ACADEMIC CALENDAR 2013/2014 SESSION

SEMESTER I Orientation Lecture Inter-Semester Break Lecture Revision Week First Semester Examination First Semester Break 1 week 8 weeks 1 week 6 weeks 1 week 3 weeks 4 weeks 24 weeks SEMESTER II Lecture Second Semester Break Lecture Revision week Second Semester Examination 7 weeks 1 week 7 weeks 1 week 3 weeks 19 weeks ANNUAL BREAK/SPECIAL SEMESTER Break 9 weeks or Lectures & Examination 8 weeks 30.06.2014 22.08.2014 28.06.2014 31.08.2014 17.02.2014 07.04.2014 14.04.2014 02.06.2014 09.06.2014 06.04.2014 13.04.2014 01.06.2014 08.06.2014 27.06.2014 02.09.2013 09.09.2013 02.11.2013 11.11.2013 21.12.2013 30.12.2013 20.01.2014 08.09.2013 01.11.2013 10.11.2013 20.12.2013 29.12.2013 19.01.2014 16.02.2014

*
@#

+ ^

*
@ #

+ ^

Hari Raya Aidil Adha on (15 October 2013) Deepavali on (2 November 2013) Maal Hijrah on (5 November 2013) Christmas on (25 December 2013) New Year on (1 January 2014) Chinese New Year on (31 January 2014)

HANDBOOK
MASTERS DEGREE PROGRAMMES
2013/2014 SESSION

FACULTY OF EDUCATION UNIVERSITY OF MALAYA

50603 KUALA LUMPUR

HANDBOOK

Mission of University of Malaya

Mission of Faculty of Education

To advance knowledge and learning through quality research and education for the nation and for humanity

To improve knowledge generation to form a centre of excellence in education and human capital development through teaching, research, innovation, publication and educational consultation

Vision of University of Malaya

Vision of Faculty of Education

To be an internationally renowned institution of higher learning in research, innovation, publication and teaching

To become the centre of excellence at the national and international level in education, human capital development, research, innovation, publication and educational consultation

TABLE OF CONTENTS DEANS MESSAGE GENERAL INFORMATION ADMINISTRATION OF THE FACULTY OF EDUCATION UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 SOFT SKILLS MASTER OF COUNSELLING University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (SOCIOLOGY OF EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (SOCIAL SCIENCE EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (ISLAMIC EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (VALUE EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (ART EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (PHILOSOPHY OF EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010

PAGE 7 9 13 24 36 76 131

137

143

149

155

161

167

MASTER OF EDUCATION (LANGUAGE EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (ENGLISH LANGUAGE EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (ARABIC LANGUAGE EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (PLANNING AND ADMINISTRATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (MATHEMATICS EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (SCIENCE EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (HEALTH EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (PHYSICAL EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (SPECIAL EDUCATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATION (MEASUREMENT AND EVALUATION) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010

173

179

185

191

197

203

209

215

221

227

233

MASTER OF EDUCATION (CURRICULUM AND DEVELOPMENT) University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EARLY CHILDHOOD EDUCATION University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF EDUCATIONAL MANAGEMENT University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF INSTRUCTIONAL TECHNOLOGY University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 MASTER OF MATHEMATICS EDUCATION WITH COMMUNICATION AND TECHNOLOGY University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 INFORMATION

239

245

252

258

264

MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY University of Malaya (Masters Degree) Rules 2010 University of Malaya (Masters Degree) Regulations 2010 COURSE DESCRIPTION FACILITIES LOCATION OF ROOMS ACKNOWLEDGEMENT

271

278 371 374 384

DEANS MESSAGE

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION

DEANS MESSAGE

Bismillahirahmanirahim Assalamualaikum w.b.k and a very warm welcome to all. The staff of the Faculty of Education welcome your presence at the faculty, regarded as one of the top faculties in its field. Congratulations on your success. Praise be to Allah the Almighty for allowing the Faculty of Education to produce thousands of educators and intellectuals in this nation since the establishment of the Faculty in 1965. As an educational institute, this Faculty is always committed and strives with dedication to be acknowledged as a center of excellence at the national as well as international level. Strengthened and guided by its mission and stated vision, this faculty is always working toward shaping the educational leaders of tomorrow, leaders who are equipped with characteristics of ethical behavior, intellectual soundness, and skills in undertaking research. As future leaders, university students should possess the skills of planning their studies well and also have the capability to manage time such that they are able to complete their studies in the minimum time possible. Skills in academic writing are the key to student success. Hence the students who truly succeed are the ones who are dedicated, disciplined, patient and painstaking in all the work they produce. Starting from the 2009 session onwards the main output expected by the faculty of every student is the production of writings published by reputable refereed international journals. The intelligent student who can achieve this is akin to a bright light shining on the faculty. Finally, again I would like to congratulate all of you for your achievement in pursuing a university education. I hope that you will use this golden opportunity to deepen your knowledge and learning, and that you will use your experience as a source of inner strength to achieve excellence. I wish you success in rendering your service to the field of education. With best wishes to all of you. Thank you.

EXCELLENCE WITH UM

PROFESOR DR SAEDAH SIRAJ DEAN FACULTY OF EDUCATION UNIVERSITY OF MALAYA

GENERAL INFORMATION

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION

GENERAL INFORMATION
The University of Malaya, the first local university, was established in 1962 to meet the higher education needs of the country. A year and a half later, in June 1963, the School of Education was formed. The school offered the postgraduate Diploma in Education to graduates who chose to enter the teaching profession. The school expanded rapidly and was upgraded to the status of faculty in July 1965. The Masters of Education (M.Ed) programme was introduced for the first time two years later and this was followed by the Doctor of Philosophy (Ph.D) programme in 1969. Since its establishment, the Faculty of Education has successfully trained almost 20,000 graduates. From among them, more than 15,000 have graduated with the Diploma in Education, more than 1,000 with a Master degree and about 3,500 with a Bachelor in Education degree. In tandem with the University of Malayas vision, the Vision of the Faculty of Education is to be a centre of excellence in education and human capital development at the national and international levels Core Values of the University of Malaya is Integrity Respect Academic Freedom Open-mindedness Accountability Professionalism Meritocracy Teamwork Creativity Social Responsibility

Towards this end, the Mission of the Faculty of Education is to generate knowledge while striving to be a centre of excellence in education and human capital development through teaching, research, innovation, publication and consultancy To achieve this mission, the Faculty has identified the following general objectives: To produce competent teachers for schools and other educational institutions To produce experts in all areas of education and human development To become a postgraduate centre in education and human development To become a centre of innovation in basic and applied research in all areas of education and human development To become the centre of training and consultation in the field of education for organizations and institutions

The Faculty is proactive in keeping pace with the ever-changing demands in the field of education. This includes the reappraisal of programmes and courses, curriculum revisions and departmental restructuring to accommodate new changes when necessary. In 1970, the structure of the Faculty comprised five divisions. However, because of new developments and paradigm shifts in the educational system, the Faculty had a series of restructuring and reorganisation exercises to enable the Faculty to realise its vision and objectives. The latest organisational restructuring was carried out in 2001 resulting in the formation of the following departments. 10

Department of Educational Foundations and Humanities Department of Educational Psychology and Counselling Department of Educational Management, Planning and Policy Department of Language and Literacy Education Department of Mathematics and Science Education Department of Curriculum and Instructional Technology

Besides offering courses at the postgraduate level since its inception, the Faculty also conducts undergraduate programmes. In 1989, the Faculty started its own undergraduate programme the Bachelor of Education in the Teaching of English as a Second Language (B. Ed. TESL). The programme is being run in collaboration with the Faculty of Languages and Linguistics and the Faculty of Arts and Social Sciences. Other degree programmes offered by the Faculty include the Bachelor of Early Childhood Education which commenced in 1998 followed by the Bachelor of Counselling in 1997. Besides the above programmes, the Faculty is also involved in joint programmes with other faculties. Among these programmes is the Bachelor of Science with Education (B.Sc.Ed.). The programme was initiated jointly with the Faculty of Science in 1975, to meet the great demand for science and mathematics teachers at the upper secondary level. Another programme is the Bachelor of Islamic Education (B. Islamic Ed.) which was introduced in 1982. This course is conducted jointly with the Islamic Academy, University of Malaya, to prepare teachers to teach Islamic Studies in schools. Other programmes are the Bachelor of Education (Teaching of Tamil) conducted jointly with the Faculty of Arts and Social Sciences and the Bachelor of Language and Linguistics with Education (Chinese) conducted jointly with the Faculty of Languages and Linguistics. Currently the Faculty offers the following undergraduate programmes: 1. 2. 3. Bachelor of Education (TESL) Bachelor of Early Childhood Education Bachelor of Counseling

The Facultys role is not limited to teacher education. Each Faculty member has his/her own area of expertise in a particular field of education and many serve as advisers or consultants to the Ministry of Education and various organisations. Some members of the Faculty work closely with overseas and international agencies including the World Bank, UNESCO, UNICEF, IBRD, RESCAM and RELC. All academic staff members are actively involved in research and numerous papers and articles have been published in both local and international journals. Research by faculty members is largely sponsored by grants from the University or agencies from within and outside the country. The Faculty of Education has embarked on a mission to enhance its role as a centre for higher degrees in education. The Faculty aims to produce more postgraduate educators to meet the demands of a dynamic education system. With the present academic staff strength of nearly 100 members compared to only five in 1963, the Faculty can proudly claim to having a pool of talented expertise with the ability to make greater contributions to development in the field of education. The Faculty of Education has the largest number of postgraduate students pursuing either the Master or PhD degrees at the University of Malaya. While most of these graduate students are Malaysians, there are also postgraduate students who come from foreign countries like Algeria, Libya, Thailand, Brunei, Fiji, Sri Lanka, the Cook Islands, Samoa, China, various African and other countries. With the presence of international students, the exposure and training received is enriching as students are able to share their diverse experiences and views.

11

Faculty offers the following postgraduate programmes as below: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Master of Counselling Master of Education (Curriculum Development) Master of Education (Planning and Administration) Master of Education (Physical Education) Master of Education (Health Education) Master of Education (Educational Psychology) Master of Education (Measurement and Evaluation) Master of Education (Special Education) Master of Education (Language Education) Master of Education (Arabic Language Education) Master of Education English Language Education) Master of Education (Science Education) Master of Education (Mathematics Education) Master of Education (Social Science Education) Master of Education (Sociology of Education) Master of Education (Islamic Education) Master of Education (Values Education) Master of Education (Arts Education) Master of Education (Philosophy of Education) Master of Early Childhood Education Master of Educational Management Master of Instructional Technology Master of Mathematics Education with Information and Communication Technology Master of Science Education with Information and Communication Technology

Faculty of Education also offers Doctor of Philosophy (PhD) programme by Research and Coursework and Research. For programme by Coursework and Research, the three (3) areas of specialisation namely; 1. 2. 3. Curriculum and Instruction Education Management and Policy Counselling

Although the official medium of instruction for the Masters and PhD programmes is Malay, most of the courses are taught in English. This is to enable foreign students who are not proficient in the Malay language to pursue their postgraduate studies at the Faculty. In effect, all staff members are bilingual, that is, they are proficient in the Malay language as well as in English.

12

ADMINISTRATION OF THE FACULTY OF EDUCATION

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
13

ADMINISTRATIVE STAFF (DEANS OFFICE) Dean Deputy Dean (Higher Degree) : Saedah Siraj BAHons, DipEd, MEd(Mal), PhD(Pittsburgh) : Moses Samuel BAHons, DipEd, MEd(Mal), EdD(Harvard) : Zawawi Ismail BAHons(Yarmouk), DipEd(IIUM), MEd(UKM), PhD(UKM) : Fatimah Hashim BAHons(Mal), MEd(Michigan State), EdD(Monash) : Masitah Idris BScHons(Mal), MBA(Leicester) : Mahfuza Mohd Nasir BS (Communication)(UPM) : Anida Kamaludin BBA Hons, DBS (UiTM)

Deputy Dean (Undergraduate) Deputy Dean (Research) Senior Assistant Registrar (Administration & Development) Assistant Registrar (Undergraduate) Assistant Registrar (Higher Degree)

14

FACULTY MEMBERS

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND HUMANITIES Head of Department Associate Professor : : : Lecturers : Zaharah Hussin BIsEdHons, MEd(Mal), PhD(UKM) Norani Mohd. Salleh BAHons, DipEd(Mal), BEdHons, MEd(Massey), PhD(Dalhousie) Wan Hasmah Wan Mamat BAHons, DipEd(Mal), DipPengIs(UKM), MA(East Anglia), EdD (Monash) Abd. Razak Zakaria BAHons(UKM), MA(UKM), PhD(Mal) Ghazali Darusalam BAHons(UKM), CertEd(MPI), MA(UKM), PhD(Mal) Latifah Ismail BAHons(USM), DipEd(USM), Med(Tsukuba), PhD(Nottingham) Rahimi Md Saad BAHons(Yarmouk), DipEd(IIUM), MEd(Mal) Vishalache Balakrishnan CertEd, Specialist CertEd, BEdHons, MEd(Mal), PhD (VUM,NZ) Zaharah Hussin BIsEdHons, MEd(Mal), PhD(UKM) Mohd Faisal Mohamed BJuris(Al al-Bayt), MA(Portsmouth) Wail Muil Alhaj Said Ismail Bsc, Med, PhD (Yarmok) Abdul Muhsein Sulaiman BIsEd(Mal), M.Ed.(Mal) Azniyati Kamaruddin DipEd(Mal), BEdHons(Mal), MEd(Mal) Nur Adha Muhamad Sanif BA(UiTM) Nur Hasbuna Saleh BCouns(Mal)

: : : :
*:

Visiting Lecturer Tutor-Bumiputra Academic Training Scheme/SLAI : : : :

Study Leave

15

DEPARTMENT OF LANGUAGE AND LITERACY EDUCATION Head of Department Professor : : : Associate Professor : : Lecturers : : : : : : : : : : : : Tutor-Bumiputra Academic Training Scheme/SLAI : : : Abdul Jalil Othman CertEd(MPSAH), BEdHons(UPM), MEd(Mal), PhD(Mal) Fatimah Hashim BAHons(Mal), MEd(Michigan State), EdD(Monash) Moses Samuel BAHons, DipEd, MEd(Mal), EdD(Harvard) Abdul Jalil Othman CertEd(MPSAH), BEdHons(UPM), MEd(Mal), PhD(Mal) Juliana Othman BEdTESOLHons(Moray Hse, UK), MA, PhD(Reading) Adelina Asmawi BEdTESLHons, MEd(Tech)(Mal), PhD(Melbourne) Chew Fong Peng BA(Hons), DipEd (UKM), MA, PhD (UKM) Mohd Rashid bin Mohd Saad BEdTESLHons(UKM), MEd(Leeds), PhD(Mal) Muhammad Azhar Zailaini BAHons(Morocco), DipEd(IIUM), MEd(Mal), PhD(Mal) Pradip Kumar Mishra BA (Utkal) MA, PhD(Berhampur) Wong Seet Leng CertEd, BAHons, MEd(Mal), PhD(Mal) Zawawi Ismail BAHons(Yarmouk), DipEd(IIUM), MEd(UKM), PhD(UKM) Foziah Mahmood CertEd, DipESL(Mal), BEdTESLHons(UPM), MEdTESL(Leeds) Huzaina Abdul Halim CertEd(MPIK),Dip.Banking(ITM),BEdTESLHons,MScTESL(UPM) Norini Abas BEdTESL(UPM), DipESL(Mal), MA in ELT(Warwick) Roselina Johari Md Khir BA (Mal), MA (Indiana Polis) Zuwati Hasim BEdTESLHons, MAESL(UKM) Asra Zarina Asbollah BHS (UIAM), Med (Mal) Fateha Senom BedTESL(Mal) Shanina bt Sharatol Ahmad Shah BEd (Surrey), Med (Mal)

16

DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION Head of Department Professor : Sharifah Norul Akmar Syed Zamri (Datin) BSc, MEd(Ohio), PhD(Mal)

$: Noraini Idris (Dato) BScEdHons, MEd(Mal), PhD(Ohio State) : Nik Azis Nik Pa BSc, MSc(N Illinois), EdD(Georgia) : Sharifah Norul Akmar Syed Zamri (Datin) BSc, MEd(Ohio), PhD(Mal) Esther G.S. Daniel BScEdHons(Mal), MEd, PhD(USM) Rohaida Mohd Saat BSc(Indiana), MScEd(Indiana), PhD(UPM) Rose Amnah Ab.Rauf BScEd(UTM), MScEd(Warwick), PhD(UKM) Selva Ranee a/p S.Subramaniam BSc(Campbell), DipEd, MEd(Mal), PhD(UKM) Shabeshan a/l Rengasamy BBs, MEd(Texas), PhD(Mal) Syed Kamaruzaman Syed Ali BPend(UNIMED Indonesia), MSc(UPM), PhD (UPSI) Leong Kwan Eu BSc EdHons (Mal), MEdMathEdICT(Mal),PhD(Columbia) Renuka a/p V.Sathasivam BSc (Mal), MEd (Mal), MSc (Mal), PhD(Mal) Suzieleez Syrene Abdul Rahim BScEd(Mal), Med(Mal),PhD(Western) Norjoharuddeen Mohd Nor BSc(Queensland), SPLI, MEd(Houston)

Associate Professor

: Lecturers : : : : : : : :

$ On Secondment

17

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING Head of Department Professor Associate Professor : : : : : Lecturers : : : : : : : Zahari Ishak CertEd, BEdHons, MSc(UPM), PhD(Mal) Ananda Kumar a/l Palaniappan BScHons(UKM), Med(Mal), MBA(Mal), PhD(Mal) Jas Laili Suzana Jaafar BAHons, DipEd (UKM), MSC(Belfast), PhD (Lancaster) Loh Sau Cheong CertEd, BEdHons(UKM), MSc, PhD(UPM) Mariani Md. Nor BScEd(Mal), MPhil, PhD(Bristol) Lau Poh Li BCouns, PhD (Mal) Melati Sumari BIsEdHons, MEd(Mal), PhD (W Michigan) Rafidah Aga Mohd Jaladin BScHons(UWA), MCouns(Mal), PhD(Monash) Shahrir Jamaluddin DipSc(UiTM), BA, MScEd, PhD(SIU) Zahari Ishak CertEd, BEdHons, MSc(UPM), PhD(Mal) Diana Lea-Baranovich B.ME(Loyola), M.ED(Loyola),EdD(California Coast) Madhyazhagan a/l Ganesan B.Sp.Ed, M.Sp.Ed, PhD(UKM) Hamidah Sulaiman BEd(UPM), MA(UKM) Ida Hartina Ahmed Tharbe BScHons(Kent), MA(UPM) Nabeel Abdallah Adedalaziz Dip, BSc, MA, PhD (Yarmouk) Fonny Dameaty Hutagalung BA(UMA), MA(UKM), PhD(UKM) Isahak Haron B.A(Hons), Dip. Ed(Mal), MEd(Sydney), PhD(Chicago) Fatanah Mohamed B.A.(Hons)(USM), DipEd(Mal), M.Ed(UKM), PhD(UKM) Haslee Sharil Lim Abdullah BEd, MSc(UPM), PhD(Mal)

Visiting Lecturer

: :

Senior Research Fellow Research Fellow Consultant

: : :

18

Tutor-Bumiputra Academic Training Scheme/SLAI

: : : : :

Afandy Sutrisono Tanjung BCouns (Mal) Ahmad Shamsuri Muhamad BCouns (Mal), MCouns (Mal) Azmawaty Mohamad Nor BABuss(Melbourne), MCouns(Mal) Noor Aishah Rosli BAHons(Psychology,IIUM), MSc(UUM) Norfaezah Md. Khalid BCouns(Mal) Norsafatul Aznin A.Razak BCouns(Mal)

19

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHNOLOGY Head of Department Professor : : : Lecturers : : : : : : : : : Visiting Lecturer : : Senior Research Fellow : Chin Hai Ling DipEd(UKM), BAHons(UKM), MMgmt(Mal), PhD(Mal) Raja Maznah Raja Hussain BScHons(London), MEd(Utah), PhD(Indiana) Saedah Siraj BAHons, DipEd, MEd(Mal), PhD(Pittsburgh) Chin Hai Leng DipEd(UKM), BAHons(UKM), MMgmt(Mal), PhD(Mal) Dorothy Dewitt BScEd(Mal), Med(Mal), PhD(Mal) Farrah Dina Yusop B.Mgt.Edu(Info Tech)(Hons)(UUM), MIT(Mal), PhD(Lowa State) Lorraine Pe Symaco MA (U.Philippines), PhD (Oxford) Norlidah Alias B.Engineering(Monash), MAEd, PhD(Mal) Rafiza Abdul Razak BEdTESL(UKM), MEd(Mal), PhD(UIA) Siti Hajar Halili BScHons(UiTM), MA, PhD(USM) Norhashimi Saad BIsEdHons(Mal), MAEd(Warwick) Umi Kalsum Mohd Salleh BAHons, DipEd(USM), MEd(UKM) Mohammad Attaran MA(TMU), PhD(TMU) Zahra Naime BA(Azad), MEd, PhD(Mal) Abu Bakar Nordin (Professor Emeritus Dato) BA(Auckland), MA(Auckland), Cert. in Teaching(Auckland), DipEd(Massey), PhD(Chicago)

Tutor-Bumiputra Academic Training Scheme/SLAI Tutor

*: Mohd Shahril Nizam Shaharom BSc Computer Hons, Med (UTM) *: Siti Farhah A.Aziz BA(UTM) : : Sharifah Nor Atifah Syed Kamarud-din BSEd(Mal) Mohd Khairul Azman Md Daud BA(Syariah) (Mal)

Study Leave 20

DEPARTMENT OF EDUCATIONAL MANAGEMENT, PLANNING AND POLICY Head of Department Professor Lecturers : : : : : : : Visiting Lecturer : : Research Fellow : : : : : Tutor-Bumiputra Academic Training Scheme/SLAI Partime Tutor : : : Ahmad Zabidi Abdul Razak BEdHons, MEd(Mal), PhD(Massey) Sufean Hussin BScEdHons, MEd(Mal), PhD(Oregon) Muhammad Faizal A. Ghani BBA(UUM), DipEd(MTC), MBA(UKM), PhD(Mal) Ahmad Zabidi Abdul Razak BEdHons, MEd(Mal), PhD(Massey) Husaina Banu Kenayathulla DipEd(UIAM), BAct(UIA), MEd(Mal), PhD(Indiana) Megat Ahmad Kamaluddin Megat Daud BA, MSc(St. Thomas Miami), PhD(Mal) Zuraidah Abdullah DipEd(Mal), BA(Mal), MPRinc(Mal), PhD(Mal) Kazi Enamul Hoque BA(Dhaka), B.Ed(Rejshahi), MSS(Dhaka), M.Ed(Darul Ehsan), PhD(USM) Simin Ghavifekr BEd(IAU), MEd(UPM), PhD(Mal) Abdul Rahman Idris (Datuk) BEcHons, DPA(Mal), MPA(USC), PhD(Manchester) Hussin Haji Ahmad (Dato) Cert.Ed.(Birmingham), BA(Hons)(Mal), MA(Ed.)(Stanford), PhD(Ed.)(Stanford) Rahimah Ahmad (Datin) BA(Hons) (Mal), DipEd (Mal), Med (Mal), PhD (USA) Muhammed Sani Ibrahim BA(Hons) (Mal), M.Ed (Mal), M.Ed. (London), PhD (UKM) Rahmad Sukor Abd. Samad CertEd, BAHons(USM), MEd(Mal) Azuraida Shahadan BBA(Mal), MEd (Mal) Norfariza Mohd Radzi Bright Spark BAc(Uniten), MBA(UPM) Mohd Helmee Firdaus Salehudin BBA (UMT), MSc (UUM)

21

SUPPORT STAFF Deans Office Faridah Taib Mohd Rafi bin Bakri Deputy Deans Office Amira Saryati bt. Ahmad Anis Amija Amiruldin Khairul Amilin Mohamed Noraini bt. Bahari Normawati bt. Zainol Abidin Nurul Fathina binti Romli Rohaizal Akmal bt. Arifin General Office Azri Fazli bin Mohd Omar Fazlina binti Zakaria Juriza binti Mahidin Logeswari a/p Nanessenderam Mazlita binti Ahmad Muhamad Hamka bin Bakhtiar Muhamat Yufpri bin Mat Inun Noor Hayati binti Ismail Norfazlin Aida bt. Radzuan Norkusharina bt. Nasir @ Nasarudin Saniah bt. Shafiee Siti Nurmaznum binti Zulkafri Yusri bin Mohamad Yusuf Zubaidah Omar Department Norhafizah binti Mat Rahim Norhaslizawati binti Ramli Noorhaida binti Mohamad Siti Farah Quraisyiah Bt. Mohd Yusof Sujinah Bt Mokhtar Sunita Abdul Aziz Documentation and Record Room Jamaliah bt. Jasin UM FRTC Siti Fairuz binti Husin

22

FACILITIES UNITS

TV Studio Khairy bin Khalid Woodwork Workshop Omar bin Shaari Art Education Laboratory Multipurpose Science Laboratory

Microcomputer Room Anis Amija Amiruldin Mohd Hasri Che Ros Norazlina binti Ahmed Nawawi Multimedia Room Azrul Yusuf Tun Hairul Farid Ton Hamzah Counselling Room Saiful Taqiyuddin Iskak

Azlan Aziz Mohd Fadzil Ismail Library Control Room Mohd Salim Hashim Logeswari a/p Nanessenderam

23

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION

24

THE UNIVERSITIES AND UNIVERSITY COLLEGES ACT 1971 THE CONSTITUTION OF THE UNIVERSITY OF MALAYA 2010 UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 _____________ ARRANGEMENT OF RULES _____________ PART I INTRODUCTION Rule 1. Name, Commencement and Application 2. Interpretation PART II PROGRAMME OF STUDY AND ADMISSION REQUIREMENTS 3. Programme of Study 4. Admission Requirements PART III REGISTRATION 5. Registration as a Candidate PART IV PAYMENT 6. Fees and Other Payments 7. Right to Vary Fees and Other Payments PART V DURATION OF PROGRAMME OF STUDY 8. Duration of Programme of Study 9. Minimum Period and Maximum Period PART VI STRUCTURE OF PROGRAMME OF STUDY 10. Structure of Programme of Study PART VII LANGUAGE REQUIREMENT 11. Bahasa Malaysia Requirement 12. English Language Requirement

25

PART VIII EXAMINATIONS 13. Examinations PART IX GRADUATION 14. Graduation Requirements PART X GENERAL 15. Admission of Non-Graduating Student 16. Termination of Candidature 17. Power of the Senate to Make Regulations 18. Exemption from Application 19. Compliance with the Universitys Statutes, Rules and Regulations 20. Transitional Provisions 21. Repeal

26

THE UNIVERSITIES AND UNIVERSITY COLLEGES ACT 1971 THE CONSTITUTION OF THE UNIVERSITY OF MALAYA 2010 UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 IN exercise of the powers conferred under section 37(1) of the Constitution of the University of Malaya 2010 [P.U.(A)444/2010], the Board of Directors of the University make the following rules: PART I INTRODUCTION Name, Commencement and Application 1. (1) (2) Interpretation 2. In these Rules, unless the context otherwise requires Bursar means an officer of the University as provided under section 14 of the Constitution; examination room means any premises used for the conduct of examinations for any course or courses; candidate means any person who has registered for any of the Universitys Masters degree programmes of study of the University; "Dean of Faculty means the Dean of a Faculty of the University and includes any Director or Head of School, Centre, Academy or Institute appointed under subsection 21(4) and (5) of the Constitution dissertation means the written product of a research undertaken in relation to a Masters degree programme of study by way of Research or Masters degree by Coursework and Research; "Faculty means any Faculty of the University and includes any School, Centre, Academy or Institute of the University established under subsections 21(1) of the Constitution; Degree means the Masters degree of the University; Department means any department of a Faculty including any division of study of the Faculty; Committee of Examiners means the committee established in each Faculty for the purpose of considering and evaluating the examination results of candidates as provided forunder the regulations to these Rules. Head of Department means the Head of any Department of a Faculty including the Chairman of any division of study of the Faculty or Programme Co-ordinator, as the casemay be; credit means any quantitative measurement which reflects the learning volume or learning load required to achieve the respective learning outcomes. 27 These Rules may be cited as the University of Malaya (Masters Degree) Rules 2010 and shall come into force from the 2010/2011 academic session. These Rules shall apply to all candidates of the Masters degree programmes admitted prior to and in the 2010/2011 academic session and thereafter.

credit value means any system of credit calculation used based on actual teaching hours of a candidate including all types of teaching and learning activities required to achieve the specified learning outcomes. course means a unit of study or training undergone for a prescribed period, usually in one semester, which contributes credit to a programme of study; research report means the result or product of research conducted by a candidate for the Masters degree by Coursework or by Clinical Coursework during the course of his candidature and includes research paper, project report and the result or product of the said research by whatever name; Vice-Chancellor means the chief executive and academic officer of the University appointed under subsection 12(1) of the Constitution; Internal Examiner means any full-time or part-time teacher of the University appointed by a Faculty to examine any course, part of a course or a candidates dissertation; External Examiner means any person not being a full-time or part-time teacher of the University appointed by a Faculty to examine a course or a part or more of a Degree programme of study or a candidates dissertation; "Registrar means an officer of the University as provided for under subsection 13(1) of the Constitution; invigilator means an invigilator and includes the chief invigilator appointed by the Vice-Chancellor or by any officer empowered by the Vice-Chancellor, from amongst the fulltime teachers of the University to invigilate the examination of any Degree programme ofstudy; "supervisor means a person appointed by a Faculty from amongst the academic staff of the University including Emeritus Professors, Adjunct Professors, post-doctoral researchers or research fellows of the University to supervise a candidate in his programme of study; co-supervisor means a person appointed by a Faculty from amongst the academic staff who has left the service of the University and whose supervisory services are still required to enable his candidate to complete the programme of study or an academic staff from another university; "Constitution means the Constitution of the University of Malaya; consultant means a person who is not a member of the academic staff of any university appointed by a Faculty to assist in the supervision of any candidate in hisprogramme of study; programme of study means a group of courses, training and research or a combination of such courses, training and research planned and offered for the purposes offulfilling the requirements for the award of a Masters degree; programme of study by Coursework means a programme of study as defined under paragraph 3(1); programme of study by Clinical Coursework means a programme of study as defined under paragraph 3(2); programme of study by Coursework and Research means a programme of study as defined under paragraph 3(3); 28

programme of study by Research means a programme of study as defined under paragraph 3(4); "semester means a prescribed period in an academic session and comprises Normal Semester and Special Semester; Normal Semester means semester I or semester II as stated in the Schedule of Semesters; Special Semester means a semester conducted after semester II of a duration thatis shorter than a Normal Semester; "Senate means a University Authority established under subsection 22 of theConstitution; academic session means the period of study for a programme of study comprising two normal semesters and a special semester the dates for the commencement and the end of which are determined by the Vice-Chancellor; academic year means a period of twelve months the dates for the commencement and the end of which are determined by the Vice-Chancellor; calendar year means a period of time the duration of which is twelve months; "place of study means the University including any other place as may be approved by the University "University" means the University of Malaya PART II PROGRAMME OF STUDY AND ADMISSION REQUIREMENTS Programme of Study 3. The programme of study shall be classified as follows: (1) (2) (3) Masters Degree by Coursework, that is, a programme of study wholly by way of lectures which may involve producing a research report; Masters Degree by Clinical Coursework, that is, a programme of study by clinical coursework which involves producing a research report; Masters Degree by Coursework and Research that is, a programme of study combining lectures and research leading to a dissertation. A candidate shall conduct the research after he has completed successfully all the lectures prescribed for his programme of study unless otherwise approved in writing; and Masters Degree by Research that is, a programme of study wholly by research leading to a dissertation.

