Information & Communication Technology (ICT) Tools in Teaching and Learning Literature Component in Malaysian Secondary Schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Literature Component has been part of the English Syllabus in Malaysian secondary schools level since the year 2000. Previous researches have proven that teaching Literature component is not easy as teachers still rely heavily on the conventional methods like discussing plot, characters, theme, setting and moral values of the texts. With the advancement of Information and Communication Technology (ICT), this study is meant to explore the teachers and students’ usage of ICT and their attitudes towards ICT in teaching and learning of Literature component. The study involves 58 Form 5 students and 33 English teachers in Kapit district, a rural area in Sarawak, Malaysia. The study revealed that ICT is used on the satisfactory level by the teachers as well as the students. In addition, both the students and the teachers possessed high positive attitudes towards the use of ICT tools in Literature lesson and the component itself. However, the implementation and usage do not demonstrate the attitude. To conclude, more actions should be taken to encourage wider usage of ICT in the teaching and learning of Literature component.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it