Exploring Students’ Reactions and Preferences in Learning CTU552 Philosophy and Current Issues: A Qualitative Study
Abstract
The educational paradigm these days has changed with the increasing interest in student-centred learning (SCL) approaches. Hence, students’ learning experiences must be highlighted to facilitate them in achieving effective learning outcomes. The focus of this study was on Philosophy and Current Issues because this course is considered less favoured among students and more difficult compared to other courses, but it is compulsory for all students in higher institutions. Thus, this study aimed to identify UiTM Johor Branch students’ reactions and to explore their preferences in learning CTU552 Philosophy and Current Issues. In this qualitative study, primary data were collected using questionnaires with open-ended questions that required respondents to self-record their answers via a Google form. Questionnaires were distributed to students in UiTM Johor Branch, who registered for this course for two semesters. The period of study included the October 2022 to February 2023 semester and the March to July 2023 semester. This study collected 157 answers from students involved in this survey. This study found that the respondents enjoyed learning CTU552 because of the attractive methods of delivery, the instructor’s personality, the good environment, the life practices, and the provision of new knowledge. There were several challenges in learning this subject because of difficulty, but most respondents were attracted to the uniqueness of the philosophies that were able to explain current issues. This study also found that the respondents preferred simple and understandable explanations, and a fun and stress-free environment, with the inclusion of attractive activities, such as quizzes, games, and additional materials. In conclusion, it is important to highlight these students’ reactions and preferences to ensure an effective learning session.
References
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Cheryan, S., & Plaut, V. C. (2010). Explaining underrepresentation: A theory of precluded interest. Sex Roles, 63(7), 475–488. https://doi.org/10.1007/s11199-010-9835-x
Daj Dejnozka. (2019). Philosophy of For Beginners from Other Fields. https://www.researchgate.net/publication/336891903_Philosophy_of_your_field_-_for_beginners_from_other_fields
Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. International Journal of Management in Education, 20(1), 100562. https://doi.org/10.1016/j.ijme.2021.100562.
Elen, J., Clarebout, G., Léonard, R., & Lowyck, J. (2007). Student-centred and teacher-centred learning environments: What students think. Teaching in Higher Education, 12(1), 105-117.
Fang, J., Pechenkina, E., & Rayner, G. M. (2023). Undergraduate business students’ learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption. International Journal of Management Education, 21(1). https://doi.org/10.1016/j.ijme.2023.100763
Fink, L. Dee. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. eBook: Jossey-Bass Higher and Adult Education Series.
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182–193. https://doi.org/10.1016/j.lindif.2016.01.002
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441–467.
Gregory, M. S., & Lodge, J. M. (2015, June 23). Academic workload: The silent barrier to the implementation of technology-enhanced learning strategies in higher education.
Hasan, N., & Bao, Y. (2020). Impact of “e-learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss. Children and Youth Services Review, 118, 105355. https://doi.org/10.1016/j.childyouth.2020.105355.
Heinze, A., Ufer, S., Rach, S., & Reiss, K. (2012). The student perspective on dealing with errors in mathematics class. In E. Wuttke, & J. Seifried (Eds.), Learning from errors at school and at work (pp. 65–79). Verlach Barbara Budrich.
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699. https://doi.org/10.1016/j.childyouth.2020.105699.
Hwang, G.-J., Chiu, L.-Y., & Chen, C.-H. (2015). A contextual game-based learning approach to improving students’ inquiry-based learning performance in social studies courses. Computers in Education, 81, 13–25.
Jabatan Pendidikan Tinggi. (2017). Garis Panduan Matapelajaran Pengajian Umum. Kementerian Pendidikan Tinggi: Putrajaya. https://drive.google.com/file/d/1cm1AoWmCa5LM9hFtEpzIIDWQbYzMiwg0/view
Jnanathapaswi, Swami. (2021). Thematic Analysis & Coding: An Overview of the Qualitative Paradigm. An Introduction to Social Science Research, New Delhi: APH Publishing Corporation. DOI: 10.6084/m9.figshare.17159249.