(4)

Admission Requirements 4. (1) The minimum requirements for admission to any programme of study shall be as follows: (a) (b) Programme of study by Coursework; and Programme of study by Coursework and Research 29

(i) (ii) (iii)

a Bachelors degree or equivalent; or a professional qualification from a recognised professional body; or any other qualification as may be approved by the Senate from time to time.

(c)

Programme of study by Clinical Coursework (i) (ii) (iii) a Bachelors Degree of Medicine and Degree of Surgery or a Bachelors Degree of Dental Surgery; or a professional qualification from a recognised professional body; or any other qualification as may be approved by the Senate from time to time.

(d)

Programme of study by Research (i) (ii) a Bachelors degree with honours or equivalent; or a Bachelors degree with: (A) (B) (iii) (iv) at least three years of relevant working experience; or proof of publication in the related field;

a professional qualification from a recognised professional body; or any other qualification as may be approved by the Senate from time to time.

(2)

Subject to the requirement for the fulfilment of the minimum qualifications as stated under subrule (1), an applicant shall also be required to fulfil such special requirements as may be specified by the Faculty for the programme of study concerned. Notwithstanding the provisions of subrules (1) and (2), in specific cases and subject to the approval of the Senate, the Faculty may be given the liberty to admit any applicant who possesses any qualifications other than those provided for in the existing admission requirements. The admission of any candidate shall be at the discretion of the Faculty. In any event, in certain circumstances, the Dean of the Faculty may, on the recommendation of the Deputy Dean responsible for matters relating to graduate programmes and the Head of Department concerned, admit any person who has a Bachelors Degree in a related field with a CGPA of not lessthan 3.0 or equivalent. A non-Malaysian applicant whose degree is from a university orinstitution of higher learning where the medium of instruction for that degree is not the English language and where the applicant wishes to follow a programme and/or write his dissertation in the English language shall be required: (a) to obtain a score of 550 for a paper-based total, a score of 213 for a computerbased total or a score of 80 for an internet-based total for the Test of English as a Foreign Language (TOEFL); or to obtain a band of 6 for the International English Language Testing System (IELTS); 30

(3)

(4)

(5)

(b)

(6)

Where the applicant does not possess the stipulated requirements either under paragraph 5(a) or (b), the applicant may be considered for admission subject to the applicant passing any English language test as may be recognised by the Senate before he is allowed to register for the degree programme of study concerned. Notwithstanding the provisions of paragraph 5(a) and (b) of these Rules, and subject to the approval of the Senate, the Faculty may, based on the requirements of the Masters degree programme concerned, impose: (a) (b) (c) a higher level of English language proficiency for all non-Malaysian applicants for the Masters degree programme concerned; or a minimum level of English language proficiency for all Malaysian applicants for the Masters degree programme concerned; or a level of English language proficiency other than those specified under paragraphs 5(a) and (b) above for non-Malaysian applicants for the Masters degree programme. PART III REGISTRATION

(7)

Registration as a Candidate 5. (1) A candidate who receives and accepts an offer from the University for a Degree programme of study shall register in accordance with the regulations under the University of Malaya (Masters Degree) Regulations 2010. Subject to subrule (3), a candidate who has registered as provided for undersubrule (1), is a student of the University and is known as a candidate for the Degree programme of study. The name of the said candidate shall be listed in the Universitys student registry until such time as the candidate has successfully completed his programme of study and the Senate has confirmed that the said candidate is qualified to be awarded the Degree or for specific reasons, until the said candidate has lost his status as a student of the University, whichever is the latest. Every candidate who has registered for a programme of study offered to him shall register continuously with the University. A candidate who fails to register on a continuous basis with the University shall be terminated as a student and his name shall be struck off from the University student registry. Notwithstanding the provisions of subrule (1) and subject to subrule (3), the Senate may at any time terminate the registration of any candidate if, in the opinion of the Senate, the candidate concerned is not able, for any academic reasons as may be determined by the Senate, to continue with his programme of study, and the name of the candidate concerned shall be struck off from the University student register and the the candidate concerned shall henceforth cease to be a student of the University. The decision of the Senate made in accordance with this subrule is final.

(2)

(3) (4) (5)

31

PART IV PAYMENT Fees and Other Payments 6. A candidate shall pay all prescribed fees and other payments as provided under the University of Malaya (Masters Degree) Regulations 2010.

Right to Vary the Fees and Other Payments 7. The University has the absolute right to vary the prescribed fees and any other payments without any prior notice to the candidate. PART V DURATION OF PROGRAMME OF STUDY Duration of Programme of Study 8. A candidate shall commence and end his programme of study within the prescribed period.

Minimum Period and Maximum Period 9. (1) (a) The minimum period of study for anyMasters degree programme other than a clinical Masters degree programme is two Normal Semesters unless otherwise decided by the Senate. The maximum period of study for any Masters degree programme other than a clinical Masters degree programme is eight Normal Semesters unless otherwise decided by the Senate. (a) The minimum period of study for any clinical Masters degree programme is four years unless otherwise decided by the Senate. The maximum period of study for any clinical Masters degree programme is seven years unless otherwise decided by the Senate.

(b)

(2)

(b) (3)

Notwithstanding the provisions of subrules (1) and (2), in certain circumstances, the Dean of the Institute of Graduate Studies or any officer as may be determined by the University may extend any period of candidature which has exceeded the maximum period as provided under subrule (2) provided that such extension shall not exceed two semesters. PART VI STRUCTURE OF PROGRAMME OF STUDY

Structure of Programme of Study 10. The structure of each programme of study shall be as determined and approved by the Senate for the programme of study concerned.

32

PART VII LANGUAGE REQUIREMENT Bahasa Malaysia Requirement 11. (1) A candidate who is not a Malaysian citizen shall be required to obtain at least a pass grade in Bahasa Melayu or Bahasa Malaysia at the level of Sijil Pelajaran Malaysia or level III Sijil Kecekapan Bahasa Malaysia or level III Sijil Intensif Bahasa Malaysia Universiti or at an equivalent level before being conferred his Degree. A candidate who is not a Malaysian citizen shall be required to attend at a satisfactory level a course in Bahasa Malaysia conducted by the University before being conferred his Degree except where he has obtained at least: (a) (b) (c) (3) a pass grade in Bahasa Melayu or Bahasa Malaysia at the level of Sijil Pelajaran Malaysia; or a level III for the Sijil Kecekapan Bahasa Malaysia or a level III for the Sijil Intensif Bahasa Malaysia Universiti; or a Bahasa Malaysia course recognised by the University.

(2)

Notwithstanding the provisions of subrules (1) and (2) the Bahasa Malaysia requirement is waived for a candidate who has followed a course of study conducted in Bahasa Malaysia at a local Institution of Higher Learning.

English Language Requirement 12. A candidate who is a not a Malaysian citizen who is following a programme of study and/or writing a dissertation in a language other than the English language shall be required to: (1) (2) (3) obtain a score of 500 for the Test of English as a Foreign Language (TOEFL); or obtain a band 5 for the International English Language Testing System (IELTS); or pass in a course in the English language as may be determined by the Senate, before he is conferred his Degree. PART VIII EXAMINATIONS Examinations 13. Examinations shall be held for a Degree programme of study by (1) (2) (3) Coursework; Coursework and Research; or Research

subject to the regulations under the University of Malaya (Masters Degree) Regulations 2010. PART IX GRADUATION Graduation Requirements 14. A candidate may be conferred the relevant Masters Degree if he has 33

(1) (2) (3) (4)

fulfilled all the requirements of these Rules and any regulations made thereunder; fulfilled the language requirements as provided for under rules 11 and 12; (3) recommended by the Committee of Examiners to be conferred the degree and approved by the Senate; fulfill all other requirements as may be prescribed by the Senate from time to time; and paid all fees and other payments as prescribed by the University; PART X GENERAL

Admission of Non-Graduating Student 15. (1) A Non-Graduating Student is a person who has been approved to follow any course that is offered or to conduct any research for a degree programme of study, whether or not for the purpose of obtaining credit. A non-graduating student is not a student of the Universitys programme of study. The admission of a non-graduating student shall be at the discretion of the Dean of the Faculty.

(2)

Termination of Candidature 16. The Senate shall have the power to terminate the candidature of any candidate who is found to have provided false and untrue information with respect to his admission to the University.

Power of the Senate to Make Regulations 17. The Senate may make such regulations as may be required for the purpose of implementing or enforcing the provisions of these Rules.

Exemption from Application 18. Notwithstanding any provisions under these Rules and the regulations made thereunder, the Senate may exempt the application of any provisions of these Rules and the regulations made thereunder.

Compliance with the Universitys Statutes, Rules and Regulations 19. Every candidate is subject to the Universities and University Colleges Act 1971, the Constitution of the University of Malaya, all existing University Statutes, other rules and regulations including the University of Malaya (Discipline of Students) Rules 1999.

Transitional Provisions 20. (1) (2) The University of Malaya (Masters Degree) Rules 2001 and regulations made thereunder are hereby repealed. Notwithstanding any provisions under subrule (1), and subject to the compliance of the University of Malaya (Masters Degree) Rules 2001 and regulations made thereunder, as well as any determination passed by the Senate, the candidature of any candidate registered under the University of Malaya (Masters Degree) Rules 2001 and regulations made thereunder, shall at the commencement of these Rules continue to be in force and 34

have effect as if the candidate has been registered under these Rules but thereafter the candidature of the candidate shall be subject these Rules. Repeal 21. The University of Malaya (Masters Degree) Rules 2001 is hereby repealed.

Made on the....................... Chairman Board of the University of Malaya

35

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION

36

THE UNIVERSITIES AND UNIVERSITIES COLLEGES ACT 1971 THE CONSTITUTION OF THE UNIVERSITY OF MALAYA 2010 UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 _________________ ARRANGEMENT OF REGULATIONS _________________ PART I INTRODUCTION Regulation 1. Name, Commencement and Application PART II APPLICATION FOR ADMISSION 2. Advertisement and Application PART III REGISTRATION 3. 4. 5. 6. 7. 8. 9. 10. Initial Registration Registration of Courses Renewal of Candidature Concurrent Registration Attendance in Programme of Study Withdrawal from a Course Withdrawal from a Semester Withdrawal from a Programme of Study PART IV PAYMENT 11. Fees and Other Payments PART V STRUCTURE OF PROGRAMME OF STUDY 12. 13. 14. 15. 16. 17. 18 19. Offer and Completion of Courses Change of Field of Research Change of Mode of Study Change of Programme of Study Change of Status of Candidature from a Masters Degree programme by Research to a Doctor of Philosophys Degree Programme Credit of Transfer Credit of Exemption Application for Transfer and Exemption of Credit

37

PART VI SUPERVISION 20. Supervision and Progress of Candidature PART VII DISSERTATION OR RESEARCH REPORT 21. 22. 23. Determination of Field of Research and Title of Dissertation and Research Report Language Submission PART VIII EXAMINATIONS Number and Scope of Examinations Committee of Examiners Programme of Study by Coursework/Clinical Coursework Programme of Study by Research Programme of Study by Coursework and Research External Examiner Internal Examiner Consultant Examination Assessment for a Programme of Study by Coursework Examination Assessment for a Programme of Study by Research Examination Assessment for a Programme of Study by Coursework and Research Examination Assessment for Programme of Study by Clinical Coursework Admission as a Candidate for Examination Withdrawal from Examination Absence from Examination Conduct of Examinations Secrecy in Matters relating to Examinations PART IX GRADUATION 41 42. 43. 44. 45. Programme of Study by Coursework Programme of Study by Research Programme of Study by Coursework and Research Programme of Study by Clinical Coursework Award of Degree with Distinction PART X APPEALS 46. 47. 48. 49. 50. Appeal to Review Course Examination Results Appeal to Review Results of Examination of Dissertation Appeal by Candidate who has failed the Examinations for the Coursework or Clinical Coursework and is Terminated Appeal to Activate Candidature Appeal to Extend Maximum Period of Candidature

24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

38

PART XI READMISSION TO DEGREE PROGRAMME OF STUDY 51. Readmission to a Degree Programme of Study PART XII GENERAL 52. 53. 54. 55. Power of the Senate Compliance with the Universities and University Colleges Act 1971, University Statutes, Rules and Regulations Auditing Courses Nongraduating Student

39

THE UNIVERSITIES AND UNIVERSITY COLLEGES ACT 1971 THE CONSTITUTION OF THE UNIVERSITY OF MALAYA 2010 UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 IN exercise of the powers conferred by rule 17 of the University of Malaya (Masters Degree) Rules 2010, the Senate makes the following regulations: PART I PRELIMINARY Name, Commencement and Application 1. (1) (2) These Regulations may be cited as the University of Malaya (Masters Degree) Regulations 2010 and shall come into force from the academic session 2010/2011. These Regulations shall apply to all candidates of the Masters degree programme admitted prior to and in the academic session 2010/2011 and thereafter. PART II APPLICATION FOR ADMISSION Advertisement and Application 2. (1) (2) (3) The Masters degree programme of study of the University shall be advertised from time to time. Applications for admission to a degree programme of study shall be made in accordance with the prescribed procedure. Where the University specifies a closing date for applications for admission to a degree programme of study, applications must be received on or before the specified closing date. PART III REGISTRATION Initial Registration 3. (1) A candidate for a Masters degree programme by Coursework or by Coursework and Research shall register for his programme of study not later than two weeks from the date of the commencement of the semester in which he has been offered admission into the programme of study. A candidate for a Masters degree programme by Research may register for his programme of study at any time but not more than six months from the date the letter of offer was issued or within the period as specified by the Faculty where the programme of study is being followed. A candidate for a Masters degree programme by Clinical Coursework shall register for his programme of study not later than a month from the commencement of the academic session in which he has been offered admission. In special circumstances, the Dean of the Faculty or any officer as may be determined by the University, on the recommendation of the Dean of the Faculty, may permit the candidate to defer his initial registration to the following semester. 40

(2)

(3)

(4)

(5)

Where the candidate does not register within the specified period or the approved deferred period, the offer for admission to the degree programme of study shall lapse automatically.

Registration of Courses 4. (1) (2) A candidate of a Masters degree programme shall register for the courses prescribed for the degree programme of study he is following. A candidate is given a period of two weeks from the date of commencement of the semester to complete the registration of his courses. A candidate who fails to complete the registration of his courses within that period shall not be permitted to follow the said courses. Notwithstanding the provisions of subregulation 4(2), a candidate may, as a special case or on the recommendation of the Dean of the Faculty, be approved for late or backdated registration where the candidate has fulfilled eighty percentage of class attendance for the said course for the semester concerned. The candidate shall be liable to pay, apart from other prescribed fees, a fine at a prescribed rate for the said course.

(3)

Renewal of Candidature 5. (1) A candidate of a Masters Degree programme by Coursework and a Masters Degree programme by Coursework and Research shall renew his candidature not later than two weeks from the date of commencement of the relevant semester. A candidate of a Masters Degree programme by Clinical Coursework shall renew his candidature not later than seven weeks from the date of commencement of the relevant academic session. A candidate of a Masters Degree programme by Research shall renew his candidature not later than seven weeks from the date of commencement of the relevant semester. A candidate who fails to renew his candidature within the period specified under subregulations (1), (2) and (3) may cause his candidature to lapse unless the candidate has been permitted for late registration. The candidate may be liable to pay, apart from the other prescribed fees, a fine at a prescribed rate.

(2)

(3) (4)

Concurrent Registration 6. (1) Subject to subregulations (2), (3) and (4) below, a candidate is not permitted to register concurrently for another programme of study that leads to the award of a degree at this or any other university or institution. The Faculty may permit a candidate to register concurrently for another programme of study that leads to the award of a degree at this University or another university or institution provided that (a) the candidate has submitted to the Faculty his dissertation or research report for examination; and the programme of study is not the same as the programme of study for which he has registered at this University. 41

(2)

(b)

(3) (4)

Where the University has a programme in collaboration with another university or institution that leads to the award of a degree, the candidate may be permitted to register concurrently. A candidate may with the approval of the Dean of the Faculty register and attend at any one time an in-service training programme at the request of his employer provided the programme is conducted for a period not exceeding one year. Subject to subregulations (2), (3), and (4), any candidate in breach of subregulation (1) may be terminated without any refund of his fees or other payments which have been paid.

(5)

Attendanace in Programme of Study 7. (1) A candidate shall attend all programme of instruction and research in respect of his programme of study except where the candidate is granted medical or maternity leave by a registered medical officer or leave of absence by the Dean of the Faculty. A candidate may with the approval of the Faculty undergo part of his programme of study at another institution.

(2)

Withdrawal From a Course 8. (1) (2) A withdrawal from a course means withdrawing from one or more courses in any semester. A candidate may withdraw from a course not later than the second week of the semester concerned. The candidate shall not be liable to pay course fees and course registration record shall be deleted. A candidate who withdraws from a course after the second week but up to the seventh week of a Normal Semester shall be liable to pay for the fees for the course and a Grade W will be recorded for the course concerned. A withdrawal from a course after the seventh week of a Normal Semester or after the second week of a Special Semester is not permitted except with the approval of the Dean of the Institute of Graduate Studies or a designated officer of the University upon the written application of the candidate through the Dean of theFaculty. An application will only be considered on emergency grounds supported by documentary evidence concerned or on medical reasons supported by a medical report issued by a registered medical officer. Where an application for withdrawal under paragraph (4) is approved, a Grade W shall be recorded for the course concerned. The fees for the said course shall remain liable to be paid. Where the application is not approved, the candidate shall continue with his study for the course concerned. A candidate who fails to attend the course and does not sit for the examination held at the end of the semester concerned, shall be awarded a Grade F. A withdrawal from a course on the following grounds is not permitted: (a) The performance of a candidate is not satisfactory for any of the courses; (b) Inadequate preparation for the course concerned; or (c) Dissatisfaction with any of the courses. 42

(3)

(4)

(5)

(6)

(7)

(8)

A withdrawal from any of the courses is not permitted when the examination period for the semester has commenced.

Withdrawal from a Semester 9. (1) A withdrawal from a semester means a withdrawal from all courses Registered or a programme of study or research for the semester concerned. A candidate is only permitted to withdraw from any semester after he has undergone at least one semester of his programme of study. An application for withdrawal from a semester may be approved by the Faculty subject to it being received before 12.00 noon, on the Friday of the seventh week of the semester concerned. A candidate permitted to withdraw from a semester before 12.00 noon on the Friday of the seventh week of the semester (a) (b) (4) shall be charged course fees; and record of his registration for that semester shall be deleted.

(2)

(3)

A candidate shall not be permitted to withdraw from a semester after 12.00 noon on the Friday of the seventh week of the semester except with the approval of the Deputy ViceChancellor concerned upon the written application of the candidate made through the Dean of the Faculty. Such application will only be considered on emergency grounds supported by documentary evidence concerned or on medical reasons supported by a medical report issued by a registered medical officer. (a) Where the application is approved, a Grade W shall be recorded for the course (if any). Fees for the course shall remain liable to be paid. Where the application is not approved, the candidate shall continue with his studies for the semester concerned.

(b) (5) (6)

A withdrawal from a semester is not permitted when the examination period for the semester has commenced. The maximum period for withdrawal from a semester for a candidate is only two Normal Semesters for the duration of his studies whether taken continuously or not except for the last semester of his candidature. Except for medical reasons supported by a medical report from a registered medical officer, the withdraw period shall be taken as part of the maximum period of his studies.

(7)

Withdrawal from a Programme of Study 10. (1) An application to withdraw from a Degree programme of study shall be made in writing and in accordance with prescribed procedures through the Dean of the Faculty to the Dean of the Institute of Graduate Studies or any designated officer of the University; and Any decision on the withdrawal from a Degree programme of study shall be final.

(2)

43

PART IV PAYMENT Fees and Other Payments 11. (1) A candidate shall pay all fees and other payments due and payable to the University at the time of initial registration or at the renewal of his candidature except where he has been exempted from paying any fees or payments or both. A candidate who intends to pay any fee or any other payments liable to be paid to the University by instalment shall apply to do so on a prescribed form at the Office of the Bursar or any other centres as may be determined by the University. A candidate who fails to pay any fees or other payments or part of any fees or other payments due and payable to the University shall not be permitted to sit for any examinations for the Degree programme of study. PART V STRUCTURE OF PROGRAMME OF STUDY Offer and Completion of Courses 12. (1) (2) A Faculty shall determine the courses to be offered for any semester. A new course may be offered if it has fulfilled specific conditions and has been approved by the Senate. Every course offered must be taught, completed and examined in one semester. Only courses that have obtained the prior approval of the Senate may be conducted for a period of more than one semester. The total credits for each component of a course for a Degree programme of study shall be determined by the Faculty and the Senate.

(2)

(3)

(3)

Change of Field of Research 13. A candidate is not permitted to change his field of research. However, in special circumstances, a change in the field of research may be permitted subject to the approval of the Faculty concerned.

Change of Mode of Study 14. A candidate may apply in accordance with the prescribed procedure to the Faculty to change the mode of his study subject to the following: (1) (2) (3) The application is made not later than seven weeks from the date of his initial registration; The change is only permitted once throughout his candidature; and The duration of his study in the original programme of study is not counted as part of the maximum period of his candidature.

44

Change of Programme of Study 15. A candidate may apply in accordance with the prescribed procedure to change his programme of study subject to the Following: (1) The change in the programme of study is recommended by the Dean of the Faculty/Coordinator where the candidate is following his programme of study and approved by the Faculty of his new programme of study; The application is submitted not later than seven days from the date of his initial registration; Such change is only permitted once throughout his candidature; The period of his original programme of study shall not be counted as part of the maximum period of his candidature.

(2) (3) (4)

Change of Status of Candidature from a Masters Degree programme by Research to a Doctor of Philosophys Degree Programme 16. (1) A candidate of a Masters Degree programme by way of Research may be considered for a change in the status of his candidature to a candidature for thedegree of Doctor of Philosophy if he has completed at least twelve months but not more than fifteen months of study in his Masters degree programme at the time of his application for the change in status. A candidate who wishes to change his candidature for a Masters degree to a candidature for a Degree of Doctor of Philosophy shall: (a) apply in writing to the Dean together with the following: (i) a written report of not more than 6,000 words regarding (A) (B) (C) (D) The introduction and scope of research; Objective of the research; Research methodology; Research output that has been generated for the last twelve to fifteen months Including the production of (aa) a journal paper accepted for publication and the presentation at a seminar at the national or international level; Or (bb) an application for a patent which is pending or has been granted and a presentation at a seminar at the national or international level; or 45

(2)

(cc)

any other achievement as may be determined by the Faculty and a seminar presentation at the national or international level; and

(E)

A research plan for the degree of Doctor of Philosophy; (ii) (iii) His supervisors support and report; The support and report of the head of department responsible for his programme of study.

(b)

present his research output in one seminar before a panel of assessors comprising two experts from within or outside the University in the related field as may be determined by the Faculty. The said seminar shall as far as possible be held within a month from the date of the application for the change in the status of candidature complying with regulations 16(2)(a)(i),(ii) and (iii) of these Regulations has been received from the candidate. The period of the candidature for the Masters degree shall be counted in the period of candidature for the Degree of Doctor of Philosophy.

(c) Transfer of Credit 17. (1) (2)

Transfer of Credit means the transfer of credit together with the grade obtained for a course taken by a candidate after his admission to a Degree programme of study at the University. In a transfer of credit, the credit obtained together with the grade and grade point for the course concerned shall be taken into account in the calculation of the GPA and CGPA of the candidate. Approval for a transfer of credit is subject to among others the following conditions: (a) The course applied for transfer of credit has an overlap at least seventy-five percentage with the course offered at the University; The grade or grade point obtained for the course concerned is not less than a B or 3.0; and The course applied for transfer of credit must be a course from a programme of study that is at same level as the Degree programme of study.

(b)

(c) Exemption of Credit 18. (1)

Exemption of Credit means the exemption from the registration and following of a course prescribed for the Degree programme of study as may be approved by the Senate. The approval for exemption of credit is subject to among others the following conditions: (a) The course for which exemption of credit is applied has been taken prior to his admission to the Degree programme of study; The course for which exemption of credit is applied has an overlap of at least seventy-five percentage with the course offered at the University;

(b)

46

(c)

The grade or grade point obtained for the course concerned is not less than a B or 3.0; and The course for which exemption of credit is applied must be a course under a programme of study that is at same level as the degree programme of study.

(d) (2) (3)

A course approved for exemption of credit shall be given Grade K and the credit shall not be taken into account in the calculation of the GPA and CGPA. In special circumstances, the course not approved for transfer of credit may be considered for exemption of credit subject to the conditions under subregulation (1).

Application for Transfer and Exemption of Credit 19. (1) An application for transfer and exemption of credit shall be made using the prescribed forms that may be obtained at the respective Faculty. The completed form shall be submitted to the Dean of the Faculty not later than the Friday of the second week of lectures of the Normal Semester together with (a) (b) payment of the prescribed process fees. The fees are not refundable; The syllabus and marking scheme for the course for which transfer or exemption of credit is being applied; and a copy of the transcript.

(c) (2) (3)

The maximum total of credit that can be transferred or exempted shall not be more than one-third of the credit of the course component of the Degree programme of study. A candidate shall be informed in writing of the result of his application for transfer or exemption of credit. PART VI SUPERVISION

Supervision and Progress of Candidature 20. (1) The Faculty shall appoint a supervisor for a candidate of a Degree programme of study by way of research and for a candidate who is undertaking a research component in a Degree programme of study by coursework and research. For a candidate who requires more than one supervisor, the Faculty may appoint such number of additional supervisors as may be thought fit and each additional supervisor shall have equal status. The supervisor shall carry out his role and responsibilities as may be determined by the University. An Adjunct Professor of the University, a visiting lecturer, a post-doctoral researcher or a research fellow may be appointed by the Faculty as a supervisor of a candidate provided that an additional supervisor is appointed from among the academic staff of the University to supervise the candidate together. The Faculty may appoint a co-supervisor for any candidate. A Faculty may appoint a consultant for any candidate. 47

(2)

(3) (4)

(5)

A supervisor, co-supervisor (if any) and consultant (if any) shall be appointed before the initial registration of the candidate or at any time as may be required. The Faculty has the right to add, reduce or change any supervisor, co-supervisor or consultant from time to time as may be thought fit by the Faculty. A candidate by coursework and research and by research shall submit a progress report of his research at the end of each semester to his supervisor in accordance with the prescribed procedure. Based on the above report, the supervisor, co-supervisor and consultant shall assess the progress of the research and submit the assessment in accordance with the prescribed procedure. A candidate whose progress is satisfactory shall continue with his candidature. The Faculty shall terminate the candidature of a candidate whose progress is not satisfactory for three consecutive semesters. A candidate who fails to submit his progress report within the stipulated period shall be barred from registering for the following semester. PART VII DISSERTATION OR RESEARCH REPORT

(6)

(7)

(8)

Determination of Field of Research and Title of Dissertation and Research Report 21. (1) For a Masters degree programme other than a Clinical Masters degree: (a) The Faculty shall approve the field of research for a dissertation or a research report before the candidate commences his research. The title of the research report shall be submitted to the Faculty for approval not later than a month before the candidate submits his research report for examination. The title of the dissertation shall be submitted to the Faculty for approval at the time the candidate gives notice of submission of dissertation under regulation 23 of these Regulations.

(b)

(c)

(2) Language 22.

For the Clinical Masters degree, the department responsible for the candidates programme of study shall determine the candidates field of research and matters relating thereto.

The dissertation or research report shall be written in Bahasa Malaysia or the English language. In special circumstances, the Senate may approve a language other Bahasa Malaysia or the English language for a dissertation or research report.

Submission 23. A candidate shall submit his dissertation or research report for examination within theperiod of his candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as be required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

48

(1)

Dissertation (a) A candidate shall give at least three months written notice to the Faculty before submitting his dissertation for examination. The word limit for the dissertation is as follows: (i) (ii) (c) A dissertation by way of coursework and research shall not exceed forty thousand words; and A dissertation by way of research shall not exceed sixty thousand words.

(b)

A candidate who wishes to exceed the specified word limit shall apply to the Senate through the Faculty at least three months before submission of his dissertation for examination, with reasons for his inability to adhere to the specified length. A candidate shall submit at least five copies of his dissertation or such number as may be determined by the Faculty in a print format for examination. The candidate may be requested by the Faculty to submit an electronic copy of his dissertation, where needed. The dissertation shall be (i) prefaced by (A) a declaration of originality of writing in a format prescribed by the University; and

(c)

(d)

(B) an abstract not exceeding five hundred words in Bahasa Malaysia and in the English language. Where the dissertation is in a language other than Bahasa Malaysia or the English language, an abstract in that language shall also be inserted. (ii) typed with double spacing and printed on A4 size paper, except or drawings or maps for which there is no size limitation. A margin of 4 centimetres shall be left on the left-hand side; and bound in soft cover of red rexine colour with the title or an abbreviation thereof and the name of the author printed in block letters on spine and on the front cover.

(iii)

(e)

After the dissertation has been examined and a final decision has been made regarding the candidates dissertation, the candidate shall submit to the University (i) three copies of the dissertation in print format and hard bound in red rexine with the title or an abbreviated title and name of the author printed in block letters on the spine and the front cover; and an electronic copy in a specified format.

