpen their thinking skills. CONCLUSIONS AND RECOMMENDATION The success of the Coxylester Race as an activity is determined by 2 major factors. The first factor is the increase in efficiency. The learning and teaching duration were reduced significantly from 9 weeks to 2 weeks. This activity can help teachers who are struggling to complete the syllabus. Teachers can be more productive and can carry out other activities to help their students. Although this activity requires a lot of preparation, teachers will be thankful when they notice the teaching time has been reduced drastically. It will also be fulfilling as the teachers get to view the joyful faces of the students once they realize their capabilities. The second factor would be the sustenance of the subtopics in the student’s minds. Even after days of follow-up discussions, students would still be able to understand the subtopic at the tip of their fingers. This understanding is achieved without the mundane memorizing facts sessions. The next plan of action will be the planning of a modified coxylester race into mini games sessions for other topics in every classroom activity as to not disturb other teachers’ teaching periods. A set of new rubrics will be set to determined how effective the mini games sessions. REFERENCES Balaram, P. (2005). Chemistry: A Discipline in Decline. Current Science, 88(6), 845-846. Retrieved June 9, 2020, from www.jstor.org/stable/24110327 Gurian, M., & Stevens, K. (2006). How Boys Learn. Educational Horizons, 84(2), 87-93. Retrieved June 10, 2020, from www.jstor.org/stable/42927150 Horowitz, G., Domzalski, A., & Elizalde-Utnick, G. (2018). Can We Teach Science in a More Culturally Responsive Way Without Sacrificing Time or Content? Journal of College Science Teaching, 47(6), 8-10. Retrieved June 9, 2020, from www.jstor.org/stable/44840693 Popejoy, K., & Asala, K. (2013). A Team Approach to Successful Learning: Peer Learning Coaches in Chemistry. Journal of College Science Teaching, 42(3), 18-23. Retrieved June 9, 2020, from www.jstor.org/stable/43631790
274 APPENDICES Sample of learning instrument used as part of best practice implementation THE BUBBLE STATION 1. To choose the cards between TASK 1, 2 or 3 2. Perform the task TASK 1 Choose 2 team members Each person to produce a single soap bubble as big as your own palm TASK 2 Choose 3 team members To produce a single soap bubble and to transfer from Person 1 to Person 2 to Person 3 in 1 single transfer TASK 3 Choose 5 team members Each person to produce a single soap bubble as big as your own palm MAGIC CARPET Get all team members to stand on the spread and try to turn it without having any member to leave the spread NOTE : Should the team members accidentally lose balance / stepped outside of the spread, the team has to start again CODE BREAKER (QUESTION) To break the 5 codes given CODE 1 NINER KILO INDIA LIMA OSCAR CHARLIE ALPHA LIMA OSCAR ROMEO INDIA ECHO SIERRA CODE 2 Victory Alpha India Deuter Minus Due Cikgu Yasmin’s nickname Rasa sayang ____, rasa sayang, sayang ____
275 CODE 3 Boo + an expression of awe Tonne + Dante’s Peak with only the shortened version of Daniel is taken Number one in kelantanese dialect + pagar without the father CODE 4 Tendency minus see minus dent Rhymes with thymes Mortein minus stanum Popeye’s wife minus Zaitun CODE 5 Tapak tangan Oscar India Lima Rhymes with dozen Coney dog minus chi hua hua minus ey + tai chi minus qi + end Coleslaw minus law + troll CODE BREAKER (FOR ANSWERS) CODE 1 NINER KILO INDIA LIMA OSCAR CHARLIE ALPHA LIMA OSCAR ROMEO INDIA ECHO SIERRA A: 9 kilocalories CODE 2 Victory Alpha India Deuter Minus Due Cikgu Yasmin’s nickname Rasa sayang ____, rasa sayang, sayang ____ A : Vitamin A CODE 3 Boo + an expression of awe Tonne + Dante’s Peak with only the shortened version of Daniel is taken Number one in kelantanese dialect + pagar without the father A: Buah Tandan Segar
276 CODE 4 Tendency minus see minus dent Rhymes with thymes Mortein minus stanum Popeye’s wife minus Zaitun A: 10 times more oil CODE 5 Tapak tangan Oscar India Lima Rhymes with dozen Coney dog minus chi hua hua minus ey + tai chi minus qi + end Coleslaw minus law + troll A: Palm oil doesn’t contain cholesterol BLIND-FOLD Choose 2 team members In a designated perimeter, the 2 team members will be blindfolded and must listen to the instructions of the other team members to collect 4 cards of correctly matched information (Usage of rubber) The blindfolded members must make way to the end of the perimeter without knocking down or stepping on any of the scattered paper cups SEPARATE ME! TEAM is given a bowl of mixed-coloured stones TASK 1 TEAM must separate the coloured beans into its respective colours in a paper cup TASK 2 Once done with TASK 1 , team must rearrange the coloured beans according to the situation below in a plastic basin contains 50% of yellow beans contains 50% red beans with a combined total of 60 beans
277 TASK 3 Once done with TASK 1 , team must rearrange the coloured beans according to the situation below in a plastic basin contains 30% of the yellow beans in TASK 2 contains 10% of the red beans in TASK 2 contains 40% of green beans from the overall combined total of the beans contains 20% of assorted coloured beans from the overall combined total of the beans SEPARATE ME! ANSWERS TEAM is given a bowl of mixed-coloured beans TASK 1 TEAM must separate the coloured beans into its respective colours in a paper cup (answer : yellow/ red/ blue / green / brown beans – 5 paper cups) TASK 2 Once done with TASK 1 , team must rearrange the coloured beans according to the situation below in a plastic basin contains 50% of yellow beans (answer: 30 beans) contains 50% red beans (answer: 30 beans) with a combined total of 60 beans TASK 3 Once done with TASK 1 , team must rearrange the coloured beans according to the situation below in a plastic basin contains 30% of the yellow beans in TASK 2 (answer: 9 beans) contains 10% of the red beans in TASK 2 (answer : 3 beans) contains 40% of green beans from the overall combined total of the beans (answer: 12 beans) contains 20% of assorted coloured beans from the overall combined total of the beans (answer: 6 beans) (answer: total of 30 beans)
278 Photos during best practice implementation During Coxylester Race Blind Fold station Magic Carpet station Isomerism station Alkene station Code Breaker Station Alcohol Station
279 During Love My Palm Oil Campaign (continuity of the activity – nationwide) Love My Palm Oil Campaign Blindfold station Separate Me! Station Bubbles station Blindfold station Codebreaker station
280