Kassim, F., Mat Noor, N. A. ., Abdul Azzis, M. S., Seok Ching, I. Y. ., Ramli, R., & Hanafi, F. . (2023). Pelaksanaan dan Keberkesanan Kaedah Pengajaran dan Pembelajaran Kursus Falsafah dan Isu Semasa dalam Kalangan Pelajar di Universiti Malaya: Implementation and Effectiveness of Teaching and Learning Methods of Philosophy and Current Issues Courses among Students in Universiti Malaya . Sains Insani, 8(1), 15-24. https://sainsinsani.usim.edu.my/index.php/sainsinsani/article/view/416
Elsalem, L., Al-Azzam, N., Jum'ah, A. A., Obeidat, N., Sindiani, A. M., & Kheirallah, K. A. (2020). Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences. Annals of Medicine and Surgery, 60, 271-279.
Gopinathan, S., Kaur, A. H., Ramasamy, K., & Raman, M. (2021). Enhancing innovative delivery in schools using design thinking. F1000Research, 10.
Lahmer, Mokhtaria. (2022). Analyzing Open-ended Questions for Qualitative Research. Metodologia 3: Journal of International and Finnish Methodology. Issue III. November 2022. Finnish Methodology Society Page 101-118. Retrieved from: https://www.journalofmethodology.com/en/publications/ Access by 27 August 2023.
Latifah Abdul Latiff, Ros Aiza Mohd Mokhtar & Abd Hakim Mohad (2020a). Analisis Deskriptif Persepsi Pelajar Terhadap Pensyarah Falsafah Dan Isu Semasa (FIS). Dlm Mohd Radhi Ibrahim, Wan Mohd Fazrul Azdi Wan Razali, Ros idayu Sabran, Nik Suhaida Nik Abdul Majid, Najib Sheikh Abdisamad, Mohd Hamidi Ismail & Yuseri Ahmad (Ed.) E- Proceeding of The International Conference on Aqidah, Religions and Social Sciences (SIGMA10) Conference, 4 November 2020 (hlm. 125-133).https://oarep.usim.edu.my/jspui/handle/123456789/17081
Latifah Abdul Latiff, Ros Aiza Mohd Mokhtar & Abd Hakim Mohad. (2020b). Penerimaan Pelajar USIM Terhadap Kursus Falsafah dan Isu Semasa. Proceedings International Seminar on Islam and Science (SAIS 2020) Conference, 15 Okt 2020 (hlm. 775-787). https://oarep.usim.edu.my/jspui/handle/123456789/683
Lee, H., Choi, J., & Boo, E. (2019). The effect of situational interest enhancing strategies on mathematics learning in elementary school students. The Korean Journal of Educationl Psychology, 33(4), 681–706. https://doi.org/10.17286/kjep.2019.33.4.07
Lee, S. J., & Branch, R. M. (2022). Students’ Reactions to a Student-Centered Learning Environment in Relation to Their Beliefs about Teaching and Learning. International Journal of Teaching and Learning in Higher Education 2022, 33(3), 298–305. http://www.isetl.org/ijtlhe/
Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39 (2), 86–99. https://doi.org/10.1016/j.cedpsych.2014.02.002
Lieder, E. R., Nakazato, N., Ohtani, K., Ishii, R., Fukuzumi, N., Sakaki, M., Ishikawa, S. ichi, Suzuki, T., Murayama, K., & Tanaka, A. (2023). Children’s study habits are predicted by their parents’ learning strategy preferences. Learning and Instruction, 88. https://doi.org/10.1016/j.learninstruc.2023.101809
Mahadi Abu Hassan, Norliah Kudus, Ahmad Ridzwan Mohd Noor, Shahrulanuar Mohamed. (2021). Modul Falsafah Dan Isu Semasa. Melaka: Penerbit UTEM. https://www.researchgate.net/publication/354624013_Modul_Falsafah_Dan_Isu_Semasa
Marinsah, S. A., Abang Muis, A. M. R., Esa, M. S., Othman, I. W., Ramlie, H., Mokhtar, S., & Yusoff, M. S. (2021). Pengajaran Kursus Falsafah dan Isu Semasa (FIS) dalam Membentuk Pemikiran Kritis: Penelitian Terhadap Modul Kursus FIS di Pusat Penataran Ilmu dan Bahasa (PPIB), Universiti Malaysia Sabah. International Journal of Education, Psychology and Counseling, 6(39), 137-149.