(ii)

49

(2)

Research Report (a) A candidate shall give notice of submission of research report within the period stipulated by the Faculty for the programme of study concerned. The research report shall not exceed thirty thousand words. A candidate who wishes to exceed the specified word limit shall apply to the Senate through the Faculty at least three months before submission of his research report for examination, with reasons for his inability to adhere to the specified length. The format and number of copies of a research report to be submitted for examination shall be as specified by the Faculty for the programme of study concerned. After the research report has been examined and a final result has been made, the candidate shall submit to the Faculty (i) three copies of the research report in a print format and bound in navy blue hard cover with the title or abbreviated title and the name of the author printed in block letters on the spine and front cover; and an electronic copy in a specified format.

(b) (c)

(d)

(e)

(ii) (3)

Notwithstanding the provisions of subregulations (1)(b) and (2)(b), the following are not included in the word limit: (a) (b) Footnotes or endnotes, appendices, tables and diagrams; and Reproduction or translation of any text. In any event, the candidates comments or criticisms on the text shall be subject to the word limit.

(4)

A candidate shall not submit as his dissertation or research report any work including ideas, writings, data or any creation of another person or work that has been submitted for a degree in this University or any other university or institution, but he shall not be precluded from incorporating any part of such work into his dissertation or research report provided that he indicates clearly in his dissertation or research report that part of the work that has been incorporated into his dissertation or research report. A candidate may include into his dissertation or research report any research output that has been printed and published whether individually or jointly. A joint work must be accompanied by a statement that clearly states the candidates contribution to the work. Prohibition against plagiarism (a) (b) A candidate cannot plagiarise any idea, writing, data or creation of another person. For the purpose of this subregulation and subregulation (7), plagiarism includes (i) any act of taking any idea, writing, data or creation of another person and claiming that the idea, writing, data or creation is his own finding or creation; 50

(5)

(6)

(ii)

an act or an attempt to project in any form whatsoever, that he is the original source or creator of any idea, writing, data or creation that in actual fact was taken from a number of other different sources.

(c)

without prejudice to subregulation (b), a candidate shall be deemed to have plagiarised when (i) he publishes, as the sole author, an abstract, article, scientific or academic paper, or book which is wholly or partly written by other persons.; he joins or allows himself to be joined as co-author of an abstract, article, scientific or academic paper, or book, where he does not make any contribution to the writing of the abstract, article, scientific or academic paper, or book; forces another person to include his name in a list of publication for a specific research project or in a list of joint publication where he does not make any contribution which would qualify him to be a joint researcher or author; extracts academic data which is the result of research conducted by other persons, such as laboratory findings or field work, or data obtained through library research, whether published or unpublished, and combines the said data as part of his academic research without proper acknowledgement of the source; Uses research data obtained through the joint effort with other persons, whether or not such persons are staff members or students of the University as part of another academic research, or for publication in his own name as the sole author, without obtaining the permission of his coresearchers before commencing his own personal research or publishing the data; Copies the idea or creation of another person which is kept in any form, whether written, printed or electronic, or in the form of slides or in any form whatsoever for instruction, or research equipment or any other form and claim directly or indirectly that he is the creator of the idea or the creation. Translates the writing or creation of another person from one language to another, wholly or in part, and subsequently presenting the translation in any form or manner as its writer or as his own creation; Extracts idea from a writing or creation of another person and modifies without reference to the original source and re-arranges the idea as though he is the creator of the ideas.

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(7)

A candidate found to have plagiarised his dissertation or research report may be subject to action under the University of Malaya (Discipline of Students) Rules 1999.

51

(8)

Any dissertation or research report submitted for examination shall be in accordance with the regulations and procedures as provided under these Regulations or these Regulations as amended from time to time. The Dean of the Faculty may reject any dissertation or research report which has not been submitted in accordance with the prescribed regulations and procedures. Any dissertation or research report or any part thereof which has been passed and subsequently published, shall contain a statement clearly stating that it had been submitted f or a Masters degree of the University. Throughout his candidature, the candidate is encouraged, with the consent of his supervisor, to publish his research findings, on condition that proper reference is made to the University in the publication. With the exception of the intellectual property rights which shall be subject to the intellectual property policy of the University, the property rights in any dissertation or research report, whether passed or not, for the award of a degree shall vest in and remain vested in the University. PART VIII EXAMINATIONS

(9)

(10)

Number and Scope of Examinations 24. (1) (2) The number and scope of examinations made under these Regulations shall be as approved by the Senate on the recommendation of the Faculty. The examination in any programme of study shall include written tests, orals, practical and clinical, in any form whatsoever and any other assessment methods as may be approved by the Senate on the recommendation of the Faculty. The Committee of Examiners may at its own discretion require any candidate to sit for any supplementary examinations as may be deemed necessary for the assessment of his programme of study.

(3)

Committee of Examiners 25. There shall be at least one Committee of Examiners for each examination or part thereof for any Masters Degree programme.

Programme of Study by Coursework/Clinical Coursework 26. (1) The membership of a Committee of Examiners shall be as follows (a) (b) The Dean of the Faculty as the Chairman; The Chairman of the Facultys Higher Degrees Committee or, in a Faculty where the Deputy Dean responsible for matters relating to the Facultys Masters degree programme is not the Chairman of the Facultys Higher Degrees Committee, the Deputy Dean concerned; The Head of Department concerned;

(c)

52

(d)

the co-ordinator of the field concerned who is responsible for any course or programme of study not within the Department/Faculty; the external examiner concerned; and any Internal Examiner who is either a full-time teacher or any other person appointed by the Faculty.

(e) (f) (2)

The quorum for any meeting of a Committee of Examiners shall be the Chairman and one third of the membership of the Committee of Examiners. In the case of a programme by clinical coursework, the quorum shall be at least three members including the Chairman. A part-time teacher of the University may be invited to attend a meeting of the Committee of Examiners. In the case of an emergency, the Vice-Chancellor may appoint any full-time teacher of the University as a member of any Committee of Examiners provided that such appointment shall be reported to the Senate as soon as possible. The functions of a Committee of Examiners are as follows: (a) to consider the examination results in accordance with the Marking Scheme as provided and to determine the candidates who have passed or failed in an examination. Where distinction may be awarded, the Committee of Examiners shall determine the candidates who may receive or be recommended for such award; to recommend to the Faculty and the Senate where applicable, that candidates who have failed the examination in any course be permitted to repeat the course and to sit again for an examination for the course or not be permitted to sit again for the examination and/or not be readmitted to the Masters degree programme concerned; and to report to the Senate on any matters relating to the standard and/or the conduct of any examination.

(3) (4)

(5)

(b)

(c) (6)

The Senate may amend from time to time the rules relating to the membership and functions of the Committee of Examiners.

Programme of Study by Research 27. (1) The membership of a Committee of Examiners shall be as follows (a) (b) The Dean of the Faculty as Chairman; The chairman of the Facultys Higher Degrees Committee or, in a Faculty where the Deputy Dean responsible for matters relating to the Facultys Masters degree programme is not the chairman of the Facultys Higher Degrees Committee, the Deputy Dean concerned; a Professor appointed by the Faculty; The Head of Department/programme coordinator of the Faculty; and 53

(c) (d)

(e)

two examiners who are experts in the field concerned appointed by the Faculty. The examiners concerned may be the Internal or the External Examiner. As far as possible, at least one of the examiners shall be an external examiner.

(2)

Where the Dean of the Faculty is for some reason or other, unable to discharge his duty as the Chairman of the Committee of Examiners or he is the supervisor or examiner of the candidates dissertation, a professor or the Deputy Dean responsible for graduate matters may discharge the functions of the Dean as the Chairman of the Committee of Examiners. Where the Dean of the Faculty or the chairman of the Higher Degrees Committee or the Deputy Dean responsible for the Masters degree programme or the Head of Department or programme Co-ordinator is the supervisor for the candidate concerned, he shall attend the meeting of the Committee of Examiners by invitation and not as a member of the Committee of Examiners. Members of a Committee of Examiners shall not delegate any powers to any person who is not a member of the Committee of Examiners to represent him at any meeting of the Committee of Examiners except with the written consent of the Vice- Chancellor. The Registrar or his representative shall be the secretary of meetings of the Committee of Examiners. The quorum for any meeting of a Committee of Examiners shall be at least three persons including one examiner. The supervisor shall be invited to attend a meeting of the Committee of Examiners to give his views on matters under discussion but he has no right o participate in the evaluation or any decision of the candidates dissertation. The functions of a Committee of Examiners are as follows: (a) in respect of an examination for a dissertation, to consider the examiners reports on the candidates dissertation, and to make a decision regarding the level of achievement of the dissertation. In certain circumstances, the Committee of Examiners may conduct a viva voce examination and/or other tests as may be deemed appropriate; and To report to the Senate on any matter concerning the standard and/or the conduct of the examination.

(3)

(4)

(5) (6) (7)

(8)

(b)

(c) (9) (10)

The Senate may amend from time to time the membership and functions of the Committee of Examiners. If an emergency occurs, the Vice-Chancellor may appoint any full-time teacher of the University as a member of a Committee of Examiners on condition the appointment is reported to the Senate as soon as possible.

54

Programme of Study by Coursework and Research 28. (1) (2) External Examiner 29. The appointment of an external examiner for the Degree programme of study is as follows: (1) Masters Degree by Coursework/Clinical Coursework (a) At least one external examiner for each Masters programme by Coursework and Masters programme by Clinical Coursework. The term of appointment of an external examiner for the Masters programme by Coursework is three academic sessions. An external examiner appointed for any Masters programme by Coursework or any course component for any Masters programme by Coursework and Research shall (i) examine and assess the examination question paper and answer scripts and report his comments/recommendations to the Dean of the Faculty concerned. where required in his letter of appointment, to visit the Faculty for a period as may be determined by the Dean concerned to meet with the teachers and candidates of the Masters degree programmeme in the Faculty, to review the teaching and research facilities, assess the quality of the examinations, attend the meeting of the Committee of Examiners and if needed, conduct a seminar for teachers and candidates of the Masters degree programme at the Faculty; and study and assess in general, the structure and curriculum of the Masters degree programme and submit a report to the Vice- Chancellor and the Dean of the Faculty. There shall be a separate Committee of Examiners for the coursework component and the research component. The provisions of regulation 26 and regulation 27 shall apply mutatis mutandis to the Committee of Examiners for the programme of study by Coursework and Research.

(b)

(c)

(ii)

(iii)

(2)

Masters Degree by Research (a) As far as possible, an external examiner is appointed to examine the dissertation of a candidate for a Masters degree programme by Research. An external examiner shall normally be appointed from amongst academics outside the University who is qualified, experienced and in possession of the expertise in the candidates field of research. In special circumstances, an expert in the relevant field from outside the University who is not an academic may be appointed as an external examiner. An external examiner appointed shall not possess any consanguineous relationship with the candidate. 55

(b)

(c)

(d)

An Emeritus Professor or an Adjunct Professor of the University shall not be appointed as an external examiner. Subject to paragraph (2)(b), a former full-time teacher of the University may be appointed as an external examiner provided that he has left the service of the University for a period of not less than five years from his date of appointment as an external examiner. A graduate of the University who was a former student of a candidates supervisor may be appointed as an external examiner provided that he has completed his studies at the University not less than five years from the date of his appointment as an external examiner. In the case of an emergency, the Vice-Chancellor may appoint an external examiner to examine the dissertation of a candidate provided that such appointment shall be reported by the Faculty to the Senate as soon as possible. An external examiner appointed to examine the dissertation of a candidate shall submit his report in the prescribed format not later than two months from the date the dissertation is sent to him. The Faculty shall recommend to the Senate to substitute an external examiner who fails to discharge his duties satisfactorily with another external examiner.

(e)

(f)

(g)

(h)

(3)

Masters Degree by Coursework and Research The appointment of an external examiner for the coursework component shall be as provided under subregulation (1) and the appointment of an external examiner for the research component shall be as provided under subregulation (2).

Internal Examiner 30. (1) Subject to subregulation (4) below, the Faculty shall appoint (a) a full-time or part-time teacher of the University as an Internal Examiner for the coursework component; and a full-time teacher of the University to examine the dissertation of a candidate.

(b) (2) (3)

An Internal Examiner appointed to examine the dissertation of a candidate shall possess the qualifications, experience and expertise related to the candidates field of research. A part-time teacher of the University who has any consanguinity ties with the candidate shall not be appointed to be the Internal Examiner to examine the candidates dissertation. In certain circumstances, a full-time teacher of the University with consanguinity ties with the candidate shall not be appointed the Internal Examiner to examine the dissertation of the candidate except with the approval of the Senate. A tutor shall not be appointed as an examiner to examine any course, dissertation or research report for any Masters degree programme. However, a tutor may with the consent and supervision of the course examiner, assist in the marking of answer scripts for that course. For this purpose, answer script refers to any written or printed output other than a dissertation or research report, submitted by a candidate in fulfillment of the course requirements of his Masters degree programme. 56

(4)

(5)

In the case of an emergency, the Dean of the Faculty may appoint an Internal Examiner to examine any course provided that the appointment shall be reported to the Faculty as soon as possible. The Internal Examiner appointed to examine the dissertation of any candidate shall prepare and submit a report in the prescribed format not later than two months from the date the dissertation is sent to him. The Faculty may substitute an Internal Examiner who has not performed his duties satisfactorily with another Internal Examiner.

(6)

Consultant 31. Where a consultant is appointed to assist in the supervision of any candidate, the Faculty shall require the consultant to prepare and submit a report on the dissertation. The consultants report shall be tabled at the meeting of the Committee of Examiners for the examination of the candidate.

Examination Assessment for a Programme of Study by Coursework 32. (1) The method of assessment for a course shall be as follows: (a) The method of assessment for a course depends on the learning outcomes and course content. The contributory ratio or weightage of an assessment method in the final total marks for a course shall be determined by the Faculty and shall be approved by the Senate. Class Attendance (i) A candidate must attend all classes. It is the responsibility of each teacher to inform the candidate of the consequences of nonattendances in class. It is the responsibility of the candidate to ensure that the teacher is informed early of his non-attendance. The teacher is required to keep a record of class attendance and to inform on any nonattendance exceeding twenty percentage to the office of the Dean of the Faculty. Any candidate who has less than eighty percentage class attendance for any course in a semester without acceptable reasonable cause or without obtaining prior consent of the teacher concerned may be barred from taking the final examination for the course concerned in that semester by the Dean of the Faculty. Where a candidate is barred from taking the final examination for any course in a semester, he shall be informed in writing by the Dean at least one week before the commencement of the semester examinations concerned. Any candidate who is barred from taking the final examination for any course in a semester shall be given zero mark for the final examination for the course concerned.

(b)

(ii)

(iii)

(c)

Marking Scheme 57

(i) Marks 80-100 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 <35 (ii)

The examination assessment for the coursework component shall be based on the following marking scheme: Grade A AB+ B B C+ C CD+ D F Grade I is given when (A) a candidate does not take the final examination for any course in a semester on medical or compassionate grounds and the grade is recommended by the Committee of Examiners concerned; or a portion of the course requirement has not been completed for reasons outside the control of the candidate that are acceptable to the Committee of Examiners concerned. Grade Point 4.00 3.00 3.30 3.00 2.70 2.30 2.00 1.70 1.50 1.00 0.00 Fail Conditional Pass Pass Meaning Excellent

(B)

In situation (A), the candidate may either (aa) sit for a special examination for the course concerned which is to be held at least one week after the decision of the Committee of Examiners concerned. In certain circumstances, the Dean of the Faculty may allow the date of the special examination to be postponed to a date before the commencement of the following semester; or sit for an examination for the course concerned when offered in the earliest following semester without being required to follow the said course again. No fees shall be imposed for the registration of the said course and the credit will not be taken 58

(bb)

into account in the number of credit that can be registered in a semester. In situation (B), the candidate may either (aa) complete the portion of the course concerned no later than four weeks from the date of the original examination for the course concerned, or four weeks from the last date of the examination week, for a course which has no final semester examination, or within any period as may be determined by the Committee of Examiners; or complete the portion of the course requirement at the earliest opportunity in the following semester. The candidate shall register to follow the course concerned when offered in the earliest following semester. No fees shall be imposed for the registration of the course concerned and the credit will not be taken into account in the number of credit that can be registered in a semester.

(bb)

(iii)

A candidate shall be given zero mark for the final examination or for the portion of the course requirement concerned where (A) he does not register and sit for the final examination for the course concerned when the course is offered in the earliest following semester; or

(iv)

he does not complete the portion of the course requirement at the earliest opportunity in the following semester, wherever applicable. The marks obtained for the final examination or after the completion of the portion of the course requirement concerned shall be added to the marks for the course that is given a Grade I to obtain the actual grade obtained for the course concerned. A candidate given a Grade I shall not be permitted to repeat the course under any circumstances until the Grade I is dropped. Apart from the grades as shown in the Marking Scheme and under subregulation (i) and Grade I in subregulation (ii), the following grades may be given to a candidate for the courses for which he has followed: (A) (B) Grade K, for a course for which credit exemption has been approved. Grade P, for any course conducted over more one semester. 59

(B)

(v)

(vi)

(C)

Grade S, for any course for which the performance of a candidate is graded as satisfactory. Grade U, for any course for which the performance of a candidate is graded as unsatisfactory. Grade R, any course for which a candidate is registered for auditing only. No credit is given for this grade. Grade W, where a candidate has withdrawn officially from a course in any semester. Grade W1, where a candidate withdraws officially from any semester. Grade W2, where a candidate withdraws officially from the University.

(D)

(E)

(F)

(G) (H)

(d)

Determination of academic performance (i) The academic performance of a candidate in any semester shall be indicated by the GPA and CGPA. The GPA is determined by dividing the total grade points obtained by the total number of credits taken in that semester. Below is an example of how the GPA is determined: Course Grade Grade Point Credit Credit X Grade Point 4 X 4 = 16.0 3 X 2.3 = 6.9 3 X 0.0 = 0.0 3 X 2.0 = 6.0 28.9 CGA = 28.9 13 = 2.22 The CGPA is determined by dividing the total grade points obtained with the total credits taken from the first semester to the current semester. 60

K1 K2 K3 K4 Total

A C+ F C

4.0 2.3 0.0 2.0

4 3 3 3 13

(ii)

The grade points and credits obtained for courses registered in any semester shall be included in the calculation in the GPA and CGPA for that semester. The credit for a course with Grades C-, D+, D or F shall be included in the calculation of the GPA and CGPA for the semester concerned. A course with any of those grades will not be given any credit value. Grades I or P for any course shall be taken into account in determining the GPA and CGPA when the final grade for the course is obtained in the following semester concerned. Grades K, R, S, U, W, W1 and W2 shall not be taken into account in the determination of the CGA and CGPA. Credit values shall be given for any course with Grades A, A-, B+, B, B-, C+, C, K and S. No credit value shall be given for any course with Grades C-, D+, D, F, R, U, W, W1 and W2. For any course that requires at least a Grade B to pass, the credit value will be given when the candidate has achieved at least a Grade B for the course concerned. Courses with Grades I and P shall be given credit hour values when the final grades other than Grades C-, D+, D, F or U for the course has been obtained in the following semester. Where a candidate repeats any course, the marks and grade taken into account in the determination of the CGPA shall be the better marks and grades obtained by him. Any candidate who has been found guilty under Rule 6 or Rule 8 of the University of Malaya (Discipline of Students) Rules 1999 and on whom punishment has been imposed under the said Rules shall be given zero mark for the answer script concerned unless otherwise decided by the Senate.

(iii)

(iv)

(v) (vi)

(vii)

(viii)

(e)

Minimum requirements of study (i) To fulfil the minimum requirements of study at the University, a candidate must obtain a GPA and CGPA of not less than 3.00 in every semester until the completion of his studies. The Faculty shall determine before the first semester in any academic session and inform the candidate early, the courses for which it is compulsory to pass with specific minimum grades. For any courses for which it is compulsory to pass with a specific minimum grade, a candidate shall repeat any course with a grade less than the minimum grade so as to obtain the required minimum grade within the maximum period of his candidature. A candidate who obtains a grade less than the minimum pass grade after three attempts for a course for which it is required to obtain shall be terminated from his programme of study. Subject to the provisions of subregulations (ii) and (iii) and the 61

(ii)

(iii)

(iv)

maximum period of his candidature, a candidate with a CGPA of 3.00 and above in any semester (A) (B) (v) may maintain the Grades B-, C+ or C obtained for any course and shall be deemed to have passed that course; or may repeat to improve the Grade obtained for any course.

A candidate with a CGPA of less than 3.00 in any semester (A) cannot maintain the Grades B-, C+ or C obtained in any course until he has achieved a CGPA of 3.00 and above in any of the following semesters; and may repeat any course in any of the following semesters to improve his CGPA to 3.00 and above subject to the structure of the programme of study and the maximum period of his candidature.

(B)

(f)

Academic Probationary Period (i) Any candidate with a GPA below 3.00 in any semester shall be given Probation and placed under an Academic Probationary Period in the following normal semester. The Period shall continue until the candidate has achieved a GPA of 3.00. When a candidate has been placed under an Academic Probationary Period in any semester, the Dean of the Faculty shall issue a warning to the candidate and inform him of the status of his progress. The warning must contain a clear statement of what is deemed as satisfactory progress and what the candidate is required to do to achieve it.

(ii)

(2)

Failed and Terminated (a) A candidate may be terminated from his programme of study if (i) he does not achieve, after three attempts, at least the minimum pass grade for the course for which the Faculty has made compulsory to obtain in order to pass; ; he has obtained a GPA of less than 3.00 but more than 2.00 for three consecutive Normal Semesters. he has obtained a GPA of less than 2.00 in two consecutive Normal Semesters.

(ii) (iii)

(b)

Any candidate readmitted after having failed and terminated and obtains an academic performance which is less than satisfactory and is deemed as failed and terminated under these regulations, may be terminated from his programme of study. Where a candidate is terminated from his programme of study, the 62

(c)

notice of termination shall be sent by the Dean of the Faculty with which the candidate is registered for his programme of study. (3) Special examination Apart from a special examination for the purpose of substituting Grade I as permitted by a Committee of Examiners, the Senate may upon the recommendation of the Faculty concerned, approve a special examination for a candidate who is not able to sit for the examination of a course for extraordinary reasons. The candidate approved to sit for a special examination shall sit for the examination before the second week of the following semester. (4) Management of marks and grades (a) After the final examination for any course at the end of each semester, the examiner shall submit the marks and grades for the course to the Dean of the Faculty or the Head of Department where the candidate is registered for his programme of study, as the case may be, who shall check and decide whether the grades need to be re-assessed. The original marks and grades and, where applicable, the marks and grades from the re assessment shall be discussed at the departmental level to obtain the final marks and grades which shall then be reported to the Committee of Examiners through the Dean. The final marks and grades shall be as approved by the Committee of Examiners concerned. The final grade for any course after the final examinations at the end of each semester shall be displayed by the Faculty on the Faculty notice board. The Institute of Graduate Studies or such centre as may be determined by the University shall be responsible for keeping the official records and for issuing to each candidate (i) (ii) the examination results for his programme of study; and his academic transcript upon completion of his programme of study.

(b)

(c)

Examination Assessment for a Programme of Study by Research 33. (1) The method of assessment shall be as follows: (a) The method of assessment for a programme of study by Research shall be by way of the examination of the dissertation and a viva voce (if needed) with regard with the dissertation. A dissertation shall be examined, assessed and recommended by each examiner whether (i) (ii) (iii) to be awarded a Pass with Distinction, Pass or Fail; to be referred back for corrections without a re-examination; or to be referred for further work and re-submitted for a reexamination. 63

(b)

(c) (d)

No marks or grades shall be given in the examination of a dissertation. A candidate may be required by a Committee of Examiners to attend a viva voce with regard to his dissertation. The Committee of Examiners shall determine the method of conducting the viva voce with regard to the dissertation of a candidate. The Committee of Examiners may, if needed, invite a teacher of the University who is experienced and possesses the expertise in relation to the field of the candidates research, to attend the meeting of the Committee of Examiners and the viva voce of the candidate. The Committee of Examiners shall after considering the reports of the examiners, the dissertation of the candidate and viva voce (if any), decide and recommend that the candidate (i) (ii) (iii) be conferred a Masters degree with Distinction subject to the condition as provided under regulation 45(2); or has achieved sufficient merit to be conferred a Degree without any corrections; or has achieved sufficient merit to be conferred a degree subject to the candidate making minor corrections as proposed by the examiners within a period not exceeding three months and verified by the supervisor; or has achieved sufficient merit to be conferred a degree subject to the candidate making major corrections as proposed by the examiners within a period not exceeding six months and verified by the Internal Examiner; is required to conduct further research and submit his dissertation for reexamination over a period between six to twelve months from the date of the decision of the Senate; or has not achieved academic merit and recommend to the Senate that the candidate has failed in the examination of the dissertation and is not permitted to submit his dissertation for re-examination.

(e)

(f)

(g)

(iv)

(v)

(vi)

(h)

Notwithstanding the provisions of subparagraph (v), further work for a period exceeding twelve months shall be recommended by the Committee of Examiners in special circumstances and based on the reports of the examiners. (i) For the purpose of these Regulations further work means revisions to and re-writing of the dissertation including further research on the topic of the dissertation. Re-examination means a reassessment of the dissertation by the Committee of Examiners after further work has been done.

64

(ii)

A candidate is required to conduct further work may be required by the Committee of Examiners to attend a viva voce (if needed) regarding his dissertation for the second time.

(i)

The decisions of the meeting of the Committee of Examiners shall be based on the reports of the examiners and the performance of the candidate at the viva voce (if any) and as far as possible be arrived at unanimously. Where a decision cannot be reached, an additional examiner may be appointed to assist the Committee of Examiners to reach a decision.

(2)

Corrections and re-examination of a dissertation shall be as follows: (a) A candidate who is required to make corrections in accordance with subparagraph (1)(g)(iii) and (1)(g)(iv) above shall submit his dissertation before the end of the period specified for the making of the corrections. Where the candidate fails to do so, he shall be deemed to have failed the examination of his dissertation unless in special circumstances, the period has been extended by a period not exceeding ninety days as approved by the Dean of the Faculty. A candidate required to conduct further work in accordance with subregulation (1)(g)(v) above shall submit his dissertation before the end of the period specified for further work. Where the candidate fails to do so, he shall be deemed to have failed the examination of his dissertation unless an extension to the specified period has been approved by the Senate on the recommendation of the Committee of Examiners. For the purpose of this paragraph, the extended period shall commence a day after the end of the specified period for further work. A dissertation submitted for re-examination shall be delivered to all the examiners concerned for re-examination and a new report shall be prepared by each examiner and submitted to the Committee of Examiners for consideration. The Committee of Examiners concerned shall after considering the reports of the examiners, the dissertation of the candidate and viva voce (if any), decide and recommend that the dissertation be awarded a Pass or Fail. Subject to the provisions of subparagraph (1)(g)(v) above no candidate shall be permitted to submit his dissertation for re-examination more than once. A candidate required to submit his dissertation for re-examination shall continue with his registration as a candidate and pay the registration fees concerned.

(b)

(c)

(d)

(e)

(f)

Examination Assessment for a Programme of Study by Coursework and Research 34. (1) (2) The examination assessment for the coursework component for a Masters degree by Coursework and Research shall be in accordance with the provisions under regulation 32. The examination assessment for the research component for the programme of study for a Masters Degree by Coursework and Research shall be in accordance with the provisions under regulation 33 except for subregulation 33(1)(g), in which situation the provision below shall apply.

65

(a)

The Committee of Examiners shall after considering the reports of the examiners, the dissertation of the candidate and the viva voce (if any), decide and recommend that the candidate: (i) (ii) (iii) Be conferred a Masters degree with Distinction subject to the condition as provided under regulation 45(3); or Has achieved sufficient academic merit to be conferred a Degree without any corrections; or Has achieved sufficient academic merit to be conferred a Degree subject to the candidate making minor corrections as proposed by the examiners within a period not exceeding three months and verified by the supervisor and Internal Examiner; or Is required to conduct further work and submit the dissertation for a reexamination within a period of three to six months from the date of the Senate; or Has not achieved sufficient academic merit and recommend to the Senate that the candidate has failed in the examination of his dissertation and is not permitted to submit the dissertation for reexamination.

(iv)

(v)

Examination Assessment for a Programme of Study by Clinical Coursework 35. (1) Marking Scheme (a) The examination assessment for a Masters degree programme by Clinical Coursework at the Faculty of Medicine and the Faculty of Dentistry shall be based on the following Marking Scheme: Mark 75 and above 70-74 60-69 50-59 49 and below 0 (b) (2) Grade Equivalent A+ A B C F X Meaning Pass with Distinction Very Good Pass Good Pass Pass Fail Absent from examination

Any balance in the calculation of marks for each component in the examination concerned shall be rounded up to the nearest integer.

Apart from the provisions of regulation 35(1) the other regulation governing the assessment for a programme of study by clinical coursework shall be as approved by the Senate on the recommendation of the Faculty concerned.

66

Admission as a Candidate for Examination 36. (1) A candidate is not permitted to sit for any examination in any course or submit his dissertation for examination for any Masters degree programme unless: (a) He has registered as a candidate for a course or courses as prescribed for the Masters degree programme concerned at the time of the examination or has registered as a candidate for the Masters degree programme concerned at the time of the submission of his dissertation for examination, as the case may be; He has paid the prescribed fees; and Where applicable, the Dean of the Faculty has certified that the candidate has attended the course or courses concerned satisfactorily as required.

(b) (c)

Withdrawal from Examination 37. (1) A candidate who intends to withdraw from the examination of any course that he has registered for in a semester shall submit a written notice giving reasons for the withdrawal to the Dean of the Faculty at least two weeks before the commencement of the examination period scheduled for that semester. No candidate may withdraw from the examination of any course when the period of examination scheduled for the semester concerned has commenced unless otherwise permitted by the Dean of the Faculty on grounds of extraordinary reasons supported by documentary evidence. No candidate may withdraw from an examination of a dissertation where the dissertation has already been submitted for examination. Where a candidate has withdrawn from the examination for all the courses for which he has registered in a semester, that semester shall be counted as part of the maximum period of his candidature. The Senate may on the recommendation of the Faculty approve, on the basis of extraordinary reasons submitted by the candidate, that the semester concerned shall not counted as part of the maximum period of the candidature of the candidate.

(2)

(3) (4)

Absence from Examination 38. (1) (2) A candidate who has registered and attended a course shall take the examination for that course if he has not withdrawn or been barred from the examination concerned. A candidate who did not take the whole or part of the examination for the course shall notify the Dean of the Faculty in writing giving reasons for his absence. The letter must be forwarded within seven days from the date of the examination for the course concerned and must be accompanied by (a) a medical report from a registered medical officer where the absence from an examination is due to medical reasons; or a report from the district officer or government officer concerned where the reasons for the absence from an examination is due to compassionate grounds.

(b)

67

(3)

The letter from the candidate together with the reports as mentioned in subregulations (2)(a) and (b) above shall be tabled at the meeting of the Committte of Examiners and the Committee of Examiners shall recommend whether the candidate should be given a Grade I or Grade F or a special examination for the course concerned. The Committee of Examiners cannot under any circumstances consider any request from a candidate who has not sat for the examination of a course after theCommittee of Examiners has met to determine the results for that course. A candidate who falls ill at the time he is sitting for the examination for a course must report to the chief invigilator or any invigilator who shall then arrange for the candidate to be examined immediately by the University Student Health Doctor or the University of Malaya Medical Centre or a Government Hospital. The Doctors report and the report of the chief invigilator or the invigilator regarding the incident shall be forwarded as soon as possible to the Dean of the Faculty but not later than seven days from the date of the examination for the course concerned. A candidate who did not take the whole or the part of an examination for a course for which he is registered without reasons acceptable to the Committee of Examiners shall be given a zero mark for the whole or the part of the course. Where the candidate is required by the examiner or the Dean of the Faculty to submit an assignment or any written work for a course within a specified period and where the candidate fails to do so, he shall be deemed to have failed the assignment or writtten work unless the examiner or the Dean of the Faculty has granted an extension of the period for the submission of the assignment or written work

(4)

(5)

(6)

(7)

Conduct of Examinations 39. (1) No candidate may be permitted to present himself for an examination for a course later than thirty minutes after the commencement of the examination for that course. In special circumstances, the chief invigilator may permit a candidate who arrives later than 30 mintues to sit for the examination for the course if the chief invigilator is satisfied with the reason and evidence provided by the candidate. The reason provided by the candidate shall be recorded by the chief invigilator in his examination report and shall be presented together with the evidence provided by the candidate at the meeting of the Committee of Examiners. A candidate who is late in presenting himself for the examination of a course and who is permitted to sit for the examination under regulation 39(1) shall not be given any extra time for the examination. No candidate is permitted to leave the examination room until thirty minutes after the commencement of an examination or fifteen minutes before the end of an examination. A candidate who is permitted by the chief invigilator or invigilator to leave the examination room for a specific reason must be observed from the time he leaves the examination room until he re-enters the examination room. No candidate shall (a) take any book, paper, document, picture or any other thing into or out of an examination room, or receive any book, paper, document, picture or other things from any other person while in the examination room except that a candidate may, 68

(2)

(3) (4)

(5)

while he is in the examination room, receive from the invigilator such book, paper, document, picture or any other thing which have been recommended by the examiner or Committee of Examiners, and authorized by the Vice-Chancellor; or write or have it written by another person, any information or diagram which may be relevant to the examination he is sitting for, on his hand or any other part of his anatomy, or on his apparel or clothing; or communicate with any other candidate or another person during an examination by whatever means; or cheat or attempt to cheat or conduct himself in a manner which can be construed as cheating or attempting to cheat in an examination while the examination is being conducted.

(b)

(c)

(d)

(6) (7)

No candidate is permitted to smoke in any examination room during an examination. The chief invigilators and the invigilators shall be appointed from full-time teachers in the number and for the period of the examination as may be required by the Vice-Chancellor or by an officer authorized by the Vice-Chancellor. A chief invigilator or invigilator shall carry out the invigilation duties as prescribed. A chief invigilator or invigilator shall report to the Vice-Chancellor if in the opinion of the chief invigilator or the invigilator, a situation has arisen during an examination for a course that (a) (b) (c) requires the cancellation or postponement of the examination; or has caused the examination to be conducted in an improper manner; or has caused the examination to be unfair to any candidate.

(8)

(9)

Where an incident such as mentioned in subparagraph (8) has been reported, the ViceChancellor can take any action as deemed appropriate including directing that a new examination be held for the course concerned and where necessary, report his decision to the Senate. Where the Vice-Chancellor has reason to believe that the contents of any examination paper or any information relating thereto or work done in relation to an examination may have become known before the date and time of the examination to any person other than the examiners or the Committee of Examiners or any person given authority by the Registrar, he can direct a suspension or cancellation of the examination paper or examination and replace it with a new examination paper or examination A candidate who is found to have plagiarised his assignments or any written work that is part of the assessment for a course may be subject to disciplinary action under the University of Malaya (Discipline of Students) Rules 1999.

(10)

(11)

Secrecy in Matters relating to Examinations 40. (1) (2) All matters relating to examinations including the appointment of examiners, examiners reports and examination marks are confidential and shall not be disclosed to any party. It is mandatory for all parties involved in the management of examinations to sign an examination letter of undertaking each time an examination is held 69

PART IX GRADUATION Programme of Study by Coursework 41. (1) A candidate shall fulfil the following requirements for the purpose of graduation for a programme of study by Coursework: (a) (b) Achieve a final CGPA of 3.0 and above; Complete the number of credit hours as prescribed for the Masters degree programme; Fulfil the requirements of the Faculty, if any, with regard to courses that require at least a grade B to pass; and Fulfil the language requirement prescribed for his Masters degree programme.

(c)

(d) (2)

From the number of credit hours required for graduation, at least two-thirds from the total credit hours obtained must be from courses conducted by the University of Malaya.

Programme of Study by Research 42. A candidate shall fulfil the following requirements for the purpose of graduation for a programme of study by research: (1) (2) (3) (4) (5) Achieve a Pass in the examination of his dissertation; If conducted or required, pass the viva voce and/or other tests as may be prescribed; Fulfil other requirements as prescribed by the Faculty for his Masters degree programme; Fulfil the language requirement prescribed for his Masters degree programme; Fulfil other requirements approved by the Senate from time to time.

Programme of Study by Coursework and Research 43. A candidate shall fulfil the requirements prescribed for the coursework component as provided under regulation 41 and for the research component as provided under regulation 42. A candidate who fails to fulfil any of the component requirements shall be deemed to have failed.

Programme of Study by Clinical Coursework 44. A candidate shall fulfil the following requirements for the purpose of graduation for a programme of study by clinical coursework: (1) (2) Pass the examinations as prescribed for the Masters degree by Clinical Coursework programme concerned; Fulfil the other requirements as prescribed the Faculty, if any for the Masters degree by Clinical Coursework programme concerned; and 70

(3)

Fulfil the language requirement, if any, prescribed for the Masters degree by Clinical Coursework programme concerned.

Award of Degree with Distinction 45. (1) Programme of study by Coursework A candidate who has fulfilled the requirements for graduation as provided under regulation 41 shall be conferred a Masters degree (With Distinction) if he (a) (b) (c) has achieved a final CGPA of 3.7 and above; has never failed any course; has never repeated any course for the purpose of improving his grade for the course throughout the duration of his Masters degree programme; and has completed his programme of study within a period not exceeding four semesters from the date of the initial registration of the candidate.

(d)

(2)

Programme of study by Research A candidate qualifies to be conferred a Masters Degree with distinction if (a) (b) (b) a distinction is recommended in the reports of all the examiners; a distinction is recommended by the Committee of Examiners; the dissertation was completed and submitted by the candidate for examination within a period not exceeding four semesters from the date of the initial registration of the candidate; and it has never been submitted for any re-examination as provided under paragraph 33(1)(g)(v).

(d) (3)

Programme of study by Coursework and Research (a) A candidate who has fulfilled the requirements for graduation for the Masters degree by Coursework and Research may be conferred a Masters degree With Distinction if he fulfils the requirements as provided under subregulations (1) and (2) above for the course and research components respectively. Where a candidate has fulfilled only one of any of the two components mentioned above for the Masters degree by Coursework and Research, the candidate shall not qualify to be conferred the Masters degree With Distinction.

(b)

(4)

Programme of study by clinical coursework A candidate who has fulfilled the requirements for graduation as provided under regulation 44 may be conferred a Masters degree With Distinction if he fulfils the requirements as prescribed for the Masters degree by Clinical Coursework programme. 71

PART X APPEALS Appeal to Review Course Examination Results 46. (1) A candidate who is not satisfied with the results of his examinations may appeal for a review of his examination results. The appeal shall be made within two weeks from the date of the announcement of the official examination results. For the purpose of this paragraph, the date of the announcement of the official examination results shall mean the date the examination results are announced to the candidate by whatever method or means as prescribed by the University. A fee at a prescribed rate shall be imposed for the processing of the appeal for a review of examination results. The fee is non-refundable regardless of the success or otherwise of the appeal. The appeal should be made on a prescribed form that can be obtained from the Institute of Graduate Studies or such centre as may be determined by the University or the Faculty concerned. The completed form together with a copy of the receipt of the payment for the appeal must be forwarded to the Dean of the Faculty. The form for an appeal shall not be accepted if it is (a) (b) (c) (5) submitted after the period mentioned in subregulation (1); incomplete; or submitted without the payment receipt.

(2)

(3)

(4)

When an appeal has been received, the Faculty shall request the original examiner of the course concerned to review the answer script concerned. In special circumstances, the Dean of the Faculty has the discretion to appoint a new examiner, if needed. The original examiner and the new examiner, where applicable, shall report the findings of the review to the Faculty Appeals Committee which shall then consider whether or not to maintain or amend the marks/grade of the candidate. The Faculty Appeals Committee shall be as follows (a) (b) (c) (d) The Dean of the Faculty as Chairman; The Deputy Dean responsible for higher degrees; The Head of Department concerned; and The examiner concerned.

(6)

(7)

The Committee of Examiners shall forward its recommendations with regards to the appeal to the Faculty for information. The Dean of the Faculty, on the recommendation of the Faculty, shall forward the appeal of a successful candidate to the Senate for its approval. Where the Dean of a Faculty for whatever reasons is not able to discharge his duties as the chairman of the Faculty Appeals Committee, the Deputy Dean responsible for graduate 72

(8)

programmes may carry out the Deans duties as the chairman of the Faculty Appeals Committee. Appeal to Review Results of Examination of Dissertation 47. (1) A candidate who has failed the examination for his dissertation and is not satisfied with the results may appeal in writing to the Deputy Vice-Chancellor concerned within a period of six months from the date of the notification of his examination results. The candidates appeal will be considered by the Deputy Vice-Chancellor concerned together with the Dean of the Institute of Graduate Studies or any officer as may be determined by the University. Where there are no grounds to be considered, the candidate shall be informed that his appeal has failed. Where there are grounds to be considered, a special Senate Committee will then review and consider the candidates result and forward its recommendation to the Senate if the committee decides to amend the earlier decision made by the Committee of Examiners. . The members of the special Senate Committee shall be as follows (a) (b) (c) (4) The Deputy Vice-Chancellor concerned as Chairman; Dean of the Institute of Graduate Studies; Two (2) representatives of the Senate appointed by the Senate.

(2)

(3)

A candidate of a degree programme of study by Coursework and Research who has failed the examination for the course component may appeal for a review of his examination results as provided under regulation 46 and for the research component as provided under subregulations 47(1) and (2).

Appeal by Candidate who has Failed the Examinations for the Coursework or Clinical Coursework and is Terminated 48. (1) A candidate who has failed the examinations for his coursework or clinical coursework and is terminated may appeal to continue his study in writing to the Dean of the Faculty concerned through the respective head of department, within one month from the date of the notification of his examination results. The candidates appeal shall not be considered if the candidate has been terminated for more than two years from the date of appeal. The candidates appeal shall be studied and considered by the Faculty. The Faculty shall forward its recommendation to the Senate for its approval. . Subject to regulation (1) above, a candidate whose appeal has been considered before shall not be re- considered.

(2) (3) (4)

Appeal to Activate Candidature 49. (1) A candidate whose candidature has lapsed due to failure on his part to renew his candidature may submit an appeal to continue with his studies. The appeal shall be made in a prescribed form that can be obtained from the Institute of Graduate Studies or such centre as may be determined by the University or Faculty. 73

(2)

The approval to activate any candidature may only be given if the lapse in the candidature is less than two semesters at any one time, subject to there being a balance in the period of his candidature. The candidate whose appeal has been approved must pay a fine according to a rate as may be determined by the University. An application to activate a candidature that has lapsed for more than two semesters shall be submitted to the Deputy Vice-Chancellor concerned for approval.

(3)

Appeal to Extend the Maximum Period of Candidature 50. (1) A candidate whose maximum period of candidature is nearing its end but who still needs time to complete his dissertation may submit an appeal for an extension of his maximum period of candidature. The said appeal must be made during the last semester before his candidature lapses and must be made using the prescribed form which can be obtained from the Institute of Graduate Studies or any centre as may be determined by the University or Faculty. An extension of the maximum period of candidature may be granted for only one semester at any one time. Notwithstanding the provisions of this subregulation, the extension of the maximum period that can be approved for any candidate shall not be more than two semesters. An application to extend the maximum period of a candidature by more than two semesters shall be submitted to the Deputy Vice-Chancellor concerned for approval. PART XI READMISSION TO DEGREE PROGRAMME OF STUDY Readmission to Degree Programme of Study 51. (1) A candidate who has withdrawn from a degree programme of study may apply to be considered for admission to the degree programme of study or any other degree programme of study in the University. A candidate whose candidature has lapsed by reason of his failure to renew his candidature or the expiry of his maximum period of candidature may apply for readmission to the degree programme of study subject to the conditions that the field of study is different and he is supervised by a different supervisor. A candidate who has been terminated from his studies because of failure in his examinations or for reasons other than failure in examinations shall not be readmitted into the degree programme of study or any other higher degree programme of study of the University. PART XII GENERAL Power of the Senate 52. The Senate has the power to make, repeal or amend any regulations governing any degree programme of study as provided under these Regulations. Any new, repealed or amended regulations shall be announced to the candidate before the commencement of his academic session. 74

(2)

(3)

(2)

(3)

Compliance with the Universities and University Colleges Act 1971, University Statutes, Rules and Regulations. 53. Every candidate shall be subject to all the provisions under the Universities and University Colleges Act 1975, the Constitution of the University of Malaya, other Statutes, Rules and Regulations applicable in the University including the University of Malaya (Discipline of Students) Rules 1999.

Auditing Courses 54. (1) (2) A candidate may register to audit any course with the approval of the course co-ordinator and the Dean of the Faculty concerned. The Dean of the Faculty where the candidate is auditing a course shall verify that the candidate fulfils the minimum requirement of eighty percentage attendance to qualify the candidate for a grade R for the audited course and for recording in his transcript. An auditing candidate shall not be required to sit for the examination for the course concerned. Where the candidate does sit after obtaining the consent of the Dean of the Faculty concerned, the actual grade shall be recorded as such but where the candidate fails, a Grade R shall be recorded in the transcript. Any grade recorded shall not be taken into account in the calculation of the GPA/CGPA. In certain circumstances and subject to the conditions of the degree programme of study, the audited course may be accepted as a course that has fulfilled the prerequisite of a course or a degree programme of study.

(3)

(4)

Nongraduating Student 55. The Dean of the Faculty has the power to admit a person as a nongraduating student subject to the following conditions: (1) (2) not more than one calendar year if he is conducting research or not more than one academic session if he is following a course; and the total number of courses that can be taken shall not be more than two thirds of the maximum number of total credit hours for a candidate of a degree programme of study in any semester.

Made this by the Senate of the University of Malaya

75

SOFT SKILLS

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
76

SOFT SKILLS INTRODUCTION In this era of globalization, high academic achievement alone is not enough for graduates to be accepted into the job market. Employers have high expectancy of graduates and given the ever increasing challenges in employment, graduates not only need academic qualifications but capabilities and skills that give value-added and can attract employers. From this aspect, soft skills are seen as critical contributors in generating holistic human capital besides increasing global competitiveness. The Ministry of Higher Education has specified seven elements of soft skills that graduates should master. These seven (7) skills are: (1) (2) (3) (4) (5) (6) (7) Communication Skills Critical thinking and Problem Solving skills Teamwork Skills Lifelong Learning and Information Management Entrepreneurial Skills Professional Ethics and Morality Leadership Skills

Each element is categorized into two (2) groups, namely: Soft Skills (must have): SMH are the skills that must be mastered by all students in Higher Learning Institutions. If these skills are absent, the student is regarded as not competent in the element involved. Soft Skills (good to have) : SGTH are regarded as generic skills that give value-added to the student. If these skills are mastered by the student together with the SMH, the student is regarded as having outstanding competency in the element involved.

CRITERIA OF THE SOFT SKILL ELEMENTS 1. COMMUNICATION SKILLS

Communication skills involve effective communication in Malay and English and are categorized into eight (8) levels as follows: Course Outcomes: 1. 2. The ability to deliver an idea with clarity, effectiveness and confidence, in verbal and written form. Ability to apply active listening skills and give feedback.

77

3. 4. 5. 6. 7. 8. 2.

The ability to give clear presentations with full confidence and appropriate to the level of the listener. The ability to use technology in presentations. The ability to negotiate and achieve agreement. The ability to communicate with communication participants who are of different cultures. The ability to develop personal communication skills. The ability to use non-verbal communication.

CRITICAL THINKING AND PROBLEM SOLVING SKILLS

Thinking skills and problem solving skills involve the ability to think in creative, critical, analytic, innovative ways and the ability to apply understanding and knowledge to new and unrelated problems. Criteria for the seven (7) skill levels of Creative Thinking and Problem Solving Skills are as follows: Course Outcomes: 1. 2. 3. 4. 5. 6. 7. 3. The ability to identify and analyse problems in complex and uncertain situations, and make justified evaluations. The ability to develop and improve thinking skills such as clarifying, analyzing and evaluating discussions. Ability to seek ideas and alternative solutions. Ability to think out of the box. The ability to make decisions based on solid evidence. The ability to persevere and give full attention to responsibilities given. The ability to understand and adapt to the new work culture and new environment.

TEAMWORK SKILLS

Teamwork skills involve the ability to cooperate with others from diverse sociocultural backgrounds to achieve the same goals. The five (5) levels of teamwork skills are as follows: Course Outcomes: 1. 2. 3. 4. 5. The ability to develop good relationships, interact with others and work effectively with them to achieve common objectives. The ability to understand and play alternate roles as team leader and team member. The ability to recognize and respect attitudes, behaviors and beliefs of others. The ability to contribute towards planning and facilitating group work output. Taking responsibility for group decisions. 78

4.

LIFELONG LEARNING AND INFORMATION MANAGEMENT

Lifelong learning involves the students effort in independent acquisition of skills and new knowledge. The three (3) levels of Lifelong Learning and Information Management are as follows: Course Outcomes: 1. 2. 3. 5. The ability to search for and manage relevant information from varied sources. The ability to accept new ideas and develop capacity for autonomous learning. The ability to expand the inquisitive mind and thirst for knowledge.

ENTREPRENEURIAL SKILLS

Entrepreneurial skills involve the ability to explore opportunities and develop risk awareness, creativity and innovativeness in activities related to business and employment. The four (4) levels of Entrepreneurial Skills are as below: Course Outcomes: 1. 2. 3. 4. 6. Ability to identify business opportunities. Ability to develop business plans. Ability to build, explore and grab business and employment opportunities. Ability to work independently.

PROFESSIONAL ETHICS AND MORALITY

Professional Ethics and Morality involve ability to practice high moral standards in professional practice and social interaction. Below are the three (3) skill levels for Professional Ethics and Morality: Course Outcomes: 1. 2. 3. 7. Ability to understand the impact of economy, environment and sociocultural elements and professional practice. Ability to analyse and make decisions to resolve ethics-related problems. Ability to practise ethical behavior and possession of responsibility towards society.

LEADERSHIP SKILLS

Leadership Skills involve ability to practise leadership qualities in various activities. The levels of Leadership Skills are as follows:

79

Course Outcomes: 1. 2. 3. 4. Knowledge of the basic theories of leadership. Ability to lead and manage projects. Ability to understand and play alternate roles of team leader and team member. Ability to supervise team members

80

MASTER OF COUNSELLING
SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Research in Education Applications of Statistics for PXGZ 6102 Research in Education PXGZ 6101 PPGS 6190 Research Report Theory of Counselling Counselling PPGS 6104 Technique PPGS 6103 PPGS 6105 Career Counselling PPGS 6138 PPGS 6139 PPGS 6140 PPGS 6137 PPGS 6329 PPGS 6318 Multi Cultural Counselling Psychology of Career Development and Planning Professional Standards and Ethics of Counselling Professional Experience (Internship) Guidance and Counselling in Schools Counselling in Higher Institutions of Education 3

3 6 3 3 3 3 3 3 3 3 3 3 3

PPGS 6319 Agency Counselling PPGS 6320 Marriage and Family Counselling

81

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 PPGS 6106 PPGS 6107 PPGS 6141 PPGS 6113 Counselling Practicum Group Guidance and Counselling Assessment in Counselling Service Life-Span Development 3 3 3 3

82

MASTER OF EDUCATION SOCIOLOGY OF EDUCATION

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 Research in PXGZ 6101 Education PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

PXGZ 6102

3 40 3

PXGZ 6190 Dissertation Ethnography PAGS 6116 Research in Education Interpretation of PAGS 6103 Sociology of Education

83

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 Development Trend and Issues PAGS 6346 and Education 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

Devians, Delinquency and PAGS 6306 Dicipline

PAGS 6349

Sociology of Education : Comparative Perspectives Sociology of Adolescent

PAGS 6305

Citizenship PAGS 6330 Education and Patriotism PAGS 6315 School, Family and Community

Morals and Moral PAGS 6344 Development Theory

84

MASTER OF EDUCATION SOCIAL SCIENCE EDUCATION

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills

COURSES TITLE OF CODE COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

PXGZ 6190 Dissertation Research in Social Science Curriculum Design PAGS 6114 for Social Science Education Development PAGS 6346 Trend and Issues and Education Evaluation of PAGS 6341 Social Science Education PAGS 6115

40 3 3

3 3

85

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES TITLE OF CODE COURSES

CREDIT

1 Cognition in Teaching and PAGS 6351 Learning of Social Sciences and Humanities PAGS 6339 Social Science Education Lesson

Instructional Technology in Social Science Education Morals and Moral PAGS 6344 Development Theory Citizenship PAGS 6330 Education and Patriotism PAGS 6347

86

MASTER OF EDUCATION ISLAMIC EDUCATION

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

PXGZ 6190 Dissertation PAGS 6109 PAGS 6108 PAGS 6346 Research in Islamic Education Islamic Education Curriculum Development Trend and Issues and Education Instructional Technology in Social Science Education Morals and Moral Development Theory

40 3 3 3

PAGS 6347

PAGS 6344

87

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Al-Quran PAGS 6325 Education PAGS 6348 Ulum Syariah Education 3 3

Sociology of Education : Comparative Perspectives Philosophy of Education : PAGS 6350 Comparative Perspectives PAGS 6349

88

MASTER OF EDUCATION VALUES EDUCATION

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3 3

PXGZ 6190 Dissertation PAGS 6111 PAGS 6110 Research in Values Education Values Education Curriculum

Development PAGS 6346 Trend and Issues and Education Cognition in Teaching and PAGS 6351 Learning of Social Sciences and Humanities

89

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Devians, PAGS 6306 Delinquency and Discipline Morals and Moral PAGS 6344 Development Theory PAGS 6305 Sociology of Adolescent 3

Citizenship PAGS 6330 Education and Patriotism PAGS 6315 School, Family and Community

90

MASTER OF EDUCATION ART EDUCATION

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES TITLE OF CODE COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

PXGZ 6190 Dissertation PAGS 6112 PAGS 6113 Art Education Research Art Education Curriculum Design

40 3

3 3 3 3

Issues and PAGS 6352 Current Practices in Art Education PAGS 6332 Art Psychology PAGS 6339 Social Science Education Lesson

91

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Instructional Technology in social Science Education Cognition in Teaching and Learning of Social Sciences and Humanities Artistic Development in Arabic Language Assessment and Evaluation of Art Education 3

PAGS 6347

PAGS 6351

PAGS 6353

PAGS 6333

92

MASTER OF EDUCATION PHILOSOPHY OF EDUCATION

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3

PXGZ 6190 Dissertation Analysis of PAGS 6107 Philosophy in Education Introduction to PAGS 6106 Philosophy of Education Sosiology of Eduction : Comparative Perspectives Social Science Education Lesson

PAGS 6349

PAGS 6339

93

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CREDI T 1 Morals and Moral PAGS 6344 Development Theory Cognition in Teaching and PAGS 6351 Learning of Social Sciences and Humanities Citizenship PAGS 6330 Education and Patriotism Philosophy of Education : Comparative Perspectives 3 2 CS Communication Skills 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 1 KK Entrepreneurial Skills 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

PAGS 6350

Development Trend PAGS 6346 and Issues and Education

94

MASTER OF EDUCATION LANGUAGE EDUCATION

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3 1

COURSES CODE

TITLE OF COURSES

CREDIT

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research PXGZ 6103 Qualitative Research in Education PXGZ 6105 Future Studies

PXGZ 6106 Experimental Research PXGZ 6102 Applications of Statistics for Research in Education PXGZ 6190 Dissertation Seminar in PBGS 6111 Language Education Principles and Practice in the Teaching of Arabic Language

40

PBGS 6112

Research in PBGS 6336 Literacy Development

95

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES CODE

TITLE OF COURSES

CREDIT

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 Research in PBGS 6337 Language Teacher Education Language Planning PBGS 6338 and Education Policy Literature in PBGS 6339 Language Teaching 3

96

MASTER OF EDUCATION ENGLISH LANGUAGE EDUCATION

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3

PXGZ 6190 Dissertation Research in PBGS 6113 Second Language Acquisition Seminar in English PBGS 6114 Language Education Research in Language PBGS 6340 Planning and Policy in Education

97

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 Research in PBGS 6341 Language Teacher Education Research in PBGS 6342 Literacy Development 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

Research in text PBGS 6343 and Discourse in TESOL

98

MASTER OF EDUCATION ARABIC LANGUAGE EDUCATION

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

PXGZ 6190 Dissertation Curriculum PBGS 6109 Development in Arabic Language Principles and Practice in the PBGS 6110 Teaching of Arabic Language Evaluation in the PBGS 6327 Teaching of Arabic Language PBGS 6328 IT and Communication in Arabic Language Education

40 3

99

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Teaching PBGS 6330 Communication Skills in Arabic Arabic Language Teachers PBGS 6335 Education 3

100

MASTER OF EDUCATION PLANNING AND ADMINISTRATION

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

CREDIT

CS Communication Skills 1 2 3 4 5 6

TS Team Work Skills 2 3 4

KK Entrepreneurial Skills 1 2 3 4

LS Leadership Skills 1 2 3 4

PXGZ 6101

Research in Education

3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

PXGZ 6190 Dissertation PDGS 6101 PDGS 6102 Educational Administration Educational Planning

40 3 3 3

Financial PDGS 6324 Management in Education

101

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

CREDIT

CS Communication Skills 1 2 3 4 5 6

TS Team Work Skills 2 3 4

KK Entrepreneurial Skills 1 2 3 4

LS Leadership Skills 1 2 3 4

Politics and PDGS 6325 Policies in Education Human Resource PDGS 6306 Management in Education

102

MASTER OF EDUCATION MATHEMATICS EDUCATION

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3

PXGZ 6190 Dissertation Curriculum Design and Planning in PMGS 6102 Mathematics Education Research in Mathematics PMGS 6142 Education: Practical Perspectives Research in Mathematics PMGS 6349 Education: Theoretical Perspectives

103

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES CODE

TITLE OF COURSES

CREDI T

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 Culture and Development in PMGS 6348 Mathematics Education PMGS 6303 Perpective on Problem Solving in Mathematics Education

Diagnostic PMGS 6304 Teaching in Arithmetic Evaluation in PMGS 6305 Mathematics Education Teaching of PMGS 6306 Mathematics in Early Chilhood Information and Communication PMGC 6101 Technology in Mathematics Education

104

MASTER OF EDUCATION SCIENCE EDUCATION

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

3 3 3

PXGZ 6102

3 40 3 3

PXGZ 6190 Dissertation PMGS 6120 PMGS 6121 Research in Science Education Curriculum Studies in Science Education History, Philosophy and Theory of Science Education Cognition and Science Education

PMGS 6123

PMGS 6320

3 3

Assessment in PMGS 6322 Science Education

105

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Issues in ScienceTechnologyPMGS 6323 Society Education Issues and Trends PMGS 6324 in Environmental Education Science and PMGS 6325 Technology in Early Chilhood Information and Communication PMGE 6101 and Technology in Science Education

106

MASTER OF EDUCATION HEALTH EDUCATION

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

PXGZ 6190 Dissertation PMGS 6130 Health Education Curriculum Research in Health Education Life Wellness Programme Community Health Education

40 3

PMGS 6131

PMGS 6330

PMGS 6333

107

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 PMGS 6336 Mental Health 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

108

MASTER OF EDUCATION PHYSICAL EDUCATION

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40

PXGZ 6190 Dissertation Measurement and Evaluation in Physical Education Research in Physical

PMGS 6140

PMGS 6141

Strategies and Techniques of Teaching and PMGS 6341 Learning in Physical

109

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 PMGS 6342 Motor Learning and Sport Psychology Administration of Sports and CoCurricular in Educational Instruction Curriculum Design in Physical Education Advance Exercise Physiologyn Sports 3

PMGS 6343

PMGS 6344

PMGS 6346

110

MASTER OF EDUCATION EDUCATIONAL PSYCHOLOGY

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3 3 3 3 3 3 3

PXGZ 6190 Dissertation Educational PPGS 6111 Psychology PPGS 6113 Life Span Development

PPGS 6101 Personality Psychology of PPGS 6112 Learning PPGK 6103 PPGS 6115 Child Development Adolescent Psychology

PPGS 6116 Social Cognition

111

SOFT SKILLS LEVELS COURSES CODE TITLE OF COURSES CS Communication Skills 1 Psychology of the PPGS 6128 Gifted Psychological PPGS 6327 Testing 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 1 LS Leadership Skills 2 3 4

CREDIT

112

MASTER OF EDUCATION SPECIAL EDUCATION

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 Research in PXGZ 6101 Education PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6102

PXGZ 6190 Dissertation PPGS 6125 Special Education Life Span PPGS 6113 Development Teaching of Students with Learning Disabilities