Marinsah, S. A., Ramlie, M. N. H. H. H., & Othman, I. W. (2022). Signifikan Kursus Falsafah dan Isu Semasa (FIS) dalam Pembentukan Akhlak dan Moral di Universiti Malaysia Sabah. International Journal of Education, Psychology and Counseling, 7 (45), 127-136.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers in Education, 52(1), 1–12.
Partridge, H., Ponting, D., & McCay, M. (2011). Good practice Report: Blended learning Sydney: The Australian Learning and Teaching Council.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283.
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Ros Aiza binti Mohd Mokhtar, Siti Nor Baya binti Mat Yacob, et.al. Proceedings of the 7 th International Prophetic Conference (SWAN) 2020) Universiti Sains Islam Malaysia, 29-30 October 2020. https://oarep.usim.edu.my/jspui/bitstream
Rowicka, M., & Postek, S. (2023). Who likes to learn new things? How Gamification User Types and Satisfaction but not the frustration of basic psychological needs explain the preference for learning new things. Acta Psychologica, 236. https://doi.org/10.1016/j.actpsy.2023.103925
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105–111.
Shri Nikunja Ranjan Dash. (2015). (MA Thesis). Philosophical Foundation of Education. Directorate of Distance and Continuing Education. Vanivihar: Utkal University. https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_1.pdf
Simoni Iliadi, Kostas Theologou, and Spyridon Stelios. (2019). Are University Students Who Are Taking Philosophy Courses Familiar with The Basic Tools for Argument. 42 (3). 197-220DOI: 10.5840/teachphil2019726106 https://www.researchgate.net/publication/334993664_Are_University_Students_Who_Are Taking_Philosophy_Courses_Familiar_with_the_Basic_Tools_for_Argument_in_advance
Soncini, A., Matteucci, M. C., & Butera, F. (2021). Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate. European Journal of Psychology of Education, 36, 719–738. https://doi.org/10.1007/s10212-020-00494-1.
Sung, H.-Y., & Hwang, G.-J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers in Education, 63, 43–51.
Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers in Education, 144, Article 103698.
Wiggins GP, McTighe J. (2005). Understanding by Design. Moorabbin, Vic: Hawker Brownlow Education.
Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224.
Yukir, M. (2023). An Investigation of the Correlation of Lectures Personality and Students Reading Achievement in Learning Reading Comprehension. MAJESTY JOURNAL, 5(1), 22-37. https://doi.org/10.33487/majesty.v5i1.5384
Agustianingsih, R, Mahmudi A. (2018) How to design open-ended questions?: Literature review. Journal of Physics: Conference Series 1320. doi:10.1088/1742-6596/1320/1/012003
Ballou, Janice. (2008) Encyclopedia of Survey Research Methods: Open-Ended Question. Thousand Oaks. SAGE Publications, Inc. DOI: http://dx.doi.org/10.4135/9781412963947.n350
Berry, T., Cook, L., Hill, N., & Stevens, K. (2010). An exploratory analysis of textbook usage and study habits: misperceptions and barriers to success, Coll. Teach. 59 (1) (2010 Dec 27) 31–39.
Braun, V. & Clarke, V. (2012) Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). Washington, DC: American Psychological Association.
Cheryan, S., & Plaut, V. C. (2010). Explaining underrepresentation: A theory of precluded interest. Sex Roles, 63(7), 475–488. https://doi.org/10.1007/s11199-010-9835-x
Daj Dejnozka. (2019). Philosophy of For Beginners from Other Fields. https://www.researchgate.net/publication/336891903_Philosophy_of_your_field_-_for_beginners_from_other_fields
Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. International Journal of Management in Education, 20(1), 100562. https://doi.org/10.1016/j.ijme.2021.100562.
Elen, J., Clarebout, G., Léonard, R., & Lowyck, J. (2007). Student-centred and teacher-centred learning environments: What students think. Teaching in Higher Education, 12(1), 105-117.
Fang, J., Pechenkina, E., & Rayner, G. M. (2023). Undergraduate business students’ learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption. International Journal of Management Education, 21(1). https://doi.org/10.1016/j.ijme.2023.100763
Fink, L. Dee. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. eBook: Jossey-Bass Higher and Adult Education Series.
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182–193. https://doi.org/10.1016/j.lindif.2016.01.002
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441–467.
Gregory, M. S., & Lodge, J. M. (2015, June 23). Academic workload: The silent barrier to the implementation of technology-enhanced learning strategies in higher education.