40 3 3

PPGS 6126

Education of PPGS 6127 Children with Special Needs

113

SOFT SKILLS LEVELS LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES TITLE OF CODE COURSES

CREDIT

CS Communication Skills

CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 Psychology of the PPGS 6128 Gifted Basic Theories for Diagnosis and PPGS 6130 Remesis and Remediation in Reading Curriculum Strategies, Assessment and PPGS 6309 Evaluation for Children with Special Needs PPGS 6327 Psychological Testing 3

114

MASTER OF EDUCATION MEASUREMENT AND EVALUATION

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 PXGZ 6101 Research in Education 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3 3

PXGZ 6190 Dissertation Measurement PPGS 6135 Theory Measurement and Evaluation in PPGS 6136 Education Fundamental of Factor Analysis Instrument Design PPGS 6322 and Item Development PPGS 6321 PPGS 6323 Evaluations Model Programme PPGS 6324 Evaluation

3 3 3 3

115

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 Psychological PPGS 6327 Testing Fundamental of PPGS 6321 Factor Analysis Instrument Design PPGS 6322 and Item Development 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

116

MASTER OF EDUCATION CURRICULUM DEVELOPMENT

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 Research in PXGZ 6101 Education PXGZ 6104 Survey Research PXGZ 6103 Qualitative Research in Education PXGZ 6105 Future Studies 3 3 3 3 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

PXGZ 6106 Experimental Research PXGZ 6102 Applications of Statistics for Research in Education PXGZ 6190 Dissertation Theoty and PJGS 6101 Curriculum Practise Research in PJGS 6103 Curriculum Development Application of Technology in Curriculum Implementation

40

PJGS 6303

117

SOFT SKILLS LEVELS COURSES TITLE OF CODE COURSES CS Communication Skills 1 Changes and PJGS 6305 Implementation of School Curriculum Approach in PJGS 6306 Curriculum Assessment PJGS 6310 Curriculum Management 3 2 3 4 5 6 7 8 1 CT Critical Thinking and problem Solving Skills 2 3 4 5 6 7 1 TS Team Work Skills 2 3 4 5 LL Life Long Learning and Information Management 1 2 3 KK Entrepreneurial Skills 1 2 3 4 EM Professional Ethics and Moral 1 2 3 LS Leadership Skills 1 2 3 4

CREDIT

Comparative and PJGS 6308 Global Perspective in Curriculum

118

MASTER OF EARLY CHILDHOOD EDUCATION

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES CODE

TITLE OF COURSES

CREDIT

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 PXGZ 6101 Research in Education 3 3 3 3 3

PXGZ 6104 Survey Research Qualitative PXGZ 6103 Research in Education PXGZ 6105 Future Studies PXGZ 6106 Experimental Research Applications of Statistics for Research in Education

PXGZ 6102

3 40 3

PPGK 6190 Dissertation PPGK 6103 Child Development Research in Early Chilhood Education Curriculum in Early Chilhood Education Organization and Management of Early Chilhood Program

PPGK 6102

PPGK 6301

PPGK 6302

119

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES TITLE OF CODE COURSES

CREDIT

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 Language and PPGK 6303 Literacy of Early Chilhood PPGK 6304 PPGK 6305 Play and Creative Expression Early Chilhood Intervention Tend and Issues In Early Chilhood Education 3

3 3

PPGK 6307

120

MASTER OF EDUCATIONAL MANAGEMENT

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Research in Educational Administration and Management Applications of Statistics for PXGZ 6102 Research in Education Educational Management PXGM 6192 Research Report PXGM 6104 Theories and Concepts in Educational Management Educational Administration and PXGM 6102 Organization Educational Leadership PXGM 6103 PXGM 6101 Issues in Supervision and Instructional PXGM 6105 Improvement in Educational Organizations Information and Technology in PXGM 6106 Educational Management Human Resource Management in PXGM 6107 Education

12

121

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES CODE

TITLE OF COURSES

CREDIT

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 Management of Strategic Policy in PXGM 6108 Education Financial Planning PXGM 6109 and Economy of Education Creativity and Changes in PXGM 6110 Educational Management 3

122

MASTER OF INSTRUCTIONAL TECHNOLOGY

SOFT SKILLS LEVELS CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 LL Life Long Learning and Information Management 5 1 2 3 EM Professional Ethics and Moral 1 2 3

COURSES CODE

TITLE OF COURSES

CREDIT

CS Communication Skills

TS Team Work Skills

KK Entrepreneurial Skills

LS Leadership Skills

1 PXGZ 6101 PXGZ 6104 PXGZ 6103 PXGZ 6105 PXGZ 6106 PXGZ 6102 Research in Education Survey Research Qualitative Research in Education Future Studies Experimental Research Applications of Statistics for Research in Education Dissertation Research in Instructional Technology Basic Instructional Design and Technology Psychology of Learning and Instruction Model Advance Instructional Design and Technology Learning Communities 3 3 3 3 3 3

PXGT 6190 PXGT 6111

40 3

PXGT 6113

PXGT 6301

PXGT 6302

PXGT 6303

123

MASTER OF MATHEMATICS EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES TITLE OF CODE COURSES

CREDIT

1 PXGZ 6101 Research in Education 3 3

PXGZ 6104 Survey Research Qualitative Research in Education

PXGZ 6103

PXGZ 6105 Future Studies Experimental Research

PXGZ 6106

Applications of Statistics for PXGZ 6102 Research in Education PMGS 6190 Dissertation Information and Communication PMGS 6101 Technology in Science Education Information Communication and Techology in PMGC 6101 Mathematics Education

40

124

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES TITLE OF CODE COURSES

CREDIT

1 Curriculum Design and Planning in Mathematics PMGS 6102 Education Perspectives on Problem Solving PMGS 6303 in Mathematics Education WXGB 6311 Digital Libraries WXGB 6321 Web Publishing Libraries, WXGB 6333 Information and Society

3 3 3

125

MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES TITLE OF CODE COURSES

CREDIT

1 PXGZ 6101 PXGZ 6104 Research in Education Survey Research Qualitative Research in Education Future Studies 3 3 3 3 3

PXGZ 6103 PXGZ 6105

Experimental PXGZ 6106 Research Applications of Statistics for PXGZ 6102 Research in Education PMGS 6190 Dissertation Research in PMGS 6120 Science Education Information and Communication PMGE 6101 Technology in Science Education Curriculum Studies in PMGS 6121 Science Education

126

SOFT SKILLS LEVELS CS Communication Skills CT Critical Thinking and problem Solving Skills 7 8 1 2 3 4 5 6 7 1 TS Team Work Skills LL Life Long Learning and Information Management 5 1 2 3 KK Entrepreneurial Skills EM Professional Ethics and Moral 1 2 3 LS Leadership Skills

COURSES CODE

TITLE OF COURSES

CREDIT

1 Cognition in PMGS 6320 Science Education WXGB 6311 Digital Libraries WXGB 6321 Web Publishing Libraries, WXGB 6333 Information and Society 3 3 3 3

127

SOFT SKILLS ELEMENT INDICATOR COMMUNICATION SKILLS Level CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 Skills KIM KIM KIM Explanation The ability to present ideas clearly, effectively and confidently, in both oral and written forms The ability to practice active listening skills and provide feedback The ability to present clearly with confidence and appropriate to the level of the listener The ability to use technology in presentations The ability to negotiate and reach an agreement The ability to communicate with others from different cultures The ability to develop interpersonal communication skills The ability to use non-verbal skills

CRITICAL THINKING AND PROBLEM SOLVING SKILLS Level CT1 CT2 CT3 CT4 CT5 CT6 CT7 Skills KIM KIM KIM Explanation The ability to identify and analyse problems in complex and vague situations, as well as to make justified evaluations The ability to develop and improve thinking skills such as to explain, analyse and evaluate discussions The ability to find ideas and alternative solutions The ability to think out of the box The ability to make decisions based on concrete evidence The ability to persevere as well as to fully concentrate on a given task The ability to understand and to fit in with the culture of the community and new work environment

128

TEAM WORK SKILLS Level TS1 TS2 TS3 TS4 TS5 Skills KIM KIM Explanation The ability to build to good relations, interact with others and work effectively with them to achieve the same objectives The ability to understand and interchange roles between that of a team leader and a team member The ability to recognize and respect the attitude, behaviour and beliefs of others The ability to contribute towards the planning and coordination of the team's efforts Be responsible for the group's decision

LIFE LONG LEARNING AND INFORMATION MANAGEMENT Level LL1 LL2 LL3 Skills KIM KIM Explanation The ability to search and manage relevant Information from different sources The ability to accept new ideas and the capability for autonomous learning The ability to develop a curious mind and the thirst for knowledge

ENTREPRENEURIAL SKILLS

Level KK1 KK2 KK3 KK4

Skills KIM

Explanation The ability to identify business opportunities The ability to outline business frameworks The ability to build, explore and seize business and work opportunities The ability to work independently

129

PROFESSIONAL ETHICS AND MORAL

Level EM1 EM2 EM3

Skills KIM KIM

Explanation The ability to recognize the effects on the economy, environment and socio culture in professional practice The ability to analyze and make decisions in solving problems related to ethics Kebolehan untuk mengamalkan sikap beretika, di samping mempunyai rasa tanggungjawab terhadap masyarakat The ability to practice ethically, apart from being responsible towards the society

LEARDERSHIP SKILLS

Level LS1 LS2 LS3 LS4

Skills KIM KIM Knowledge of basic leadership theory The ability to lead a project

Explanation

The ability to understand and interchange roles between that of a team leader and a team member The ability to supervise team members

130

MASTER OF COUNSELLING

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
131

MASTER OF COUNSELLING
UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Counselling 1. Type of Programme The types of programmes offered under the Master of Counselling provision are as follows: (1) (2) 2. Programme by Coursework, that is, a programme of study wholly by way of lectures which may involve producing a Research Report. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) or 132 Professional qualification from a recognized professional body; Working experience related field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualifications; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor in Counseling;

(e) (2)

Other qualifications approved by the Senate from time to time.

English Language Requirement. International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Counselling are as follows: (1) (2) Programme by Coursework is four (4) normal semesters. Programme by Research is two (2) normal semesters.

4.

Programme Goals To prepare counsellors who will work in community and social agencies, private and government schools, university and college counselling centres, agencies or institutions involved in marital and family counselling services, employee and career planning and placement services, hospitals, business settings and mental health agencies.

5.

Program Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master the theory and practical skills of counselling; Applying counselling knowledge and skills in providing service; Show concern and care for others in implementing counselling services. Adhere to the highest ethical standards and practice in the psychology and counselling services; Communicate and cooperate effectively with others in the counselling service. Critically analyse research, trends and issues related to the field of psychology and counselling; Involve themselves in lifelong learning and managing information related to psychology and counselling services in future; and Produce and market innovative products in counselling, guidance and psychological services. 133

6.

Program Structure (1) The programme of studies for the Master of Counselling is offered in two (2) course modes namely by Coursework worth fifty-one (51) credits and by Research. The details are as follows: (a) Programme by Coursework (i) (ii) (iii) Two (2) Faculty Core Courses each worth three (3) credits One (1) Research Report worth six (6) credits Ten (10) Compulsory Courses in the Field of Secialization with each course totaling three (3) credits, and one (1) more Compulsory Course in the Field of Specialization totaling six (6) credits; and One (1) course Elective Course in the Field of Specialization for a total of three (3) credits

(iv)

(b)

Programme by Research This programme is conducted entirely by research leading to the production of dissertation. However, the candidate is required to take a course in introduction to Research in Education (PXGZ6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Counselling programme by Coursework is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

134

LIST 1 Courses Approved by Senate for the Master of Counselling Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6102 PPGS 6190 Course Title Research in Education Statistics for Research in Education Research Report Master of Counselling Credit 3 3 6

Compulsory Courses in the Field of Specialization

Course Code PPGS 6103 PPGS 6104 PPGS 6105 PPGS 6106 PPGS 6107 PPGS 6141 PPGS 6113 PPGS 6137 PPGS 6138 PPGS 6139 PPGS 6140

Course Title Theories of Counselling Counselling Technique Career Counselling Counselling Practicum Group Guidance and Counselling Assessment in Counselling Service Life Span Development Professional Experience (Internship) MultiCultural Counselling Psychology of Career Development and Planning Professional Standards and Counselling Ethics

Credit 3 3 3 3 3 3 3 6 3 3 3

Elective Courses in the Field of Specialization Course Code PPGS 6318 PPGS 6319 PPGS 6320 PPGS 6329 Agency Counselling Marriage and Family Counselling Schools Guidance and Counselling Course Title Counselling in Higher Institute of Education Credit 3 3 3 3

135

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Counselling 1. Course Registration (1) (2) Course registration is held in the period two (2) weeks beginning from the start of the semester. A candidate must register for at least three (3) credits including the credit allocated for research at any semester unless he/she has been permitted to withdraw from a particular semester.

2.

Supervision Appointment of supervisor is as follows: (1) Programme by Coursework Appointment of supervisor is not later than the first semester of study. (2) Programme by Research Appointment of supervisor must be done before candidate registers for the programme.

3.

Establishing the Research Field The confirmation of field of study for the dissertation and research report must be done before the candidate begins his or her research.

4.

Submission (1) Programme by Coursework Title of Research Report should be submitted to the Faculty for approval no later than one month before the candidate submits the research report for examination. (2) Programme by Research Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation.

136

MASTER OF EDUCATION (SOCIOLOGY OF EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
137

MASTER OF EDUCATION (SOCIOLOGY OF EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Sociology of Education) 1. Type of Programme The types of programmes offered under the Master of Education (Sociology of Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (f) Bachelors degree; and (iv) or (v) or (vi) or (iv) or (d) or 138 Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

(e) (2)

Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Sociology of Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Sociology of Education; Practise the field of Sociology of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field Sociology of Education; Apply ethics and best practises professionally in the field of Sociology of Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Sociology of Education; Analyse critically theories, policies and contemporary trends in the field of Sociology of Education; Involve themselves in lifelong learning and manage information related to Sociology of Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Sociology of Education.

6.

Programme Structure 139

(1)

The Master in Education (Sociology of Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Applications of Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Sociology of Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

140

LIST 1 Courses Approved by Senate for the Master of Education (Sociology of Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PAGS 6103 PAGS 6116

Course Title Interpretation of Sociology of Education Ethnography Research in Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PAGS 6305 PAGS 6306 PAGS 6315 PAGS 6330 PAGS 6344 PAGS 6346 PAGS 6349 Course Title Sociology of Adolescence Deviance, Delinquency and Dicipline Community, Family and School Citizenship Education and Patriotism Ethics and Moral Development Theory Developmental Trend and Issues and Education Sociology of Education : Comparative Perspectives Credit 3 3 3 3 3 3 3

141

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Sociology of Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

142

MASTER OF EDUCATION (SOCIAL SCIENCE EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
143

MASTER OF EDUCATION (SOCIAL SCIENCE EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Social Science Education) 1. Type of Programme The types of programmes offered under the Master of Education (Social Science Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) Working experience in the relevant field; or (d) Professional qualification from a recognised professional body; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

144

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Social Science Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of Social Science Education; Practise the field of Social Science Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Social Science Education; Apply ethics and best practises professionally in the field of Social Science Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Social Science Education; Analyse critically theories, policies and contemporary trends in the field of Social Science Education; Involve themselves in lifelong learning and manage information related to Social Science Education; and 145

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Social Science Education.

6.

Programme Structure (1) The Master of Education (Social Science Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Social Science Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

146

LIST 1 Courses Approved by Senate for the Master of Education (Social Science Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PAGS 6114 PAGS 6115

Course Title Curriculum Design for Social Science Education Research in Social Science

Credit 3 3

Elective Courses in the Field of Specialization Course Code PAGS 6330 PAGS 6339 PAGS 6341 PAGS 6344 PAGS 6346 PAGS 6347 PAGS 6351 Course Title Citizenship Education and Patriotism Social Science Education Lesson Evaluation of Social Science Education Ethics and Moral Development Theory Development Trend and Issues and Education Instructional Technology in Social Science Eduation Cognition in Teaching and Learning of Social Sciences and Humanities Credit 3 3 3 3 3 3 3

147

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Social Science Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

148

MASTER OF EDUCATION (ISLAMIC EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
149

MASTER OF EDUCATION (ISLAMIC EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Islamic Education) 1. Type of Programme The types of programmes offered under the Master of Education (Islamic Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) Working experience in the relevant field; or (d) Professional qualification from a recognised professional body; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

150

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Islamic Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Islamic Education; Practise the field of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Education; Apply ethics and best practises professionally in the field of Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Education; Analyse critically theories, policies and contemporary trends in the field of Education; Involve themselves in lifelong learning and manage information related to Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Islamic Education. 151

6.

Programme Structure (1) The Master of Education (Islamic Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Islamic Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

152

LIST 1 Courses Approved by Senate for the Master of Education (Islamic Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PAGS 6108 PAGS 6109

Course Title Islamic Education Curriculum Research in Islamic Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PAGS 6325 PAGS 6344 PAGS 6346 PAGS 6347 PAGS 6348 PAGS 6349 PAGS 6350 Al-Quran Education Ethics and Moral Development Theory Development Trend and Issues and Education Instructional Technology in Social Science Eduation Ulum Syariah Education Sociology of Education : Comparative Perspectives Philosophy of Education : Comparative Perspectives Course Title Credit 3 3 3 3 3 3 3

153

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Islamic Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

154

MASTER OF EDUCATION (VALUE EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
155

MASTER OF EDUCATION (VALUES EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Values Education) 1. Type of Programme The types of programmes offered under the Master of Education (Values Education) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) Working experience in the relevant field; or (d) Professional qualification from a recognised professional body; 156 Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Values Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Values Education; Practise the field of Values Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Values Education; Apply ethics and best practises professionally in the field of Values Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Values Education; Analyse critically theories, policies and contemporary trends in the field of Values Education; Involve themselves in lifelong learning and manage information related to Values Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Values Education. 157

6.

Programme Structure (1) The Master of Education (Values Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Values Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

158

LIST 1 Courses Approved by Senate for the Master of Education (Values Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PAGS 6110 PAGS 6111

Course Title Values Education Curriculum Research in Values Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PAGS 6305 PAGS 6306 PAGS 6315 PAGS 6330 PAGS 6344 PAGS 6346 PAGS 6351 Course Title Sociology of Adolescent Devians, Delinquency and Discipline School, Family and Community Citizenship Education and Patriotism Ethics and Moral Development Theory Development Trend and Issues and Education Cognition in Teaching and Learning of Social Sciences and Humanities Credit 3 3 3 3 3 3 3

159

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Values Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

160

MASTER OF EDUCATION (ART EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
161

MASTER OF EDUCATION (ART EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Art Education) 1. Type of Programme The types of programmes offered under the Master of Education (Art Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; 162 Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Art Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Art Education; Practise the field of Art Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Art Education; Apply ethics and best practises professionally in the field of Art Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Art Education; Analyse critically theories, policies and contemporary trends in the field of Art Education; Involve themselves in lifelong learning and manage information related to Art Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Art Education. 163

6.

Programme Structure (1) The Master of Education (Art Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Art Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

164

LIST 1 Courses Approved by Senate for the Master of Education (Art Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PAGS 6112 PAGS 6113

Course Title Art Education Research Art Education Curriculum Design

Credit 3 3

Elective Courses in the Field of Specialization Course Code PAGS 6332 PAGS 6333 PAGS 6339 PAGS 6347 PAGS 6351 PAGS 6352 PAGS 6353 Art Psychology Assessment and Evaluation of Art Education Teaching of Social Science Education Instructional Technology in Social Science Education Cognition in Teaching and Learning of Social Sciences and Humanities Issues and Current Practices in Art Education Artistic Development in Children Course Title Credit 3 3 3 3 3 3 3

165

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Art Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

166

MASTER OF EDUCATION (PHILOSOPHY OF EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
167

MASTER OF EDUCATION (PHILOSOPHY OF EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Philosophy of Education) 1. Type of Programme The types of programmes offered under the Master of Education (Philosophy of Education) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) Working experience in the relevant field; or (d) Professional qualification from a recognised professional body; 168 Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Philosophy of Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Philosophy of Education; Practise the field of Philosophy of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Philosophy of Education; Apply ethics and best practises professionally in the field of Philosophy of Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Philosophy of Education; Analyse critically theories, policies and contemporary trends in the field of Philosophy of Education; Involve themselves in lifelong learning and manage information related to Philosophy of Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Philosophy of Education. 169

6. (1)

Programme Structure The Master of Education (Philosophy of Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Philosophy of Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

170

LIST 1 Courses Approved by Senate for the Master of Education (Philosophy of Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PAGS 6106 PAGS 6107

Course Title Introduction to Philosophy of Education Analysis of Philosophy in Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PAGS 6330 PAGS 6339 PAGS 6344 PAGS 6346 PAGS 6349 PAGS 6350 PAGS 6351 Course Title Citizenship Education and Patriotism Social Science Education Lesson Ethics and Moral Development Theory Development Trend and Issues and Education Sociology of Education : Comparative Perspectives Philosophy of Education : Comparative Perspectives Cognition in Teaching and Learning of Social Sciences and Humanities Credit 3 3 3 3 3 3 3

171

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Philosophy of Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

172

MASTER OF EDUCATION (LANGUAGE EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
173

MASTER OF EDUCATION (LANGUAGE EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Language Education) 1. Type of Programme The types of programmes offered under the Master of Education (Language Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) Working experience in the relevant field; or (d) Professional qualification from a recognised professional body; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

174

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Language Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Language Education; Practise the field of Language Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Language Education; Apply ethics and best practises professionally in the field of Language Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Language Education; Analyse critically theories, policies and contemporary trends in the field of Language Education; Involve themselves in lifelong learning and manage information related to Language Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Language Education. 175

6.

Programme Structure (1) The Master of Education (Language Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Language Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

176

LIST 1 Courses Approved by Senate for the Master of Education (Language Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PBGS 6111 PBGS 6112

Course Title Seminar in Language Education Principles and Practice of Language Teaching

Credit 3 3

Elective Courses in the Field of Specialization Course Code PBGS 6336 PBGS 6337 PBGS 6338 PBGS 6339 Course Title Research in Literacy Development Research in Language Teacher Education Language Planning and Education Policy Literature in Language Teaching Credit 3 3 3 3

177

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Language Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

178

MASTER OF EDUCATION (ENGLISH LANGUAGE EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
179

MASTER OF EDUCATION (ENGLISH LANGUAGE EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (English Language Education) 1. Type of Programme The types of programmes offered under the Master of Education (English Language Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

180

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (English Language Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of English Language Education; Practise the field of English Language Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of English Language Education; Apply ethics and best practises professionally in the field of English Language Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of English Language Education; Analyse critically theories, policies and contemporary trends in the field of English Language Education; Involve themselves in lifelong learning and manage information related to English Language Education; and 181

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of English Language Education.

6.

Programme Structure (1) The Master of Education (English Language Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (English Language Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

182

LIST 1 Courses Approved by Senate for the Master of Education (English Language Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PBGS 6113 PBGS 6114

Course Title Research in Second Language Acquisition Seminar in English Language Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PBGS 6340 PBGS 6341 PBGS 6342 PGBS 6343 Course Title Research in Language Planning and Policy in Education Research in Language Teacher Education Research in Literacy Development Research in Text and Discourse in TESOL Credit 3 3 3 3

183

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (English Language Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

184

MASTER OF EDUCATION (ARABIC LANGUAGE EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
185

MASTER OF EDUCATION (ARABIC LANGUAGE EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Arabic Language Education) 1. Type of Programme The types of programmes offered under the Master of Education (Arabic Language Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

186

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Arabic Language Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of Arabic Language Education; Practise the field of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Arabic Language Education; Apply ethics and best practises professionally in the field of Arabic Language Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Arabic Language Education; Analyse critically theories, policies and contemporary trends in the field of Arabic Language Education; Involve themselves in lifelong learning and manage information related to Arabic Language Education; and 187

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Arabic Language Education.

6.

Programme Structure (1) The Master of Education (Arabic Language Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Arabic Language Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

188

LIST 1 Courses Approved by Senate for the Master of Education (Arabic Language Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PBGS 6109 PBGS 6110

Course Title Curriculum Development in Arabic Language Principles and Practice in the Teaching of Arabic Language

Credit 3 3

Elective Courses in the Field of Specialization Course Code PBGS 6327 PBGS 6328 PBGS 6330 PBGS 6335 Course Title Evaluation in the Teaching of Arabic Language IT and Communication in Arabic Language Education Teaching Communication Skills in Arabic Arabic Language Teachers Education Credit 3 3 3 3

189

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Arabic Language Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

190

MASTER OF EDUCATION (PLANNING AND ADMINISTRATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
191

MASTER OF EDUCATION (PLANNING AND ADMINISTRATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Planning and Administration) 1. Type of Programme The types of programmes offered under the Master of Education (Planning and Administration) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Postgraduate Diploma in Education; Professional teaching qualification; Bachelors degree with Education; Bachelor of Education;

192

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Planning and Administration) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 Master knowledge in the field of Planning and Administration; Practise the field of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Planning and Administration; Apply ethics and best practises professionally in the field of Planning and Administration; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Planning and Administration; Analyse critically theories, policies and contemporary trends in the field of Planning and Administration;

193

PO7 PO8

Involve themselves in lifelong learning and manage information related to Planning and Administration Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Planning and Administration Education.

6.

Programme Structure (1) The Master of Education (Planning and Administration) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Planning and Administration) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration. 194

(3)

LIST 1 Courses Approved by Senate for the Master of Education (Planning and Administration) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PDGS 6101 PDGS 6102 Educational Planning

Course Title Educational Administration

Credit 3 3

Elective Courses in the Field of Specialization Course Code PDGS 6306 PDGS 6324 PDGS 6325 Course Title Human Resource Management in Education Financial Management in Education Politics and Policies in Education Credit 3 3 3

195

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Planning and Administration) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

196

MASTER OF EDUCATION (MATHEMATICS EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
197

MASTER OF EDUCATION (MATHEMATICS EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Mathematics Education) 1. Type of Programme The types of programmes offered under the Master of Education (Mathematics Education ) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

198

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Mathematics Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of Mathematics Education; Practise the field of Mathematics Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Mathematics Education; Apply ethics and best practises professionally in the field of Mathematics Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Mathematics Education; Analyse critically theories, policies and contemporary trends in the field of Mathematics Education; Involve themselves in lifelong learning and manage information related to Mathematics Education; and 199

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Mathematics Education.

6.

Programme Structure (1) The Master of Education (Mathematics Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Mathematics Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

200

LIST 1 Courses Approved by Senate for the Master of Education (Mathematics Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PMGS 6102 PMGS 6142

Course Title Curriculum Design and Planning in Mathematics Education Research in Mathematics Education: Practical Perspectives

Credit 3 3

Elective Courses in the Field of Specialization Course Code PMGS 6101 PMGS 6349 PMGS 6303 PMGS 6304 PMGS 6305 PMGS 6306 PMGS 6348 Course Title Information Communication Technology in Mathematics Education Research in Mathematics Education: Theoretical Perspective Perspective on Problem Solving in Mathematics Education Diagnostic Teaching in Arithmetic Evaluation in Mathematics Education Teaching of Mathematics in Early Childhood Culture and Development in Mathematics Education Credit 3 3 3 3 3 3 3

201

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Mathematics Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

202

MASTER OF EDUCATION (SCIENCE EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
203

MASTER OF EDUCATION (SCIENCE EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Science Education) 1. Type of Programme The types of programmes offered under the Master of Education (Science Education) provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) Working experience in the relevant field; or (d) Professional qualification from a recognised professional body; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

204

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Science Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of Science Education; Practise the field of Science Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Science Education; Apply ethics and best practises professionally in the field of Science Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Science Education; Analyse critically theories, policies and contemporary trends in the field of Science Education; Involve themselves in lifelong learning and manage information related to Science Education; and

205

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Science Education.

6.

Programme Structure (1) The Master of Education (Science Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Science Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

206

LIST 1 Courses Approved by Senate for the Master of Education (Science Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PMGS 6120 PMGS 6121

Course Title Research in Science Education Curriculum Studies in Science Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PMGE 6101 PMGS 6123 PMGS 6320 PMGS 6322 PMGS 6323 PMGS 6324 PMGS 6325 Course Title Information and Communication and Technology in Science Education History, Philosophy and Theory of Science Education Cognition in Science Education Assessment in Science Education Issues in Science-Technology-Society Education Issues and Trends in Environmental Education Science and Technology in Early Childhood Credit 3 3 3 3 3 3 3

207

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Science Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

208

MASTER OF EDUCATION (HEALTH EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
209

MASTER OF EDUCATION (HEALTH EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Health Education) 1. Type of Programme The types of programmes offered under the Master of Education (Health Education) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

210

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Health Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Health Education; Practise the field of Health Education Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Health Education Education; Apply ethics and best practises professionally in the field of Health Education Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Health Education Education; Analyse critically theories, policies and contemporary trends in the field of Health Education Education; Involve themselves in lifelong learning and manage information related to Health Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Health Education. 211

6.

Programme Structure (1) The Master of Education (Health Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Health Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

212

LIST 1 Courses Approved by Senate for the Master of Education (Health Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PMGS 6130 PMGS 6131

Course Title Health Education Curriculum Research in Health Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PMGS 6330 PMGS 6333 PMGS 6336 Course Title Life Wellness Programme Community Health Education Mental Health Credit 3 3 3

213

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Health Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

214

MASTER OF EDUCATION (PHYSICAL EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
215

MASTER OF EDUCATION (PHYSICAL EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Physical Education) 1. Type of Programme The types of programmes offered under the Master of Education (Physical Education) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

216

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Physical Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Physical Education; Practise the field of Physical Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Physical Education; Apply ethics and best practises professionally in the field of Physical Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Physical Education; Analyse critically theories, policies and contemporary trends in the field of Physical Education; Involve themselves in lifelong learning and manage information related to Physical Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Physical Education. 217

6.

Programme Structure (1) The Master of Education (Physical Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Physical Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

218

LIST 1 Courses Approved by Senate for the Master of Education (Physical Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PMGS 6140 PMGS 6141

Course Title Measurement and Evaluation in Physical Education Research in Physical Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PMGS 6341 PMGS 6342 PMGS 6343 PMGS 6344 PMGS 6346 Course Title Strategies and Techniques of Teaching and Learning in Physical Education Motor Learning and Sport Psychology Administration of Sports and Co-Curricular in Educational Instructions Curriculum Design in Physical Education Advance Exercise Physiologyn Sports Credit 3 3 3 3 3

219

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Physical Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

220

MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
221

MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Educational Psychology) 1. Type of Programme The types of programmes offered under the Master of Education (Educational Psychology) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

222

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Educational Psychology) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Educational Psychology; Practise the field of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Educational Psychology; Apply ethics and best practises professionally in the field of Educational Psychology; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Educational Psychology; Analyse critically theories, policies and contemporary trends in the field of Educational Psychology; Involve themselves in lifelong learning and manage information related to Educational Psychology; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Educational Psychology. 223

6.

Programme Structure (1) The Master of Education (Educational Psychology) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Educational Psychology) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

224

LIST 1 Courses Approved by Senate for the Master of Education (Educational Psychology) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PPGS 6111 PPGS 6113

Course Title Educational Psychology Life Span Development

Credit 3 3

Elective Courses in the Field of Specialization Course Code PPGK 6103 PPGS 6101 PPGS 6112 PPGS 6115 PPGS 6116 PPGS 6128 PPGS 6327 Child Development Personality Psychology of Learning Adolescent Psychology Social Cognition Psychology of the Gifted Psychological Testing Course Title Credit 3 3 3 3 3 3 3

225

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Educational Psychology) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

226

MASTER OF EDUCATION (SPECIAL EDUCATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
227

MASTER OF EDUCATION (SPECIAL EDUCATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Special Education) 1. Type of Programme The types of programmes offered under the Master of Education (Special Education) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; 228 Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Special Education) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master knowledge in the field of Special Education; Practise the field of Special Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Special Education; Apply ethics and best practises professionally in the field of Special Education; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Special Education; Analyse critically theories, policies and contemporary trends in the field of Special Education; Involve themselves in lifelong learning and manage information related to Special Education; and Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Special Education. 229

6.

Programme Structure (1) The Master of Education (Special Education) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Special Education) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

230

LIST 1 Courses Approved by Senate for the Master of Education (Special Education) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PPGS 6113 PPGS 6125 Special Education

Course Title Life Span Development

Credit 3 3

Elective Courses in the Field of Specialization Course Code PPGS 6126 PPGS 6127 PPGS 6128 PPGS 6130 PPGS 6309 PPGS 6327 Course Title Teaching of Students with Learning Disabilities Education of Children with Special Needs Psychology of the Gifted Basic Theories for Diagnosis and Remediation in Reading Curriculum Strategies, Assessment and Evaluation for Children with Special Needs Psychological Testing Credit 3 3 3 3 3 3

231

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Special Education) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

232

MASTER OF EDUCATION (MEASUREMENT AND EVALUATION ADMINISTRATION)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
233

MASTER OF EDUCATION (MEASUREMENT AND EVALUATION)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Measurement and Evaluation) 1. Type of Programme The types of programmes offered under the Master of Education (Measurement and Evaluation) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; 234 Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Measurement and Evaluation) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of Measurement and Evaluation; Practise the field of Measurement and Evaluation through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Measurement and Evaluation; Apply ethics and best practises professionally in the field of Measurement and Evaluation; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Measurement and Evaluation; Analyse critically theories, policies and contemporary trends in the field of Measurement and Evaluation; Involve themselves in lifelong learning and manage information related to Measurement and Evaluation; and 235

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Measurement and Evaluation.

6.

Programme Structure (1) The Master of Education (Measurement and Evaluation) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Measurement and Evaluation) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

236

LIST 1 Courses Approved by Senate for the Master of Education (Measurement and Evaluation) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PPGS 6135 PPGS 6136 Measurement Theory

Course Title Measurement and Evaluation in Education

Credit 3 3

Elective Courses in the Field of Specialization Course Code PPGS 6321 PPGS 6322 PPGS 6323 PPGS 6324 PPGS 6327 Course Title Fundamental of Factor Analysi Instrument Design and Item Development Evaluation Models Programme Evaluation Psychological Testing Credit 3 3 3 3 3

237

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Measurement and Evaluation) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

238

MASTER OF EDUCATION (CURRICULUM AND DEVELOPMENT)

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
239

MASTER OF EDUCATION (CURRICULUM DEVELOPMENT)

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Education (Curriculum Development) 1. Type of Programme The types of programmes offered under the Master of Education (Curriculum Development) provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirement (1) Entry Qualifications (a) or (b) or (c) Bachelors degree; and (i) or (ii) or (iii) or (iv) or (d) Professional qualification from a recognised professional body; 240 Working experience in the relevant field; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor of Education;

or (e) (2) Other qualifications approved by the Senate from time to time.

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Education (Curriculum Development) are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To produce educators who are dynamic and reflective, and are able to monitor and improve their practice as well as apply their practical knowledge, educational theories and research to solve problems relevant to the field of education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Master knowledge in the field of Curriculum Development; Practise the field of Education through teaching, assessment and research using Information and Communication Technology; Display awareness of contemporary issues in the field of Curriculum Development; Apply ethics and best practises professionally in the field of Curriculum Development; Exhibit leadership values and cooperate with various parties in order to implement activities in the field of Curriculum Development; Analyse critically theories, policies and contemporary trends in the field of Curriculum Development; Involve themselves in lifelong learning and manage information related to Curriculum Development; and

241

PO8

Generate innovative ideas about teaching and learning that contribute to management and entrepreneurship in the filed of Curriculum Development.

6.

Programme Structure (1) The Master of Education (Curriculum Development) Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in the Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in the Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Education (Curriculum Development) programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

242

LIST 1 Courses Approved by Senate for the Master of Education (Curriculum Development) Programme Faculty Core Courses Course Code PXGZ 6101 PXGZ 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization

Course Code PJGS 6101 PJGS 6103

Course Title Theory and Curriculum Practise Research in Curriculum Development

Credit 3 3

Elective Courses in the Field of Specialization Course Code PJGS 6303 PJGS 6305 PJGS 6306 PJGS 6308 PJGS 6310 Course Title Application of Technology in Curriculum Implementation Changes and Implementation of School Curriculum Approach in Curriculum Assessment Comparative and Global Perspective in Curriculum Curriculum Management Credit 3 3 3 3 3

243

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Education (Curriculum Development) 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

244

MASTER OF EARLY CHILDHOOD EDUCATION

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
245

MASTER OF EARLY CHILDHOOD EDUCATION

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Early Childhood Education 1. Type of Programme The types of programmes offered under the Master of Early Childhood Education provision are as follows: (1) (2) 2. Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

Entry Requirements (1) Entry Qualifications (a) or (b) or (c) or (d) Bachelors degree; and (i) or (ii) or (iii) or (iv) not less than one year experience in a field related to early childhood education Diploma in Early Childhood Education from an educational institution recognised by the Senate; Teaching qualifications recognised by the University; Postgraduate Diploma in Education; Bachelors degree with Education; Bachelor in Education; Bachelor in Early Childhood Education;

246

or (e) or (f) (2) Other qualifications approved by the Senate from time to time Professional qualification from a recognised professional body

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Early Childhood Education are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals To prepare early childhood education professionals with the knowledge and skills in education, nurturing, developing curriculum, evaluating the process of teaching and learning in the classroom situation, managing and administrating program pertaining to early childood education, identifying pedagogy, technique of assessment, resources and innovation to enhance learning in a variety of early childhood education contexts.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 Master the theory and relevant pedagogy in the development of early childhood education; Apply from theory to practice in a classroom situation to improve learning and performance; Show an interest in and concern for others; Subscribe to the highest level of ethical standards in education and effective practice in the field of early childhood education;

247

PO5 PO6 PO7

Communicate effectively and work well with others in the community of early childhood education; Critically analyzeresearch, trends and issues related to the field of early childhood education; Engage in lifelong learning and anticipate the impact that advancements in various dimensional progress ofearly childhood education may have on tomorrows learning; and Develop and market innovative products of learning for diverse audiences in the early childhood community and for delivery of instruction within a wide range of settings.

PO8

6.

Programme structure (1) The Master of Early Childhood Education Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (b) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

248

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Early Childhood Education programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

249

LIST 1 Courses approved by Senate for the Master of Early Childhood Programme Faculty Core Courses Course Code PXGZ 6101 PPGK 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization Course Code PPGK 6102 PPGK 6103 Child Development Course Title Research in Early Childhood Education Credit 3 3

Elective Courses in the Field of Specialization Course Code PPGK 6301 PPGK 6302 PPGK 6303 PPGK 6304 PPGK 6305 PPGK 6307 Course Title Curriculum in Early Childhood Education Organization and Management of Early Childhood Program Language and Literacy of Early Childhood Play and Creative Expression Early Childhood Intervention Trend and Issues in Early Childhood Education Credit 3 3 3 3 3 3

250

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Early Childhood Education 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

251

MASTER OF EDUCATIONAL MANAGEMENT

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
252

MASTER OF EDUCATIONAL MANAGEMENT

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Educational Management 1. Type of Programme The types of programmes offered under the Master of Educational Management provision are as follows: (1) Programme by Coursework, that is, a programme of study wholly by way of lectures which may involve producing a Research Report. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation

(2)

2.

Entry Requirements (1) Entry Qualifications (a) or (b) or (c) Bachelors Degree; and (i) or (ii) or (iii) or (iv) or (v) Work experience in a relevant field 253 Diploma in Management recognised by the University; Relevant teaching experience from an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education Bachelors Degree with Education; Bachelor of Education;

or (d) or (e) (2) other qualifications approved by the Senate from time to time Professional qualifications from a recognised professional body

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Educational Management are as follows: (1) (2) Programme by Coursework is three (3) normal semesters. Programme by Research is two (2) normal semesters.

4.

Programme Goals To produce qualified graduates with high level skills for managing and administeringeducational organisations with efficiency and effectiveness at part with the educational management practice in developed countries.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 Capable of acquiring command of both practical and theoretical knowledge in the field of educational organisation and management. Exhibit practical skills in the aspects of planning, managing, leading and organising an educational organisation through evaluation and research in educational management. Pracice accountability and social responsibility related to educational management to certain quarters especially the community. Practice noble values and professional ethics in educational management. Implement good communication, interaction and teamwork to achieve organisational goals. 254

PO6 PO7 PO8

Implement critical and creative thinking in decision making and problem solving related to educational management theory and practice. Manage academic information from various sources as the basis of lifelong learning. Produce innovative ideas related to educational management knowledge.

6.

Programme Structure (1) The programme of studies for the Master of Educational Management is offered in two (2) course modes namely by Coursework worth forty-five (45) credits and by Research. The details are as follows: (a) Programme by Coursework (i) (ii) . (b) Programme of study by Research This programme is conducted entirely by research leading to the production of dissertation. However, the candidate is required to take a course in introduction to Research in Education (PXGZ6101). (2) Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Educational Management programme by Coursework is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration Two (2) Faculty Core Courses each worth three (3) credits and one (1) more Faculty Core Course worth twelve (12) credits; and Nine (9) Compulsory Courses in the Field of Secialization with each course totaling three (3) credits

(3)

255

LIST 1 Courses approved by Senate for the Master of Educational Management Faculty Core Courses Course Code PXGM 6104 PXGZ 6102 PXGM 6192 Course Title Research in Educational Administration and Management Statistics for Research in Education Educational Management Research Report Credit 3 3 12

Compulsory Courses in the Field of Specialization Course Code PXGM 6101 PXGM 6102 PXGM 6103 PXGM 6105 PXGM 6106 PXGM 6107 PXGM 6108 PXGM 6109 PXGM 6110 Course Title Theories and Concepts in Educational Management Educational Administration and Organization Educational Leadership Issues in Supervision and Instructional Improvement in Educational Organizations Information and Technology in Educational Management Human Resource Management in Education Management of Strategic Policy in Education Financial Planning and Economy of Education Creativity and Changes in Educational Management Credit 3 3 3 3 3 3 3 3 3

256

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Educational Management 1. Course Registration (1) (2) Course registration is held in the period two (2) weeks beginning from the start of the semester. A candidate must register for at least three (3) credits including the credit allocated for research at any semester unless he/she has been permitted to withdraw from a particular semester.

2.

Supervision Appointment of supervisor is as follows: (1) Programme by Coursework Appointment of supervisor is not later than the first semester of study. (2) Programme by Research Appointment of supervisor must be done before candidate registers for the programme.

3.

Establishing the Research Field The confirmation of field of study for the dissertation and research report must be done before the candidate begins his or her research.

4.

Submission (1) Programme by Coursework Title of Research Report should be submitted to the Faculty for approval no later than one month before the candidate submits the research report for examination. (2) Programme by Research Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation.

257

MASTER OF INSTRUCTIONAL TECHNOLOGY

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
258

MASTER OF INSTRUCTIONAL TECHNOLOGY

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Instructional Technology 1. Type of Programme The types of programmes offered under the Master of Instructional Technology provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirements (1) Entry Qualifications (a) or (b) or (c) Bachelors Degree; and (i) or (ii) or (iii) or (iv) or (d) or (e) other qualifications approved by the Senate from time to time 259 Professional qualifications from a recognised professional body; Work experience in a relevant field Relevant teaching experience in an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelors Degree with Education; Bachelor of Education;

(2)

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Instructional Technology are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Objective The programme objective is to produce qualified and highly skilled graduates to prepare professionals in the field of instructional tchnology with knowledge and skills in designing, developing, using, evaluating and managing systems, processes, materials, resources and innovation to enhance learning in various contexts.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 Master the theory and models of instructional design and technology; Use instructional technology as a tool and system to improve learning and performance; Showing interest and concern for others in performing duties as a teacher; Subsribe to the highest level of ethicalstandards and practice in the field of instructional technology; Communicate, lead and effectively manage information and collaborate with others in education; Critically analyze research, trends and issues related to the field of educational technology; Engage in lifelong learning and managing information related to educational technology; and Produce and market innovative products in learning for various stakeholders in need of audiences and for delivery of learning in various environments.

260

6.

Programme Structure (1) The Master of Instructional Technology Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) (b) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in Field of Specialization each worth three (3) credits A dissertation worth forty (40) credits

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Instructional Technology programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration.

(3)

261

LIST 1 Courses Approved by Senate for the Master of Instructional Technology Faculty Core Courses Course Code PXGZ 6101 PXGT 6190 Dissertation Course Title Research in Education Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Filed of Specialization Course Code PXGT 6111 PXGT 6113 Course Title Research in Instructional Technology Basic Instructional Design and Technology Credit 3 3

Elective Courses in the Filed of Specialization Course Code PXGT 6301 PXGT 6302 PXGT 6303 Course Title Psychology of Learning and Instruction Model Advance Instructional Design and Technology Learning Communities Credit 3 3 3

262

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Instructional Technology 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

263

MASTER OF MATHEMATICS EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
264

MASTER OF MATHEMATICS EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Mathematics Education with Information Communication and Technology 1. Type of Programme The types of programmes offered under the Master of Mathematics Education with Information Communication and Technology provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirements (1) Entry Qualifications (a) or (b) Bachelors Degree with a mathematics foundation with a credit or equivalent; and (i) or (ii) or (iii) or (c) or (d) other qualifications approved by the Senate from time to time Professional qualifications from a recognised professional body; Relevant teaching experience in an educational institution recognised by the Senate; Professional teaching qualification; a Postgraduate Diploma in Education; Bachelor of Science with Education with a credit or its equivalent in mathematics specialism;

265

(2)

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Mathematics Education with Information Communication and Technology are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Goals The target is to produce graduates who are qualified and highly skilled to produce graduates who are knowledgeable, skilled and able to catalyse the development and changes in ICT-based mathematics education, with ability to make accurate and effective decisions in matters relating to ICT-based mathematics education, ability to contribute as a productive member in the development of mathematics education and the use of ICT in mathematics education, ability to assess the scientific literature on mathematics education and the use of ICT in education effectively and ability to conduct viable research in ICT-based mathematics education.

5.

Programme Outcomes At the end of the programme, candidates are able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 Acquire and develop knowledge of ICT application in mathematics education and the latest advances in computer aided teaching and learning of mathematics; Apply various educational theories in mathematics ateaching and learning based on ICT as well as conduct relevant research with effectiveness and efficiency; Make a positive contribution in fulfilling social responsibility related to ICT usage in mathematics education in the local as well as international areana; Practice noble values, positive attitude, and professional ethics in the field of education and daily life; Use knowledge of mathematics and technology to strengthen communication, enhance leadership and increase the capability for teamwork; Enhance thinking skills and act in a scientific manner as well as strengthen problem solving skills involving mathematics and ICT; Involve in lifelong learning and manage information related to mathematics and science education; and 266

PO8

Create local and global networks with various stakeholders to raise the quality og mathematics education using ICT.

6.

Programme Structure (1) The Master of Mathematics Education with Information Communication and Technology Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-eight (58) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in Field of Specialization from Faculty of Education for a total of three (3) credits; and One (1) Elective Course in Field of Specialization from Faculty of Computer Science and Information Technology for a total of three (3) credits A dissertation worth forty (40) credits

(v) (b)

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Mathematics Education with Information Communication and Technology programme by Coursework and Research is as 267

(3)

stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration

268

LIST 1 Course Approved by Senate for the Master of Mathematics Education with Information Communication and Technology Programme Faculty Core Courses Course Code PXGZ 6101 PMGS 6190 Research in Education Dissertation

Course Tittle

Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization Course Code PMGC 6101 WXGB 6321 Course Tittle Information Communication and Technology in Mathematics Education Web Publishing Credit 3 3

Elective Courses in the Field of Specialization from Faculty of Education Course Code PMGS 6101 PMGS 6102 PMGS 6303 Course Tittle Research in Mathematics Education: Theoretical Perspectives Curriculum Design and Planning in Mathematics Education Perspectives on Problem Solving in Mathematics Education Credit 3 3 3

Elective Courses in the Field of Specialization from Faculty of Computer Science and Information Technology Course Code WXGB 6311 WXGB 6333 Digital Libraries Libraries, Information and Society Course Tittle Credit 3 3

269

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Mathematics Education with Information Communication and Technology 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

270

MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
271

MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010 Master of Science Education with Information Communication and Technology 1. Type of Programme The types of programmes offered under the Master of Science Education with Information Communication and Technology provision are as follows: (1) (2) Programme by Coursework and Research, that is, a programme of study combining lectures and research leading to a dissertation. Programme by Research, that is, a programme of study wholly by research leading to a Dissertation.

2.

Entry Requirements (1) Entry Qualifications (a) or (b) Bachelors Degree with science foundation with credit or equivalent; and (i) or (ii) or (iii) or (c) or (d) Other qualifications approved by the Senate from time to time Professional qualifications from a recognised professional body; Relevant teaching experience in an educational institution recognised by the Senate; Professional teaching qualification; Postgraduate Diploma in Education; Bachelor of Science with Education with a credit or its equivalent in a science specialism;

272

(2)

English Language Requirements International candidates following a programme conducted in English need to have at least IELTS (International English Language Testing Services) band six (6) or TOEFL (Test of English as a Foreign Language) score of five hundred and fifty (550) if the first degree was obtained from a university where English was not the medium of instruction; or Passed an English Language course as required by the university before registration

3.

Duration of Studies The minimum duration of studies for the Master of Science Education with Information Communication and Technology are as follows: (1) (2) Programme by Coursework and Research is for three (3) normal semesters Programme by Research is for two(2) normal semesters

4.

Programme Objective The goal of the program is to produce educators who can master and enhance the knowledge of ICT in science education and new developments in teaching and learning of ICT-aided science, apply and integrate a variety of educational theories in teaching and learning of ICT-based science and undertake relevant research with efficiency and effectiveness, to interact and contribute positively in meeting the social responsibilities associated with the use of ICT in science education in both the local and international arena, practice moral values, positive attitudes and professional ethics in teaching and daily life, use science and technology to strengthen communications, improve leadership and develop the ability to work in teams, improve skills in thinking and acting scientifically and strengthen problem-solving skills that involve science and ICT, increase commitment to lifelong learning and manage information in science education, and create local and global networks with various stakeholders to improve the quality of science education with ICT.

5.

Programme Outcomes At the end of programme, candidates are able to; Demonstrate mastery of knowledge of ICT applications in science education and new developments in ICT-aided science teaching and learning; Apply a variety of educational theories in teaching and learning of ICT-based science and conduct relevant research with efficiency and effectiveness; Contribute positively in meeting social responsibilities associated with the use of ICT in science education in both the local and international arena; Practice noble values, positive attitude, and professional ethics in the field of education and daily life. 273

PO1 PO2 PO3 PO4

PO5 PO6 PO7 PO8

Use knowledge of mathematics and technology to strengthen communication, enhance leadership and increase the capability for teamwork. Enhance thinking skills and act in a scientific manner as well as strengthen problem solving skills involving science and ICT. Engage in lifelong learning and manage information related to science education; and Create local and global networks with various stakeholders to raise the quality og science education using ICT.

6.

Programme Structure (1) The Master of Sience Education with Information Communication and Technology Programme is offered in two modes: by Coursework and Research and Research only, for a total of fifty-eight (58) credits. The details are as follows: (a) Programme by Coursework and Research (i) Two (2) Faculty Core Courses each worth a total of three (3) credits; Faculty Core Courses PXGZ 6101 Research in Education; and

Choose one (1) of the following PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 (ii) (iii) (iv) Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research

Two (2) Compulsory Courses in Field of Specialization courses each worth a total of three (3) credits; One (1) Elective Course in Field of Specialization from Faculty of Education for a total of three (3) credits; and One (1) Elective Course in Field of Specialization from Faculty of Computer Science and Information Technology for a total of three (3) credits A dissertation worth forty (40) credits

(v) (b)

Programme by Research. This programme is carried out entirely by research leading to the production of a dissertation. However candidates are required to take the course in introduction to Research in Education (PXGZ 6101).

274

(2)

Details of the courses offered are as approved by the Senate from time to time on the Faculty recommendation and are made known to candidates at the beginning of each session. The list of courses approved by the Senate for the Master of Science Education with Information Communication and Technology programme by Coursework and Research is as stated in List 1. Candidates shall be informed of the required course combination for this programme before the initial registration

(3)

275

LIST 1 Courses Approved by Senate for the Master of Science Education with Information Communication and Technology Faculty Core Courses Course Code PXGZ 6101 PMGS 6190 Research in Education Dissertation Course Tittle Credit 3 40

Choose one (1) of the following Course Code PXGZ 6102 PXGZ 6103 PXGZ 6104 PXGZ 6105 PXGZ 6106 Course Title Statistics for Research in Education Qualitative Research in Education Survey Research Future Studies Experimental Research Credit 3 3 3 3 3

Compulsory Courses in the Field of Specialization Course Code PMGE 6101 WXGB 6321 Web Publishing Course Tittle Information and Communication Technology in Science Education Credit 3 3

Elective Courses in the Field of Specialization from Faculty of Education Course Code PMGS 6120 PMGS 6121 PMGS 6320 Course Tittle Research in Science Education Curriculum Studies in Science Education Cognition in Science Education Credit 3 3 3

Elective Courses in the Field of Specialization from Faculty of Computer Science and Information Technology Course Code WXGB 6311 WXGB 6333 Digital Libraries Libraries, Information and Society Course Tittle Credit 3 3

276

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010 Master of Science Education with Information Communication and Technology 1. Course Registration (1) (2) Registration for the course is done in the period two (2) weeks from the start of the semester. A candidate must register at least three (3) course credits including credits allocated for research during any semester unless given approval to withdraw from the semester in question.

2.

Supervision The appointment of a Supervisor for a candidate is as follows: (1) Programme by Coursework and Research. Appointment of the supervisor must be done not later than the first semester of studies. (2) Programme by Research. Appointment of the supervisor must be done before the candidate registers for the programme.

3.

Establishing the Research Field Confirmation of field for dissertation and research report must be done before the candidate begins the research.

4.

Submission (1) Programme by Coursework and Research. Title of dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (2) Programme by Research. Title of the dissertation must be submitted to the Faculty for approval when the candidate gives notice for submission of the dissertation. (3) A candidate shall submit his or her dissertation or research report for examination within the period of candidature. The period taken for an examination of a dissertation and any period given for corrections of or further work for the dissertation as being required by the Committee of Examiners shall not be regarded as part of the maximum period of the candidates candidature.

277

COURSE DESCRIPTION

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
278

PAGS 6103 Synopsis

INTERPRETATION OF SOCIOLOGY OF EDUCATION

3 CREDITS

The purpose of this course is to introduce to students the relationships between sociology and education. This relationship will complement the students to understand the foundation and critiques towards humans social behaviors in implementation education in school. The discussion of this relationship encompasses the micro and macro contexts in relation to the process of school education. Among the topics discussed are the main ideology/stream; education process and curriculum development; hidden curriculum and issues in class room such as gender, race, careers and etc. Assesment Method Medium of Instruction : Continuous assessment (Class forum; Assignments; Presentations): 70%, Examination: 30% : Malay and English Language

Main References Banks, O. (2006) Sosiologi Pendidikan (Terjemahan:Robiah Sidin & Zaiton Sidin) KL; Dewan Bahasa dan Pustaka Chew, S.B, Lee K.H., & Quek, A.H. (Eds) (2005). Education & Work: Aspiration of Malaysian Secondary School Students. Kuala Lumpur: UM Press. Quek A.H. (2003) The Social Psychology of Career, Kuala Lumpur: Lingua Sdn.Bhd. Lee K.H., Quek, A.H. & Chew, S.B. (Eds.) (2001). Education & Work: The State of Transition. Kuala Lumpur: UM. Press. Moore, W.E.(1986) Perubahan Sosial (Terjemahan: Cheu, H.T.) KL; Dewan Bahasa dan Pustaka. PAGS 6106 Synopsis This course aims to expose students to identify major educational theories that influenced the development of Western educational philosophy of the world, including Malaysia. In addition to the history of literature reveals these theories, the arguments for and against the statement or understanding of educational philosophy flows will be discussed. Comparison will also be discussed, namely the educational philosophy of Western and non-Western as Philosophy of Islamic Education. Emphasis discussion focused on theory and practice of educational philosophy flows that exist at present, especially in Malaysia. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Examination: 30% : Malay and English Language INTRODUCTION TO PHILOSOPHY OF EDUCATION 3 CREDITS

Main References Abdul Fattah hasan (2007). Mengenal Falsafah Pendidikan. Kuala Lumpur : Utusan Publications. Wan Mohd Nor Wan Daud (2005). Falsafah dan Amalan Pendidikan Islam. Kuala Lumpur: Universiti Malaya. Mortimer, J.A (1999). The Great Ideas : A Lexion of Western Thought. London : Routledge. Noddings, N. (1995). Philisophy of education. Colorado. Westview Press. Al-Syaibani, Omar (1991). Falsafah Pendidikan Islam. Terj. Hassan Langgulung. Shah Alam: Hizbi. Al-Attas, S.M. Naquib (1980). The Concept of Education in Islam. Kuala Lumpur: ABIM. 279

PAGS 6107 Synopsis

ANALYSIS OF PHILOSOPHY IN EDUCATION

3 CREDITS

This course aims to expose students to what is understood by philosophical activity. Philosophy involves efforts to get the basic picture of the existence of meaning and use of the word, the concept behind the words and the reasons and arguments for the issues involving the philosophy of education can be discussed with the firm. Special emphasis will be given to the conceptual problems through linguistic analysis, analysis of concepts and ordinary language philosophy. When this method is applied in education, it will involve analysis of key concepts such as education, teaching, learning, indoktrinisasi, creativity and critical thinking. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Test, Presentations): 60%, Examination : 40% : Malay and English Language

Main References Heaven, Patrick C. L.(2006). Contemporary Adolescence: A Social Psychological Approach. Hong Kong: Macmilan Shoemaker, Donal J.(2000) Theories of Delinquency: An Examination of Explanations of Delinquent Behavior. Oxford New York: University Press. Burton, John (1997).Violence Explained. Manchester: Mancherster University Press. PAGS 6108 Synopsis This course aims to give students in-depth knowledge about a comprehensive definition of curriculum and its relation with Islamic Education; enable them to analyze the curriculum theories and the history of Islamic education curriculum; review the design and implementation of the school and university level curriculum of Islamic education in Malaysia; identify issues related to the Islamic education curriculum; summarize related studies on curriculum of Islamic education in and outside the country and ultimately train students to design a curriculum for Islamic education in the future. Assesment Method Medium of Instruction : Continuous Assessment ( Class forum, presentation, assignment) :70%, Examination :30% : Malay, English and Arabic Language ISLAMIC EDUCATION CURRICULUM 3 CREDITS

Main References Al-Jarisyah, A. (2009). Nahwa nazariyyah li al-tarbiyyah al-Islamiyyah. Dar al-Tadhamun li al-Tibaah. Ornstein, A.C. & Hunkins. (2008). Curriculum, foundation, principles and issues. Boston : Allyn & Bacon. Abu Bakar Nordin & Ikhsan Othman. (2003). Falsafah pendidikan dan kurikulum. Tanjung Malim: Quantum Books. Suzalie Mohamad. (2003). Memahami isu-isu Pendidikan Islam di Malaysia. Kuala Lumpur: IKIM. Sowell, E.J. (2000). Curriculum: An Integrative Introduction. New Jersey: Prentice Hall.

280

PAGS 6109 Synopsis

RESEARCH IN ISLAMIC EDUCATION

3 CREDITS

This course is aimed at exposing students to the philosophy and basic concepts as applied in research as an important process for the development of the Islamic education discipline. The focus of discussion in the course covers basic theories and methods of qualitative and quantitative research in education, highlighting the various related research designs, such as survey, experimental, case studies, action research, historiography, and so forth. Students will also be trained to analyze the use of these approaches and principles in relation to research studies in Islamic education that have been conducted. Students will apply knowledge gained through the preparation of research proposals and micro research will be conducted for fulfilling the course requirements. The discussions will also include the traditional perspectives in research to ensure that the philosophical framework of research in Islam is not neglected in the performance of contemporary research. Assesment Method Medium of Instruction : Continuous Assessment (Class forum, presentation, assignment) :70%, Examination :30% : Malay, English and Arabic Language

Main References Al-Asad, Nasiruddin (2009). Tasawwurat Islamiyyah fi al-Talim al-Jamiiyy wa al-Bahs al-Ilmiyy. Amman: Rawai Majdlawi Al-Nashshar, Ali Saami (2009). Manahij al-Bahs ind Mufakkiri al-Islam, Beirut : Dar al-Nahdhah al- Arabiyyah Cresswell, J.W (2008) Educational research: Planning, conducting, and evaluating quantitative and qualitative research -3rd Edition. : Pearson/Merrill Prentice Hall Cresswell, J.W (2008) Research design: Qualitative, quantitative, and mixed methods approaches -3rd Edition. California: Sage Publications Suzalie Mohamad (2003). Memahami Isu-isu Pendidikan Islam di Malaysia. Kuala Lumpur : IKIM Neuendorf, K.A (2001). The Content Analysis Guidebook. New York: Sage Publication.