Hasan, N., & Bao, Y. (2020). Impact of “e-learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss. Children and Youth Services Review, 118, 105355. https://doi.org/10.1016/j.childyouth.2020.105355.
Heinze, A., Ufer, S., Rach, S., & Reiss, K. (2012). The student perspective on dealing with errors in mathematics class. In E. Wuttke, & J. Seifried (Eds.), Learning from errors at school and at work (pp. 65–79). Verlach Barbara Budrich.
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699. https://doi.org/10.1016/j.childyouth.2020.105699.
Hwang, G.-J., Chiu, L.-Y., & Chen, C.-H. (2015). A contextual game-based learning approach to improving students’ inquiry-based learning performance in social studies courses. Computers in Education, 81, 13–25.
Jabatan Pendidikan Tinggi. (2017). Garis Panduan Matapelajaran Pengajian Umum. Kementerian Pendidikan Tinggi: Putrajaya. https://drive.google.com/file/d/1cm1AoWmCa5LM9hFtEpzIIDWQbYzMiwg0/view
Jnanathapaswi, Swami. (2021). Thematic Analysis & Coding: An Overview of the Qualitative Paradigm. An Introduction to Social Science Research, New Delhi: APH Publishing Corporation. DOI: 10.6084/m9.figshare.17159249.
Kassim, F., Mat Noor, N. A. ., Abdul Azzis, M. S., Seok Ching, I. Y. ., Ramli, R., & Hanafi, F. . (2023). Pelaksanaan dan Keberkesanan Kaedah Pengajaran dan Pembelajaran Kursus Falsafah dan Isu Semasa dalam Kalangan Pelajar di Universiti Malaya: Implementation and Effectiveness of Teaching and Learning Methods of Philosophy and Current Issues Courses among Students in Universiti Malaya . Sains Insani, 8(1), 15-24. https://sainsinsani.usim.edu.my/index.php/sainsinsani/article/view/416
Elsalem, L., Al-Azzam, N., Jum'ah, A. A., Obeidat, N., Sindiani, A. M., & Kheirallah, K. A. (2020). Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences. Annals of Medicine and Surgery, 60, 271-279.
Gopinathan, S., Kaur, A. H., Ramasamy, K., & Raman, M. (2021). Enhancing innovative delivery in schools using design thinking. F1000Research, 10.
Lahmer, Mokhtaria. (2022). Analyzing Open-ended Questions for Qualitative Research. Metodologia 3: Journal of International and Finnish Methodology. Issue III. November 2022. Finnish Methodology Society Page 101-118. Retrieved from: https://www.journalofmethodology.com/en/publications/ Access by 27 August 2023.
Latifah Abdul Latiff, Ros Aiza Mohd Mokhtar & Abd Hakim Mohad (2020a). Analisis Deskriptif Persepsi Pelajar Terhadap Pensyarah Falsafah Dan Isu Semasa (FIS). Dlm Mohd Radhi Ibrahim, Wan Mohd Fazrul Azdi Wan Razali, Ros idayu Sabran, Nik Suhaida Nik Abdul Majid, Najib Sheikh Abdisamad, Mohd Hamidi Ismail & Yuseri Ahmad (Ed.) E- Proceeding of The International Conference on Aqidah, Religions and Social Sciences (SIGMA10) Conference, 4 November 2020 (hlm. 125-133).https://oarep.usim.edu.my/jspui/handle/123456789/17081
Latifah Abdul Latiff, Ros Aiza Mohd Mokhtar & Abd Hakim Mohad. (2020b). Penerimaan Pelajar USIM Terhadap Kursus Falsafah dan Isu Semasa. Proceedings International Seminar on Islam and Science (SAIS 2020) Conference, 15 Okt 2020 (hlm. 775-787). https://oarep.usim.edu.my/jspui/handle/123456789/683
Lee, H., Choi, J., & Boo, E. (2019). The effect of situational interest enhancing strategies on mathematics learning in elementary school students. The Korean Journal of Educationl Psychology, 33(4), 681–706. https://doi.org/10.17286/kjep.2019.33.4.07
Lee, S. J., & Branch, R. M. (2022). Students’ Reactions to a Student-Centered Learning Environment in Relation to Their Beliefs about Teaching and Learning. International Journal of Teaching and Learning in Higher Education 2022, 33(3), 298–305. http://www.isetl.org/ijtlhe/
Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39 (2), 86–99. https://doi.org/10.1016/j.cedpsych.2014.02.002