281

PAGS 6110 Synopsis

VALUES EDUCATION CURRICULUM

3 CREDITS

This course enables students to examine and understand the aims, objectives and organisation of curriculum pertaining to values education in the educational system for schools and higher institutions of learning. Topics to be discussed include: aims of values education programme in schools and institutions of higher learning, objectives of values education curriculum, organisation of the curriculum, curriculum content and its implications to teaching and learning as well as on the aspects of curriculum change and innovations. Emphasis will be given to research on the implementation of values education programme in the educational system in the region of Asia and Western countries. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Examination: 30% : Malay and English Language

Main References Vishalache Balakrishnan (2009). Pendidikan Moral untuk universiti dan kolej. Subang Jaya: Arah Pendidikan Power, C.F, Nuzzi, R.J., Narvaez, D., Lapsley, D.K. & Hunt, T.C. (eds) (2007). Moral education [Two Volumes]: A handbook. Greenwood Publishing Group, Incorporated. Chang Lee Hoon, Norani Mohd Salleh, Wan Hasmah Wan Mamat & Vishalache Balakrishnan (2008) (Eds.), AsiaPacific Moral, Civic and Citizenship Education. Kuala Lumpur: University of Malaya Press.

PAGS 6111 Synopsis

RESEARCH IN VALUES EDUCATION

3 CREDITS

This course introduces students to challenges, issues and processes in research involving values education. Among the topics discussed are (a) concepts and theories used as a basis for research in values education (b) method and research design in the field of values education (c) data collection and data analysis in the field of values education. This course requires students to critically analysis issue in research which have been conducted in values education. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Examination: 30% : Malay and English Language

Main References Killen, M. & Smetana, J. (2006). Handbook of moral development. Hillsdale: Lawrence Erlbaum Associates. Bogdan, R.C. & Biklen, S.K. (2003). Qualitative research for education: an introduction to theory and methods (4th ed.). Boston: Allyn & Bacon. Journal of Moral Education.

282

PAGS 6112 Synopsis

ART EDUCATION RESEARCH

3 CREDITS

The course aims to provide students with knowledge on methods and methodologies, and skills for conducting contemporary research in art education. Important contents include discussions and examination of research methods that are commonly used to study aspects in the field of art education. The student will engage in a minor research project using a method of his/her choice to study issues relevant to art teaching or student learning in an educational context. Assesment Method Medium of Instruction : Continuous assessment (Assignments; small scale research; presentations): 70%, Exam: 30% : Malay and English Language

Main References Creswell, John W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). Upper Saddle Valley: Prentice Hall. Sullivan, G. (2005). Art practice as research. London: SAGE Publications Leeuwen, Theo van , & Jewitt, Carey. (2001). Handbook of visual analysis. London: SAGE Publications. Cohen, L., Manion, L., & Marrison, K. (2000). Research methods in education (5th Ed.). London: Routledge Falmer. PAGS 6113 Synopsis This course explores the historical and contemporary perspectives of childrens artistic development. The aims, among which, are to examine the relationships between childrens intellectual growth, creative ability and making art responses. Among the main topics discussed are history and theories of childrens art, characteristics and development of childrens strategies in art, and children as art critics. Assesment Method Medium of Instruction : Continuous assessment (Assignments; small scale research; presentations): 70%, Exam: 30% : Malay and English Language ARTS EDUCATION CURRICULUM DESIGN 3 CREDITS

Main References Schiller, W. (2000) (ed.). Thinking through the arts. Singapore: Harwood Academic Publishers Cox, M. (1992). Childrens drawings. London: Penguin Books Golomb, C. (1992). The childs creation of pictorial world. Berkeley, CA: University of California Press.

283

PAGS 6114 Synopsis

CURRICULUM DESIGN FOR SOCIAL SCIENCE EDUCATION

3 CREDITS

This course aims to give students in-depth knowledge about the fundamental design of the curriculum and the diversity of orientations that influence the design of educational curriculum of social science disciplines, including History, Geography, Commerce, Economics, Accounting and Educational Values / Moral. Students will be taught to analyze complexity in current curriculum development and curriculum of the future. Detailed studies will be conducted on the social organization of science education curricula, such as the preparation according to subjects or disciplines, objectives-based approach, integrated approach, a holistic approach, the spiral approach, thematic approach, and others. Focus will also be given to discussions on new challenges and impact on social science education curriculum in information technology, globalization and human capital formation. Assesment Method Medium of Instruction : Continuous assessment (Presentation,Test, Assignment): 70%, Examination: 30% : Malay and English Language

Main References Allan C. Ornstein, Edward F. Pajak & Stacey B. Ornstein. (2009). Contemporary issues in curriculum. 4th. ed. Boston: Pearson Colin J. Marsh & George Willis (2007). Curriculum: Alternative approaches, ongoing issues. 4th ed. Merrill Prentice Hall: Pearson. Allan C. Ornstein & Francis P. Hunkins. (1998). Curriculum: Foundations, princilples, and issues. 3rd ed. Boston: Allyn & Bacon. Jackson P.W. (ed) (1992). Handbook for research in curriculum. New York: Mac Millan Publishing Company. Shaver, J.S. (1991). Handbook on research on social studies, teaching and learning. New York: MacMillan. PAGS 6115 Synopsis This course will introduce students to the problems, issues and processes in social science research. Among the topics to be discussed are: the theory used as a basis in social science education research, methods, research design and data collection and analysis strategies. This course involves students in critical analysis of research articles that have run in the fields of social science education. Assesment Method Medium of Instruction : Continuous assessment (presentations, tests, assignments): 60%, Examination: 40% : Malay and English Language RESEARCH IN SOCIAL SCIENCE 3 CREDITS

Main References James H. McMillan & Sally Schumacher. (2010). Research in education. 7th ed. Boston: Pearson. John W. Creswell & Vicki L. Plano Clark. (2007). Mixed method research. London: Sage Publication. Lim Chong Hin. (2007). Penyelidikan pendidikan: Pendekatan kuantitatif dan kualitatif. Kuala Lumpur:Mc Graw Hill. Vincent A. Anfara, Jr. & Norma T.Mertz. (2006). Theoretical frameworks in qualitative research. London: Sage Publication. Shaver, J.S. (1991). Handbook on research on social studies, teaching and learning. New York: MacMillan. 284

PAGS 6116 Synopsis

ETHNOGRAPHY RESEARCH IN EDUCATION

3 CREDITS

This is an introductory to research method using ethnography in the field of education focusing on socio-cultural school settings. Students will have the opportunity to understand the epistemology, principles and basic techniques/ strategy that are common in ethnography. Students will also have the opportunity to discuss and carry-out in practice some observational, interviews, analysis of data and reporting. Assesment Method Medium of Instruction : Continuous assessment (Class forum; Assignments; Presentations): 70%, Examination: 30% : Malay and English Language

Main References Wood, P (2008). Inside school: Ethnography in educational research. New York: Routledge & Kegan Paul Strauss, A & Juliet Corbin.(2007). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: California; Sage Publication Dey, Ian. (2005). Qualitative data analysis: A user friendly guide for social studies. London: Routledge.

PAGS 6305 Synopsis

SOCIOLOGY OF ADOLESCENT

3 CREDITS

The course focuses on: Elaboration and interpretation of sociology about the adolescents world, organization authority and individual freedom, role and behavioral role in organization and peer group, authoritative and disciplines, behavioral problems, and the social science experiences by the adolescents, perspectives by a few parties towards adolescents, theories of adolescents (example: Focal Theory by Dr.John C.Coleman), role of language in determining the understanding of adolescents characteristics (example: Metaphor Theory by Dr.Lim Hong Kuan) Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Examination: 30% : Malay and English Language

Main References Nielsen,L.(1996). Adolescence:A contemporary view(3rd ed). Fort Worth:Harcourt Brace, Javanovich College Publishers. Coleman, J.S. & Hendry,.L.(1990). The nature of adolescence (2nd ed). London: Routledge. Muuss, R.E. (Ed). (1990). Adolescent behavior and society: A book of reading (4th ed.). New York: Publishing Co.

285

PAGS 6306 Synopsis

DEVIANS DELINQUENCY AND DISCIPLINE

3 CREDITS

The course discusses the meanings, factors and theories that explain discipline, deviants and delinquent behaviours especially from different cultural perspectives and civilizations. Apart from that the course reviews issues pertaining to research methodologies and questions often raised. Assesment Method Medium of Instruction : Continuous assessment (Class forum; assignments; presentations): 70%, Examination: 30% : Malay and English Language

Main References Shoemaker, Donal J.(2000) Theories of Delinquency: An Examination of Explanations of Delinquent Behavior. Oxford New York: University Press. Burton, John (1997).Violence Explained. Manchester: Mancherster University Press. Heaven, Patrick C. L.(1994). Contemporary Adolescence: A Social Psychological Approach. Hong Kong: Macmilan

PAGS 6315 Synopsis

SCHOOL, FAMILY AND COMMUNITY

3 CREDITS

The course discuss theories which underscores the home, family and community link inclusive of economy, social and political challenges in terms of changes in role and function of family, organization and community regarding education. The concept of school community, relevant issues, and school-home models will also be discussed. Assesment Method Medium of Instruction : Continuous assessment (Class forum; assignments; presentations): 70%, Examination: 30% : Malay and English Language

Main References M.Chatman.(2005) Preparing Educatiors to Involve Families: From Theory to Practice. CA: Sage Publications Inc. Woodhead, M.(2000) dan McGrath, A. Family, School & Society. London: Open University Heather, B.Weiss, Holly Kreider, M.Elena Lopez & Celina. Swap, Susan. (1993). Developing Home-School Partnership : From Concepts to Practice.

286

PAGS 6325 Synopsis

AL QURAN EDUCATION

3 CREDITS

This course is aimed at introducing students to the basic concepts of philosophy applied in the discipline of al-Quran Education. The focus of discussion in the course includes the evolution of al-Quran education, the various components and branches of knowledge in the discipline of al-Quran education, the concept of integration in al-Quran education as well as issues and trends in the practice of al-Quran Education in Malaysia and so on. Students will also be trained to analyze and apply the theories, methods and appropriate principles of education to develop the discipline of al-Quran education. Discussions in the course also take into consideration the traditional and contemporary perspective to ensure that the philosophical framework and practice of al-Quran education are not overlooked in implementing contemporary al-Quran education. Assesment Method Medium of Instruction : Continuous Assessment (Class forum, presentation, assignment) :70%, Examination :30% : Malay, English and Arabic Language

Main References Abd Rahman Abd Ghani (2009) Rasm Uthmani pelengkap pembacaan al Quran. Kuala Lumpur: YADIM Ammar Fadzil (2007) Anatomi al Quran: Mengenal Ilmu, Sejarah & Kandungan Al-Quran. Selangor: PTS Publications Mohd Yusuf Ahmad,(2004) Sejarah dan kaedah pendidikan al Quran. Kuala Lumpur: Penerbit Universiti Malaya Bahagian Kurikulum Pendidikan Islam dan Moral (2002) Buku panduan kelas kemahiran alQuran. Putrajaya: Jabatan Pendidikan Islam dan Moral Haji Nik Jaafar Nik Ismail (1998). Qawaid al-Tarannum. Kuala Lumpur: Dar al-Fikr. Mohd Ali Abu Bakar ( 1997) Seni lagu al Quran di Malaysia. Kuala Lumpur: Darulfikir

287

PAGS 6330 Synopsis

CITIZENSHIP EDUCATION AND PATRIOTISM

3 CREDITS

The aim of this course is to provide students with the information about concepts of knowledge, skills and values involved in citizenship education and patriotism. Areas covered in this course include: the conceptual framework of citizenship education and patriotism such as political and economic system, culture, patriotism, national integration, rights and responsibilities, cultural diversity, global citizenship and peace, and citizenship programs implemented in various Western and Eastern countries. The other topics include issues and problems involved in implementing citizenship education and patriotism in Malaysia like the school curriculum, teacher training and community participation. Focus is also given to research involved in issues of citizenship education and patriotism Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Examination: 30% : Malay and English Language

Main References Rubin, B.C. & Giarelli, J.M. (edt).(2007) Civic education for diverse citizens in global times. New York: Routledge. Nazaruddin Haji Mohd Jali (2001). Pengajian Malaysia: Kenegaraan dan Kewarganegaraan. Petaling Jaya: Prentice Hall. Bailey, R. (2000). Teaching values and citizenship across the curriculum: Educating children to the world. London: Kogan Page. Davidson, A.J. & Stow, W. (2000). Social literacy: Citizenship education and the national curriculum. London: Routledge Falmer.

PAGS 6332 Synopsis

ART PSYCHOLOGY

3 CREDITS

This course explores the historical and contemporary perspectives of childrens artistic development. The aims, among which, are to examine the relationships between childrens intellectual growth, creative ability and making art responses. Among the main topics discussed are history and theories of childrens art, characteristics and development of childrens strategies in art, and children as art critics. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Small Scale Research; Presentations): 70%, Exam: 30% : Malay and English Language

Main References Schiller, W. (2000) (ed.). Thinking through the arts. Singapore: Harwood Academic Publishers Cox, M. (1992). Childrens drawings. London: Penguin Books Golomb, C. (1992). The childs creation of pictorial world. Berkeley, CA: University of California Press.

288

PAGS 6333 Synopsis

ASSESSMENT AND EVALUATION OF ART EDUCATION

3 CREDITS

The course aims to enable students discuss and analyze theories of interpretation in the visual arts, issues of assessment and evaluation. Students will be involved in activities of test construction, analyzing test items and evaluating test sets they have prepared themselves. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Small Scale Research; Presentations): 70%, Exam: 30% : Malay Language

Main References Macleod, K., & Holdridge, L. (2006). Thinking through art: Reflections on art as research. London: Routledge Dorn, C., Madeja, S.,& Sabol, R. (2004). Assessing espressive learning: A practical guide for teacherdirected authentic assessment in K-12 Visual Arts Education.Mahwah, NJ: Lawrence Erlbaum Assoc. Publishers. Gregory, Robert, J. (2004). Psychological testing: History, principles, and applications (4th Ed.). New York: Pearson. Leeuwen, Theo van , & Jewitt, Carey. (2001). Handbook of visual analysis. London: SAGE Publications.

PAGS 6339 Synopsis

SOCIAL SCIENCE EDUCATION LESSON

3 CREDITS

This course explores the historical and contemporary perspectives of childrens artistic development. The aims, among which, are to examine the relationships between childrens intellectual growth, creative ability and making art responses. Among the main topics discussed are history and theories of childrens art, characteristics and development of childrens strategies in art, and children as art critics. Assesment Method Medium of Instruction : Assignment: 70%, Final Examination: 30% : Malay and English Language

Main References Noraini Idris & Shuki Osman (2009). Pengajaran dan Pembelajaran : Teori dan Praktis. Malaysia : Mc Graw Hill. Abd. Rahim Abd. Rashid (2002). Pengajaran dan Pembelajaran Sains Sosial : Teori dan Amalan. Kuala Lumpur : Universiti Malaya Anderson, L.W., Krathwohl, D.R. (eds) (2001). A taxonomy for learning, teaching and assessing: a revision of Blooms taxonomy of educational objective. New York: McGRaw-Hill. Joyce, B. Weil, M., & Calhoun, E. (2000). Models of teaching. Boston: Allyn & Bacon. Baird, J., & Mitchell, I.J. (1986). Improving the quality of teaching and learning: An Australian case study The PEEL project. Melbourne: The Monash University Press.

289

PAGS 6341 Synopsis

EVALUATION OF SOCIAL SCIENCE EDUCATION

3 CREDITS

This course will introduce students to the theory and practice of educational evaluation in social science subjects, especially from the aspect of summative and formative assessment, construction of assessment items according to the subject in social science and application of assessment in the classroom as well as to discuss trade issues and the evaluation of social science education. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Exam: 30% : Malay and English Language

Main References Mohamad Sahari Nordin (2002). Pengujian Dan Penaksiran Di Bilik Darjah. Kuala Lumpur : Dewan Bahasa dan Pustaka Airasian, P.W, (2000). Assessment in The Classroom: A Concise Approach. Boston: Mc-Graw-Hill Lambert D & Lines D. (2000), Understanding Assessment. New York : RoutledgeFalmer Adersen, L. W. (1981). Assessing affective characteristic in the school. Boston: Allyn and Bacon

PAGS 6344 Synopsis

ETHICS AND MORAL DEVELOPMENT THEORY

3 CREDITS

This course aims to expose students to the definition of the concept of a comprehensive ethics and morality, theories related to moral and behavior from various perspectives; study the properties of spiritual reality in terms of morality and moral education; and moral implications for developmental theory of moral education in schools and institutions of higher learning, the factors that influence human development and moral character, and analysis of studies related to ethics and moral development in the world and locally. Assesment Method Medium of Instruction : Continuous Assessment (Class forum; Presentation, Assignment) :70%, Examination :30% : Malay and English Language

Main References Mohd. Nasir bin Omar. (2003). Christian and muslim ethics. Kuala Lumpur: Dewan Bahasa dan Pustaka. Amini, Ibrahim. (1997). Self building : an Islamic guide for spiritual migration. Qum: Ansariyan publication. Kurtines, W.M. & Gewitz, J.L. (Eds) (1995). Moral development:An introduction. Boston: Allyn & Bacon. Al-Ghazali (Imam Ghazali). (1992). 4 jilid ,cet. ke-2. Ihya Ulumiddin (mengembangkan ilmu-ilmu agama). Terj. TK. H. Ismail Yakub. Singapura: Pustaka Nasional PTE LTD

290

PAGS 6346 Synopsis

DEVELOPMENTAL TREND AND ISSUES AND EDUCATION

3 CREDITS

The course discusses contemporary issues on social development looking from in-depth social structural and relationship with social institutions inclusive of education. Students will have some theoretical understanding on some relevant theories such as dependency and world system theories as a way to understand better contemporary issues, barriers and role government, NGOs and others play in social development. Assesment Method Medium of Instruction : Continuous Assessment ( Presentation, Assignment) :70%, Examination :30% : Malay and English Language

Main References Noor Shakirah Mat Akhir. (2008). Al Ghazali and his theory of the soul: A comparative study. Pulau Pinang: Penerbit USM. Ahmad Mohd Said & Khalidah Salekan. (Eds.) (2007). Pembangunan insan: Aspirasi dan realiti. Kajang: Kolej Dar al Hikmah. Rashid Siddiqui. (Ed.) (2004) Tazkiyah: The Islamic path of self-development. Markfield: The Islamic Foundation. Palmer, J.A. (Ed.) (2001). Fifty major thinkers on education. London: Routledge. Al Attas, S.M Naquib (1984). The concept of education in Islam, Kuala Lumpur: ISTAC

291

PAGS 6347 Synopsis

INSTRUCTIONAL TECHNOLOGY IN SOCIAL SCIENCE EDUCATION

3 CREDITS

This course is aimed at introducing students to the basic framework of the theory of teaching with technology applications in teaching and learning of Social Science Education. The focus of course discussion covers basic principles of instructional design that form the backdrop for instructional technology applications, followed by the introduction to information and communications technology, especially computer technology, internet and multimedia. Students will be guided to apply the knowledge gained through the development of teaching and learning materials in Social Science Education to meet the course requirements. They will also analyze the existing teaching and learning materials as well as discuss a proposal for research to be conducted on integrating instructional technology into Social Science education using the appropriate approach and methodology. Assesment Method Medium of Instruction : Continuous Assessment (Class forum, presentation, assignment) :70%, Examination :30% : Malay and English Language

Main References Jamaludin Badushah, Abd. Rashid Johar & Muhammad Hussin (2009), Inovasi dan teknologi dalam pengajaran dan pembelajaran, AJM Publishing Enterprise. Lynch, P (2008). Web style: basic design principles for creating websites. Massachusetts: Yale University Press. Kahn, B (2005). Web-based instruction. Washington DC: Educational Technology Publication. Fallow, S. & Bhanot, R. (2002) Educational development through information and communications technology. London: Kogan Page Duffy, J.D., McDonald, J.B. & Mizell, A.P (2003). Teaching and learning with technology. Boston: Allyn and Bacon. Abd. Rahman Daud (1999), Teknologi pendidikan: konsep, peranan dan perkembangan. Selangor: Edusystem Sdn. Bhd.

292

PAGS 6348 Synopsyis

ULUM SYARIAH EDUCATION

3 CREDITS

This course is aimed at exposing students to the basic concepts of philosophy and discipline applied to the Ulum Syariah Education . The focus of discussion in the course covers the evolution of Ulum Syariah Education, the various components and branches of knowledge in the discipline of Ulum Syariah Education, the concept of unity in Ulum Syariah Education as well as issues and trends in the practice Ulum Syariah Education in Malaysia and so forth. Students will be trained to analyze the theories and its application, methods and principles to develop appropriate educational disciplines in Ulum Syariah Education. Discussions in the course also take into account traditional and contemporary perspectives to ensure that the philosophical and practical framework Ulum Syariah Education is not neglected in the performance of contemporary Ulum Syariah Education. Assesment Method Medium of Instruction : Continuous Assessment (Class forum, presentation, assignment) :70%, Examination :30% : Malay, Arabic and English Language

Main References M. Quraish Shihab (2008) Membumikan al Quran, Jakarta: Pustaka Mizan Saedah Siraj (2008) Kurikulum masa depan. Kuala Lumpur: Penerbit Universiti Malaya Suzalie Mohamad (ed.) (2003) Memahami isu-isu Pendidikan Islam di Malaysia. Kuala Lumpur: Institut Kefahaman Islam Malaysia. Ismail Abbas. (2002) Kesan pendekatan penyelesaian masalah dalam pengajaran aqidah pelajar tingkatan empat. Tesis Ijazah Doktor Falsafah (tidak diterbitkan). Fakulti Pendidikan, Universiti Malaya Mahmood Zuhdi Hj. Ab. Majid. (ed.) (2001) Dinamisme pengajian syariah. Kuala Lumpur: Akademi Pengajian Islam UM Al Qaradhawi, Yusuf (t.t.) Al Madkhal lidirasat al syariah al Islamiyah. Beirut: Muassasah al Risalah

293

PAGS 6349 Synopsis

SOCIOLOGY OF EDUCATION: COMPARATIVE PERSPECTIVES

3 CREDITS

This course aims to introduce students to the basic concepts of sociology of education from the perspective of Islam and the West. It discusses the principles that form the basis of Islamic and Western views on society and its characteristics. It will explore various aspects such as social institutions, social classification, social education, social values, major educational institutions in the socialization process, with emphasis on traditional institutions and other variables. Discussions will also touch the discourse of Islam and Western ideas about the role of education in building a society and civilization. Students will be trained to critically analyze social issues of contemporary sociological thinking on the framework of Islam and the West. It aims to enable them to apply the knowledge gained by submitting proposals for practical solutions to face these issues in the context of local and international. Talk of the course also focuses on methods and research methodology is appropriate in carrying out comparative study of the sociology of education. Assesment Method Medium of Instruction : Continuous Assessment ( Presentation, Assignment) :70%, Examination :30% : Malay and English Language

Main References Abdul Razak Ahmad, Rozita Abdul Latif, Didin Saripudin (2008) Masyarakat dan pendidikan: perspektif sosiologi. Kuantan: Yayasan Istana Abdulaziz. Macionis, J.J (2008). Sociology, 12th ed., New Jersey: Pearson Education. Saleh Faghirzadeh (2008) Sosiologi sosiologi, (terj. Mohd Fauzi Yaacob), Kuala Lumpur: Intitut Terjemahan Negara Malaysia El Mesawi, Mohamed Tahir (2007) A muslim theory of human society. Batu Caves:Thinkers Library. Ballantine, J.H (2001) The sociology of education, a systematic anlysis, 5th ed., New Jersey: Pearson Education.

294

PAGS 6350 Synopsis

PHILOSOPHY OF EDUCATION : COMPARATIVE PERSPECTIVE

3 CREDITS

This course aims to engage students in more detail in the discussion of philosophy of education that exists in the educational world, was and is a practice in Malaysia. A stream of thought education was a distinctive educational philosophy, and therefore critical analysis will focus on domains that exist in the Philosophy of Education. It will be linked directly to analysis of key concepts such as education, teaching, learning, indoktrinisasi, curriculum, creativity and critical thinking in the stream in Malaysia. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Test, Presentation): 60% , Examination:40% : Malay and English Language

Main References Abdul Fatah Hasan (2007). Mengenal Falsafah Pendidikan. Kuala Lumpur: Utusan Publication. Ninian Smart (2007). Falsafah Dunia. Kuala Lumpur: Institut Terjemahan Negara. Wan Mohd Nor Wan Daud (2005). Falsafah dan Amalan Pendidikan Islam. Kuala Lumpur: Universiti Malaya. Abdul Rahman Aroff & Zakaria Kasa (2002) Falsafah Dan Konsep Pendidikan. Kuala Lumpur: Fajar Bakti. Joy A. Palmer (2001). Fifty Modern Thinkers on Education : From Piaget ToThe Present. London: Routledge. PAGS 6351 Synopsis This course will introduce students to the theory and practice of cognitive education in social science subjects, especially from the aspect of subsistence, cognitive learning styles and learning styles of cognition, cognition research features in addition to current trade issues and cognition in the teaching of social science and humanities education. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations): 70%, Examination: 30% : Malay and English Language COGNITION IN TEACHING AND LEARNING OF SOCIAL SCIENCES AND HUMANITIES 3 CREDITS

Main References Atherton, J.S (2009). Learning and Teaching ; Blooms Taxonomy. Englewood Cliff, New Jersey : Prentice Hall. Abd Rahim Abd Rashid (2002). Pengajaran dan Pembelajaran Sains Sosial : Teori dan Amalan. Kuala Lumpur : Penerbit Universiti Malaya. Gage N.L & Berliner D.C (1988). Educational Psychology. Boston : Houghton Mifflin Company. Sharifah Alwiyah Alsagoff (1987). Psikologi Pendidikan II Psikologi Pembelajaran dan Kognitif, Bimbingan dan Kaunseling. Selangor : Longman Malaysia Sdn.Bhd. Bigge, M.L & Hunt, M.P (1980). Psychological Foundations of Education An Introduction to Human Motivation, Development and Learning. New York : Harper & Row Publichers. Ausubel, D.P., Novak, J.D & Hanesian, H. (1978). Education Psychology A Cognitive View. USA : Holt, Rinehart and Winston. 295

PAGS 6352 Synopsis

ISSUES AND CURRENT PRACTICES IN ART EDUCATION

3 CREDITS

This course examines the pedagogical issues related to the teaching of art in current practice - both from the theoretical and practical aspects. The major issue is viewed, among other things, is maasalah lessons to students of different size groups. Teaching theory of interpretation in the visual arts, running assessment of student achievement in the arts. Students will be engaged to provide a portfolio of teaching the art itself. Assesment Method Medium of Instruction : Continuous assessment (Class forum; assignments; presentations): 70%, Examination: 30% : Malay and English Language

Main References Dorn, Madeja & Sabol.(2004). Assesing Expressive Learning. London: Lawrence Erlbaum Assoc Press. Freedman, K. (2003). Teaching Visual Culture: Curriculum, Aesthetics and the Scocial Life of Art. New York: Teacher College Press. Eisner, E.W.(2002). The Arts and the Creation of Mind. New Heaven: Yale University Press.

PAGS 6353 Synopsis

ARTISTIC DEVELOPMENT IN CHILDREN

3 CREDITS

This course explores the historical and contemporary perspectives of childrens artistic development. The aims, among which, are to examine the relationships between childrens intellectual growth, creative ability and making art responses. Among the main topics discussed are history and theories of childrens art, characteristics and development of childrens strategies in art, and children as art critics. Assesment Method Medium of Instruction : Continuous assessment (Assignments; small scale research; presentations): 70%, Exam: 30% : Malay and English Language

Main References Schiller, W. (2000) (ed.). Thinking through the arts. Singapore: Harwood Academic Publishers Cox, M. (1992). Childrens drawings. London: Penguin Books. Golomb, C. (1992). The childs creation of pictorial world. Berkeley, CA: University of California Press.

296

PBGS 6109 Synopsis

CURRICULUM DEVELOPMENT IN ARABIC LANGUAGE

3 CREDIT

This course exposes the general theory of curriculum. Based on the understanding of curriculum, students are to develop the curriculum suggested and present it. The students are to evaluate the curriculum designed. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 70%, Examination : 30% : Malay, English Language and Arabic Language

Main References Mohad Azzat, A.M (2009) Assasiyyat al-manhaj watanzimuhu. Kaherah : Dar Thaqafah. Ornstein, A.C & Hunkins (2008) Curriculum: Foundation, principles and issues. Boston: Allyn and Bacon. Richards, J.S (2007) Curriculum development in language teaching. Cambridge: Cambridge University Press.

PBGS 6110 Synopsis

PRINCIPLES AND PRACTICE IN THE TEACHING ARABIC LANGUAGE

3 CREDITS

This course exposes students to the principles and practice of teaching Arabic as the second language. It will discuss the theories and models of second language learning to be applied in the teaching of Arabic Language. Students will also discuss the issues pertaining to second language learning. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 70%, Examination : 30% : Malay, English and Arabic Language

Main References Brown, H.D. (2009). Principles of Language Learning and Teaching. Prentice Hall Regent: San Francisco. Toimah, R.A (2008). Talim al Arabiah li Ghairi an Natiqin Biha. ISESCO : Rabat. Johnson, K. (2006). Introduction to Foreign Language Learning and teaching. Longman: London.

297

PBGS 6111 Synopsis

SEMINAR IN LANGUAGE EDUCATION

3 CREDITS

This course prepares students to develop the skills to carry ot research in the language education field. The students will be exposed to the complete outline of a research. At the ends students will come up with a complete project paper on the topic of their choice. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Presentation): 70%, Examination : 30% : Malay Language

Main References Perry, F (2005). Research in Applied Linguistics: Becoming a Discerning Consumer. Mahwah, New Jersey: Lawrence Erlbaum Associates. Mackey, A & Gass, S (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawrence Erlbaum Associates

PBGS 6112 Synopsis

PRINCIPLES AND PRACTICE OF LANGUAGE TEACHING

3 CREDITS

This course aims to expose students to relevant aspects of language teaching and learning. As an introductory course will discuss developments in the teaching of various languages in Malaysia since the country achieved independence through to the latest developments. Students will be exposed with the scope, philosophy and methodology as well as various issues related to research and practice in teaching and language acquisition, and study the various contributions in research on teaching and learning. Students will be guided to develop the concept mapping and analytical skills and provide a critical view on issues related to the principles and practices in language education. They are encouraged to make applications to the field of language education that they operate with the search, collection, categorization, and analyze information from various sources throughout the kurusus this. Students will also engage in workshops and seminars and prepare and present a term paper, paper ideas, and research design folio of the principles and practices in language teaching. At the end of the course students are expected to produce an appropriate form of academic writing in the field of language education. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Presentation): 70%, Examination : 30% : Malay Language

Main References Nik Hassan Basri Nik Ab Kadir (2003) Teori Bahasa; Implikasinya terhadap pengajaran tatabahasa. Tajung Malim: Universiti Pendidikan Sultan Idris. Mahzan Arshad (2003) Pendidikan Literasi Bahasa: Satu pendekatan bersepadu. Kuala Lumpur: Utusan Publications. Gail E Thompkins (1998) Language arts: Content and teaching strategies. New Jersey: Prentice Hall.