Lieder, E. R., Nakazato, N., Ohtani, K., Ishii, R., Fukuzumi, N., Sakaki, M., Ishikawa, S. ichi, Suzuki, T., Murayama, K., & Tanaka, A. (2023). Children’s study habits are predicted by their parents’ learning strategy preferences. Learning and Instruction, 88. https://doi.org/10.1016/j.learninstruc.2023.101809
Mahadi Abu Hassan, Norliah Kudus, Ahmad Ridzwan Mohd Noor, Shahrulanuar Mohamed. (2021). Modul Falsafah Dan Isu Semasa. Melaka: Penerbit UTEM. https://www.researchgate.net/publication/354624013_Modul_Falsafah_Dan_Isu_Semasa
Marinsah, S. A., Abang Muis, A. M. R., Esa, M. S., Othman, I. W., Ramlie, H., Mokhtar, S., & Yusoff, M. S. (2021). Pengajaran Kursus Falsafah dan Isu Semasa (FIS) dalam Membentuk Pemikiran Kritis: Penelitian Terhadap Modul Kursus FIS di Pusat Penataran Ilmu dan Bahasa (PPIB), Universiti Malaysia Sabah. International Journal of Education, Psychology and Counseling, 6(39), 137-149.
Marinsah, S. A., Ramlie, M. N. H. H. H., & Othman, I. W. (2022). Signifikan Kursus Falsafah dan Isu Semasa (FIS) dalam Pembentukan Akhlak dan Moral di Universiti Malaysia Sabah. International Journal of Education, Psychology and Counseling, 7 (45), 127-136.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers in Education, 52(1), 1–12.
Partridge, H., Ponting, D., & McCay, M. (2011). Good practice Report: Blended learning Sydney: The Australian Learning and Teaching Council.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283.
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Ros Aiza binti Mohd Mokhtar, Siti Nor Baya binti Mat Yacob, et.al. Proceedings of the 7 th International Prophetic Conference (SWAN) 2020) Universiti Sains Islam Malaysia, 29-30 October 2020. https://oarep.usim.edu.my/jspui/bitstream
Rowicka, M., & Postek, S. (2023). Who likes to learn new things? How Gamification User Types and Satisfaction but not the frustration of basic psychological needs explain the preference for learning new things. Acta Psychologica, 236. https://doi.org/10.1016/j.actpsy.2023.103925
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105–111.
Shri Nikunja Ranjan Dash. (2015). (MA Thesis). Philosophical Foundation of Education. Directorate of Distance and Continuing Education. Vanivihar: Utkal University. https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_1.pdf
Simoni Iliadi, Kostas Theologou, and Spyridon Stelios. (2019). Are University Students Who Are Taking Philosophy Courses Familiar with The Basic Tools for Argument. 42 (3). 197-220DOI: 10.5840/teachphil2019726106 https://www.researchgate.net/publication/334993664_Are_University_Students_Who_Are Taking_Philosophy_Courses_Familiar_with_the_Basic_Tools_for_Argument_in_advance
Soncini, A., Matteucci, M. C., & Butera, F. (2021). Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate. European Journal of Psychology of Education, 36, 719–738. https://doi.org/10.1007/s10212-020-00494-1.
Sung, H.-Y., & Hwang, G.-J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers in Education, 63, 43–51.
Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers in Education, 144, Article 103698.
Wiggins GP, McTighe J. (2005). Understanding by Design. Moorabbin, Vic: Hawker Brownlow Education.
Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224.
Yukir, M. (2023). An Investigation of the Correlation of Lectures Personality and Students Reading Achievement in Learning Reading Comprehension. MAJESTY JOURNAL, 5(1), 22-37. https://doi.org/10.33487/majesty.v5i1.5384
Published
2024-03-01
How to Cite
ALI, Nurul Badriyah et al.
Exploring Students’ Reactions and Preferences in Learning CTU552 Philosophy and Current Issues: A Qualitative Study.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 75-88, mar. 2024.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/25573>. Date accessed: 23 may 2025.
Section
English Section