298

PBGS 6113 Synopsis

RESEARCH IN SECOND LANGUAGE ACQUISITION

3 CREDITS

The course is designed to provide insights into research and application of second language acquisition theories. This course examines theories and research in second language (L2) acquisition, including cognitive, linguistic, social, biological and affective variables that account for relative success in L2 learning. The role of instruction in L2 learning is also discussed. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment, Presentation): 70%, Examination : 30% : English Language

Main References Gass, Susan & Selinker, Larry. (2008) Second Language Acquisition: An Introductory Course. Mahwah, New Jersey, Lawrence Erlbaum Associates. Hinkel, E (Ed) (2005) Handbook of research in second language teaching and learning. Mahwah, NJ: Erlbaum Associates. Mackey, A., & Gass, S.M. (2005). Second language research: Methodology and design. Mahwah, NJ:Erlbaum. Mitchell, R. & Myles, F. (2002) Second Language Learning Theories. Oxford: Oxford University Press. Brown, J.D. & T.S. Rodgers (2002) Doing Second Language Research. Oxford: Oxford University Press.

PBGS 6114 Synopsis

SEMINAR IN ENGLISH LANGUAGE EDUCATION

3 CREDITS

This course is designed to prepare graduate students in TESOL to critically evaluate published research in their field and to design their own research studies. Under the guidance of supervisors, students gain insights, practical techniques and skills in research design, data analysis and dissertation writing. Students will present their own work to seminar for discussion, critique and advice. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment, Presentation): 70%, Examination : 30% : English Language

Main References Mackey, A & Gass, S (2005). Second Language Research: Methodology and Design. Mahwah, New Jersey: Lawrence Erlbaum Associates. Perry, F (2005). Research in Applied Linguistics: Becoming a Discerning Consumer. Mahwah, New Jersey: Lawrence Erlbaum Associates

299

PBGS 6327 Synopsis

EVALUATION IN THE TEACHING OF ARABIC LANGUAGE

3 CREDITS

This course explains about evaluation in Arabic Language as a second language. Students will be exposed to theories, concepts, approaches and stages in the evaluation of Arabic Language as a second language. Students will also present topics related to the course. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 70%, Examination : 30% : Malay, English and Arabic Language

Main References Brown, J.D. (2010). Testing in Language Programs. New Jersey: Prentice Hall Regents. Davies, A. (2009). Principles of language testing. Oxford: Blackwell. Muhammad, M. A. (2007). Language Testing (Arabic version). Riyadh: University of King Saud Printing. Alderson, J.C., Clapham, C. & Wall, D. (2006). Language test construction and evaluation. Cambridge: Cambridge University Press.

PBGS 6328 Synopsis

IT AND COMMUNICATION IN ARABIC LANGUAGE EDUCATION

3 CREDITS

This course exposes student to apply the theory and uses of ICT in Arabic Language education. The students will be able to identify specific effective elements of ICT in the teaching and learning of Arabic language. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 70%, Examination : 30% : Malay, English and Arabic Language

Main References Roblyer, M. D. & Doering, A. H. (2010). Integrating Educational Technology into Teaching. Boston: Allyn & Bacon. Smaldino, S. E., Lowther, D. L. & Russell, J. D., (2008). Instructional Technology and Media for Learning. (9th Edition). New Jersey: Pearson Prentice Hall. Palloff, R.M. & Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass

300

PBGS 6330 Synopsis

TEACHING COMMUNICATION SKILLS IN ARABIC

3 CREDITS

This course exposes student to apply the theory and uses of ICT in Arabic Language education. The students will be able to identify specific effective elements of ICT in the teaching and learning of Arabic language. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 70%, Examination : 30% : Malay, English and Arabic Language

Main References Mustafa, M.A. (2009). Maharat al- Lughah al- Arabiah. Amman, Aram Studies, Publishing & Distribution House. Toimah, R.A (2008). Talim al Arabiah li Ghairi an Natiqin Biha. ISESCO : Rabat. Lynch, T. (2006). Communication in the Language Classroom, Oxford University Press. Harmer, J. (2005). The Practice of English Language Teaching, Longman: London.

PBGS 6335 Synopsis

ARABIC LANGUAGE TEACHERS EDUCATION

3 CREDITS

Kursus ini mendedahkan kepada pelajar tentang pengetahuan dan kemahiran asas guru bahasa Arab.Ia akan membincangkan keperluan-keperluan dalam pelaksanaan dan penilaian pendidikan guru bahasa Arab Pelajar juga akan dapat berbincang tentang isu-isu semasa khususnya yang berkaitan dengan kajiankajian penyelidikan berkaitan pendidikan guru bahasa Arab. This course exposes students on the basic knowledge and skills of Arabic Language teachers. It will discuss the needs in the implementation and evaluation of the Arabic Language teachers. Students will also be able to discuss on the current issues mainly on research related to Arabic Language Teacher Education Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 70%, Examination : 30% : Malay Language

Main References Toimah, R.A (2008). Talim al Arabiah li Ghairi an Natiqin Biha. ISESCO : Rabat. Hammond, L.D. (2006). Powerful teacher education. Jossey-Bass: San Francisco. Hammond, L.D. & Bransford. J. (2005). Preparing teachers for a changing world. Jossey-Bass: San Francisco.

301

PBGS 6336 Synopsis

RESEARCH IN LITERACY DEVELOPMENT

3 CREDITS

This course exposes students to the basic concepts of literacy development. The students will be able to analyse and evaluate research on language literacy. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Presentation): 70%, Examination : 30% : Malay Language

Main References Machado, Jeanne M. Belmont. (2010). Early childhood experiences in language arts: early literacy. 9th ed. California: Wadsworth. Mahzan Arshad. (2008). Pendidikan literasi bahasa Melayu: strategi perancangan dan pelaksanaan. Kuala Lumpur: Utusan Publications. Ambigapathy Pandian. (2003). Bahasa & literasi : penyelidikan dan peninjauan untuk pendidikan. Serdang: Penerbit Universiti Putra Malaysia.

PBGS 6337 Synopsis

RESEARCH IN LANGUAGE TEACHER EDUCATION

3 CREDITS

This course aims to introduce the concept of language teachers who not only act as the main manager who implement the curriculum in the classroom, but teachers act as researchers. As a profession that requires teachers to act in a professional manner, they have to come with concrete information and data to assist in daily tasks. Thus the task as a teacher requires them to always be alert to developments both in the classroom or even the workplace environment. This course will help teachers prepare themselves and researchers to use these skills in implementing the curriculum and improve the quality of language services as a competent language teacher throughout their careers. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Presentation): 70%, Examination : 30% : Malay Language

Main References Brisk, Mara Estela. (2008). Language, culture, and community in teacher education. New York: Lawrence Erlbaum Associates. Borg, Simon. (2006). Teacher cognition and language education: research and practice. London: Continuum. Awang Sariyan. (2004). Teras pendidikan bahasa Melayu: asas pegangan guru. Bentong: PTS Publications.

302

PBGS 6338 Synopsis

LANGUAGE PLANNING AND EDUCATION POLICY

3 CREDITS

This course exposes students to the basic concepts of sociolinguistics. Students will be able to explore the varieties of language used and cultural issues related to it. Students will also be able to relate this situation to the theories of sociolinguistics and peoples way of life as well as the education system in Malaysia. Students will be able to then carry out research related to the variety use of language in this country. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Presentation): 70%, Examination : 30% : Malay Language

Main References Abdul Razak Abdullah Baginda. (2005). Education in Multicultural Societies: Perspectives on Education in Malaysia. London: ASEAN Academic Press. Asmah Haji Omar. (1993). Perancangan Bahasa dengan Rujukan Khusus kepada Perancangan Bahasa Melayu. Kuala Lumpur: Dewan Bahasa dan Pustaka. Awang Sariyan. (2006). Warna dan Suasana Perancangan Bahasa Melayu di Malaysia. Edisi kedua. Kuala Lumpur: Dewan Bahasa dan Pustaka. Holmes. J. (2001). An Introducation to Sosiolinguistics. Edinburgh. Harlow: Pearson Education Limited.

PBGS 6339 Synopsis

LITERATURE IN LANGUAGE TEACHING

3 CREDITS

This course exposes students to variety literature genres to improve language proficiency. This course will focus on materials that can instil students interests in literature. Students will be required to use critical and analytical thinking in teaching literature. Issues and problems related will also be discussed. Students are also required to design appropriate module for teaching literature. Assesment Method Medium of Instruction : Continuous Assessment (Assignment, Presentation): 70%, Examination : 30% : Malay and Chinesse Language

Main References Talib Samat. (2004). Memahami Isu-isu Kesusasteraan, Kebudayaan, Pemikiran dan Pendidikan. Shah Alam: Karisma Publications. Othman Puteh (pngr.). (2000). Pengajaran Sastera. Kuala Lumpur: Dewan Bahasa dan Pustaka. Kamarudin Husin. (1988). Kaedah Pengajaran Kesusasteraan. Petaling Jaya: Penerbit Fajar Bakti Sdn. Bhd.

303

PBGS 6340 Synopsis

RESEARCH IN LANGUAGE PLANNING AND POLICY IN EDUCATION

3 CREDITS

The course provides an overview of language policy and planning at all levels from nation-state governments to the individual. It examines the theory and implementation of language policy and language policy in various polities and explores what language policy consists of, how it operates, and ways it can be studied empirically. Through an analysis of specific case studies of language planning and policy students will acquire an understanding of the complex factors that go into language planning decisions at local, national and international levels. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment, Presentation): 70%, Examination : 30% : English Language

Main References Liddicoat, A. (2007). Issues in Language Planning and Literacy. Clevedon: Multilingual Matters. Ricento, T (2006) Introduction to Language Policy: Theory and Method. London: Blackwell. Kaplan, R. & Baldauf, R (1997). Language Planning From Theory to Practice. Clevedon: Multilingual Matters.

PBGS 6341 Synopsis

RESEARCH IN LANGUAGE TEACHER EDUCATION

3 CREDITS

This course aims to critically examine current teacher education practices in the field of TESOL. It also aims to enable graduate students to carry out original research in this field within their professional context and to disseminate the findings appropriately. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment, Presentation): 70%, Examination : 30% : English Language

Main References Malderez, A., & Wedell, M. (2007) Teaching teachers : processes and practices London: Continuum. Borg, S. (2006). Teacher cognition and language education : research and practice London: Continuum. Richards, J.C. & Farrell, T.S.C. (2005) Professional development for language teachers : strategies for teacher learning Cambridge: Cambridge University Press. Johnson, K. E. (1999) Understanding language teaching : reasoning in action Boston, MA: Heinle & Heinle. Richards, J. C. (1998) Beyond training : perspectives on language teacher education Cambridge: Cambridge University Press.

304

PBGS 6342 Synopsis

RESEARCH IN LITERACY DEVELOPMENT

3 CREDITS

The course provides an overview of literacy development throughout the lifespan. It examines literacy development as a linguistic, cognitive and sociocultural process in a variety of contexts, including home, school and the workplace. Topics covered include: definitions of literacy, reading and writing development, theories and models of reading and writing, literacy instruction and literacy assessment; multiliteracies, critical literacies and emergent literacies. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment, Presentation): 70%, Examination : 30% : English Language

Main References Coiro, J. et al, (2008) Handbook of Research on New Literacies. New York: Lawrence Erlbaum. Neuman, S.B. & Dickinson, D. (2003) Handbook of Early Literacy Development. New York: Guilford Press. Barton, D., Hamilton, M & Ivanic, R. (2000). Situated Literacies: Reading and Writing in Context. London: Routledge.

PBGS 6343 Synopsis

RESEARCH IN TEXT AND DISCOURSE IN TESOL

3 CREDITS

The aim of the course is to provide a comprehensive understanding of the use of text and discourse analytical approaches and methods in educational settings. Topics covered include conversational analysis, interactional sociolinguistics, genre analysis, ethnography of communication and critical discourse analysis. The course will also focus on texts and discourses in the home, the classroom and the workplace, and explore implications for teaching and learning language. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment, Presentation): 70% Examination : 30% : English Language

Main References Johnson, B. (2008). Discourse Analysis. Oxford: Blackwell. Schiffrin, B.et. al. Handbook of Discourse Analysis. Oxford: Blackwell. Wodak, R & Chilton, P. (2005). A new agenda in (Critical) Discourse Analysis. Amsterdam: John Benjamins

305

PDGS 6101 Synopsis

EDUCATIONAL ADMINISTRATION

3 CREDITS

The course will introduce educational administration as a research area to students. Generally, the course has the purpose to improve student knowledge and way of thinking, and enhance the perspective on educational administration as one particular task and process. Students will be exposed on the reality of organization and view it as a clash of paradigm and understanding various probability and organization theory. Students will also gain knowledge and important terms of educational administration and management and discuss on the issue regarding productive. This course will begins with brief discussion on the evolution of educational administration, changes in the way of thinking and current movement in the educational research and analysis. Topics that will be debated covers area of educational leadership, administration and the function of leadership in educational administration. Assesment Method Medium of Instruction : Continuous assessment (presentation and assignment): 60% Examinations 40% : Malay Language

Main References Hall, R.H. (2006). Organizations: Structures, processes, and outcomes (6th edition). Englewood Cliffs, NJ: Prentice Hall. Hoy, W. K. & Misckel, C.G. (2005). Educational administration: Theory, research and practice (7th edition). NY: McGraw-Hill. Hoyle, E. (2002). The politics of school management. London: Hodder and Stoughton. Yuki, G. (2002). Leadership in organization (5th edition). Upper Sadle River, NJ:Prentice Hall.

306

PDGS 6102 Synopsis

EDUCATIONAL PLANNING

3 CREDITS

The course will give the students an overview on the current trends of educational planning; especially its concepts, process and techniques, and approaches in educational planning. Topics to be discussed will be social demand approach, man power planning approach, rate of return, cost-benefits and cost-effectiveness analysis, and others approaches which can be applied, in Malaysia and other countries. Techniques and model of educational planning will also be discussed. Other aspect of educational planning such as demand and supply for teachers, vocational and technical education and private education. Decentralization planning, and school based management, and strategic planning in educational organization, cost and financing of educational development, and issues in educational planning will be discussed in details. Assesment Method Medium of Instruction : Continuous assessment (presentation and assignment): 60% Examinations 40% : Malay Language

Main References Thomas Welsh & Noelf. Mc Ginn (2009). Decentralization of education, why, whenParis, UNESCO: IIEP. Zainal Abidin Mohamad (2009). Strategic management in education sector. Serdang: UPM Press Ministry of Education, Malaysia (2006). The Education Blueprints (2006-2010) or Pelan Induk Pembangunan Pendidikan, (PIPP) (2006-2010). Kuala Lumpur: KPM. Forojalla S.B. (2001). Educational planning for development. London: Dt Martin Press. Ministry of Education Malaysia (2001). The Educational Development Plan 2001-2010. Kuala Lumpur: The National Printer. Psacharopoulos (2000). Economics of education. N.York: Pergamon Press.

PDGS 6306 Synopsis

HUMAN RESOURCE MANAGEMENT IN EDUCATION

3 CREDITS

Among professional educators engaged in the delivery of educational services, the role of the human resource administrator is unique. The work of schools, in contrast to many enterprises is labor intensive accomplished primarily by people. As a consequence, the administration of human resources is at the heart of the process of managing public schools, universities, and other educational agencies. The focus of this course is an examination of the long-range strategy of human resource management which seeks to help school systems, universities, and other educational agencies attract, retain and develop the kinds of personnel needed to achieve the overall goals of such organizations. This is accomplished through the human resource/personnel functions of forecasting manpower needs, recruitment, selection, induction, appraisal, development, compensation, security, negotiations and information. Assesment Method Medium of Instruction : Continuous assessment (presentation and assignment): 60% Examinations 40% : Malay Language

Main References Dessler, Gary (2002). Essentials of human resource management. New Jersey: Prentice Hall. French, Wendell (2004). Human resource management. Boston: Houghton Mifflin. Young, P (2007). The human resource function in educational administration. New Jersey: Prentice Hall. 307

PDGS 6324 Synopsis

FINANCIAL MANAGEMENT IN EDUCATION

3 CREDITS

This course will focus on concept, historical development and financing education approaches, and school financial management. The topics to be discus will be: historical development of financing education in Malaysia and in your country, costs and benefits of investment in education and economic growth, financing educational primary, secondary, and tertiary levels in developed countries and developing countries, alternative ways and issues, in financing education . This course will also discus on school budgeting system and audit procedures, school accounting system and audit procedures and issues in school finances will be discus in details.and loan and grant system will be discussed in detail. Assesment Method Medium of Instruction : Continuous assessment (presentation and assignment): 60% Examinations 40% : Malay Language

Main References Shahril@ Charil Marzuki (2005). Mengurus dan membiyai pendidikan di Malaysia. Kuala Lumpur: PTS Publication & Distributer Sdn. Bhd. Shahril@ Charil Marzuki (2005). Mengurus kewangan sekolah. Kuala Lumpur: PTS Publication & Distribter Sdn. Bhd. Kementerian Pendidikan Malaysia (2001). Garis Panduan Perakunan dan Kewangan Sekolah. Kuala Lumpur: Percetikan Nasional. Burrup,P. E et al (1996). Financing Educaion in a climate of change. London: Allyn & Bacon. Alexander & Almon R. (1995). Public school finance. London, Allyn & Bacon.

PDGS 6325 Synopsis

POLITICS AND POLICIES IN EDUCATION

3 CREDITS

The purpose of this course is to develop students cognitive skills in examining, analysing, debating, and interpreting the interactions or relationships between political motives and various educational policies in some countries, particularly in Malaysia. This course focuses on political development, political agenda, and policy agenda in the process of national development in the decades between 1950 and 2000. Discussion includes some important principles such as utilitarianism, liberty, pragmatism, tawheed, Confucianism, and gandhism. Policy thinking skills are focused on identification of policy problems, policy formulation, policy implementation, and policy evaluation. Assesment Method Medium of Instruction : Continuous assessment (presentations, assignments and tests): 100% : Malay Language

Main References Michael Omi & Howard Winant (2006). Racial formation in the United States. Routledge: New York. Barry Buttermore (2003). Political sociology. Minneapolis: University of Minnesota Press. Robert N. Bellah et al (2002). The good society. Vintage Book : New York. Sufean Hussain (2002). Dasar pembangunan pendidikan Malaysia: Teori dan analisis. Kuala Lumpur: Dewan Bahasa and Pustaka. INTAN (2001). Dasar-dasar pembangunan Malaysia. Kuala Lumpur : INTAN. 308

PJGS 6101 Synopsis

THEORY AND CURRICULUM PRACTICE

3 CREDITS

The course will expose students to curriculum studies, its philosophies and practices, and its processes and practices especially in the Malaysian context. Topics or class discussions include: the scope of curriculum studies, comparative analysis of curriculum system and subsystems, curriculum theories focusing on Adler, Taba, Goodlad, Beuchamp, Pheonix and other philosophers, and curriculum reform. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment) :70%, Examination : 30% : Malay Language

Main References Alkin, M. C. (2004). Evaluation roots: Tracing theorists views and influences. Thousand Oaks, CA: Sage. Saedah Siraj (Ed). (2000). Perkembangan kurikulum: Teori dan amalan. Kuala Lumpur: Alam Pintar Entp. Sowell, E. J. (2000) Curriculum: An integrative introduction. Upper Saddle River: Merill.

PJGS 6103 Synopsis

RESEARCH IN CURRICULUM DEVELOPMENT

3 CREDITS

The purpose of this course is to give deep understanding about curriculum as a research field which systematically combines psychological philosophies, sociology and pedagogy in curriculum development. The lecture topics/seminar focus on issues of curriculum development (such as the characteristics and issues of methodologies of curriculum education, pedagogy and research) and recent trends in curriculum research (such as analysis and critics of relevant research articles) Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment) :70%, Examination : 30% : Malay and English Language

Main References Parkay, F.W., Hass, G. J. and Anctil, E. J. (2010). Curriculum leadership: Ready for developing quality educational programs (9th ed). Boston: Pearson Education. Omstein, A.C. &Hunchins, F.P. (2009). Curriculum foundation: Principles and issues (5th ed). Boston: Pearson Education. Stark, J.S & Lattuca, L.R. (1997). Shaping the college curriculum: Academic plans in action. Massachussetts: Ally & Bacon

309

PJGS 6303

APPLICATION OF TECHNOLOGY IN CURRICULUM IMPLEMENTATION

3 CREDITS

Synopsis The course explores the principles and practices of educational technology to enable its application into specific content area. Students will analyze literature on application of educational technology in the context of teaching and learning. Additionally, students will be involved in group work activities in which they will propose integration of technologies into selected existing curriculum. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment) :70%, Examination : 30% : Malay and English Language

Main References Roblyer, M.D. and Doering, A.H. (2010). Integrating educational technology into teaching. USA: Allyn & Bacon. Jonassen, D.H. (2006). Modeling with technology: Mindtools for conceptual change. USA: Allyn & Bacon.

PJGS 6305 Synopsis

CHANGES AND IMPLEMENTATION OF SCHOOL CURRICULUM

3 CREDITS

This course is designed to introduce students to the process of implementing curriculum and basic theory used, problems faced, strategies and approaches used to solve problems and enable implementation to run smoothly. Topics discussed include cases in implementing different changes in various curriculum scenarios. Theories as the basis for implementation strategy, problems in implementing curriculum, effective approaches in solving problems related to implementation, utilization of data sources in the implementation processes, professional development and future trends in curriculum implementation. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment) :70%, Examination : 30% : Malay Language

Main References Alkin, M. C. (2004). Evaluation roots: Tracing theorists views and influences. Thousand Oaks, CA: Sage. Saedah Siraj (Ed). (2000). Perkembangan kurikulum: Teori dan amalan. Kuala Lumpur: Alam Pintar Entp.. Glasgow, N.A. (1997). New curriculum for new times. California: Corwin Press, Inc.

310

PJGS 6306 Synopsis

APPROACH IN CURRICULUM ASSESSMENT

3 CREDITS

This course is design to introduce students to curriculum evaluation model for planning processes, planning, implementing certain curriculum project for analyzing and evaluate in certain situation. Through information collected by students enable to validate information for the purpose to make decision. Topics discuss including evaluation model, different evaluation model, strength and weakness of the model as basics of evaluating curriculum, information resources, verification of information procedure in evaluation, constrain and problems in evaluation processes, proposed solution and self positioning as a professional curriculum evaluator Assesment Method Medium of Instruction : Continuous Assessment (Test,Report, Presentation, Assignment) :70%, Examination :30% : Malay Language

Main References Alkin, M. C. (2004). Evaluation roots: Tracing theorists views and influences. Thousand Oaks, CA: Sage. Stake, R. E. (2004). Standards-based and responsive evaluation. Thousand Oaks, CA: Sage. Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2003). Evaluation: A systematic approach (7th ed.). Newbury Park, CA: Sage.

PJGS 6308 Synopsis

COMPARATIVE AND GLOBAL PERSPECTIVE IN CURRICULUM

3 CREDITS

The course is designed to introduce students to research on comparative educational systems from different countries. The focus will be on the following, issues on methodology of the comparative education, factors influencing education system presently, theory and research in comparative curriculum and analysis of the present issues on quality of education particularly in curriculum designs. Assesment Method Medium of Instruction : Continuous Assessment (Test,Report, Presentation, Assignment) :70%, Examination :30% : Malay and English Language

Main References Omstein, A.C. &Hunchins, F.P. (2009). Curriculum foundation: Principles and issues (5th ed). Boston: Pearson Education. Parkay, F.W., Hass, G. J. and Anctil, E. J. (2010). Curriculum leadership: Ready for developing quality educational programs (9th ed). Boston: Pearson Education. Stark, J.S & Lattuca, L.R. (1997). Shaping the college curriculum: Academic plans in action. Massachussetts: Ally & Bacon

311

PJGS 6310 Synopsis

CURRICULUM MANAGEMENT

3 CREDITS

This course is designed to introduced to students about processes of curriculum implementation, basic theory used, problem faced and strategy and approach used to solved problems and smoothen the implementation. Topics discuss are implementation cases in different changes in curriculum scenario, implementation theories as basis to decide implementation strategy, problems factors in implementation curriculum, steps in deciding effective approach to solve implementation problems, data resources and development in implementation processes and professional development and flow in implementing future curriculum. Assesment Method Medium of Instruction : Continuous Assessment (Test,Report, Presentation, Assignment) :70%, Examination :30% : Malay Language

Main References Saedah Siraj (Ed). (2000). Perkembangan kurikulum: Teori dan amalan. Kuala Lumpur: Alam Pintar Entp. Sowell, E. J. (2000) Curriculum: An integrative introduction. Upper Saddle River: Merill. Wiles, J. & Bondi, J. (1998) Curriculum Development: A guide to practice. Upper Saddle River: Merill. PMGC 6101 Synopsis The course is designed to provide students with knowledge on instructional technology such as computer and graphing calculator. Students will also be exposed to the theories related to communication, thinking skills and problem solving skills. Hands-on experience is provided to enrich mathematics education. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : English Language INFORMATION COMMUNICATION TECHNOLOGY IN MATHEMATICS EDUCATION 3 CREDITS

Main References Noraini Idris, Daniel, E.S.G. & Rohaida Mohd. Saat. (2004). Teknologi dalam pendidikan sains dan matematik. Kuala Lumpur: Penerbit Universiti Malaya. Burton, L. & Kowaoski, B. (1995). Technology in mathematics teaching a bridge between teaching and learning. NY: Chartwell-Bratt Publishing. Jonassen, D. (1995). Computers in the classroom: Mindtools for critical thinking. NJ: Prentice Hall.

312

PMGE 6101 Synopsis

INFORMATION AND COMMUNICATION TECHNOLOGY IN SCIENCE EDUCATION

3 CREDITS

The focus of this course is to introduce students to the pedagogical, theoretical, experiential, and critical perspectives on information communications technology as it is applied in a variety of educational contexts in the teaching and learning of science. In particular this course aims to enable students to the proper and systematic use of CAI, CD-ROMS, data loggers, interfaces, various computer softwares such as word processors and graphics presentation, as well as the various applications of the Internet such as e-mail and the use of the WWW in the teaching of abstract and difficult science concepts. Participant interactions and participant roles in Computer Supported Collaborative Learning (CSCL) will also be investigated in order to enhance the teaching of science. Assesment Method Medium of Instruction : Coursework (class presentation and assignment): 70%; Examination: 30% : Malay Language

Main References Sherman, S.J. & Sherman, R.S. (2004). Science and science teaching: Methods of integrating technology in elementary and middle schools (2nd.) Boston, MA: Houghton Mifflin Jonassen, D.H., Howland, J., Moore, J & Marra, R.M. (2003). Learning to solve problems with technology: A constructivist perspective (2nd. Ed.) NJ: Merill/Prentice Hall. Roblyer, M.D., Edwards, J. & Havriluk, M.A. (2003). Integrating educational technology into teaching. NJ: Merrill Forcheri , P. & Molfino, M.T. (2000). ICT as a tool for learning to learn. In D.M. Watson and T. Downes (Eds.). Communications and Networking in Education. Boston, MA: Kluwer Academic. pp 175 184. PMGS 6101 RESEARCH IN MATHEMATICS EDUCATION : THEORETICAL PERSPECTIVES 3 CREDITS

Synopsis The aim of this course is to assist students in understanding the different theoretical perspectives in mathematics education research including the philosophical and psychological perspectives. Research concepts, skills and the competencies required to construct mathematics education to form an agenda for research will be discussed. Special focus will be given to discussion on the nature of conducting research, various research methods and approaches and current research trends in mathematics education. Assesment Method Medium of Instruction : Coursework: 60%; Examination: 40% : Malay and English Language

Main References Cresswell, J.W.(2005). Educational research. Upper Saddle River, NJ: Pearson education, Inc. English, L.D. (Ed.). (2003). Handbook of reserch in mathematics education, Hillsdale, NJ: Lawrence Erlbaum Associates Kelly, A., & Lesh, R. A. (Eds.).(2000). Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates 313

PMGS 6102 Synopsis

CURRICULUM DESIGN AND PLANNING IN MATHEMATICS EDUCATION

3 CREDITS

The course focuses on the development process of mathematics curriculum; particularly that is related to the identification of the goal in mathematics education, development of the programme, its implementation and evaluation. History, philosophy and sociology as the basis of mathematics curriculum design will be discussed. This course also gives students the opportunity to analyze the primary and secondary school mathematics curriculum, with the emphasis on the structure of the present program, the current trend in the curriculum design and content, scope and organization, innovation and the process of reform. Focus will also be given to the identification of issues and challenges for research. Assesment Method Medium of Instruction : Coursework: 60%; Examination: 40% : Malay and English Language

Main References Keeley, P. & Rose, C.M. (Eds). (2006). Mathematics curriculum topics study: Bridging the gap between standards and practice. Thousand Oaks, CA: Corwin Press. Pinar, W.F. (Ed.). (2003). International handbook of curriculum research. Mahwah, NJ: Lawren ce Erlbaum Associates. National Council of Teachers of Mathematics (2000). Principles and standards for pschool mathematics. Reston, VA: NCTM. Nik Azis, N.P. (1995). Penghayatan matematik KBSR dan KBSM: Agenda tindakan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

PMGS 6120 Synopsis

RESEARCH IN SCIENCE EDUCATION

3 CREDITS

The course is intended to expose students to the nature, scope and various models of research in science education, as well as the strengths and weaknesses of different models and their alternatives. Areas of recent research in science education will be reviewed, and selected quantitative and qualitative studies, will be critically analyzed to enable the students to have a deeper understanding of research designs and methodologies. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 70%, Examination: 30% : Malay and English Language

Main References Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction (8th ed.). Boston: Pearson Allyn & Bacon. Creswell, J. W. (2002). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Beverly Hills, CA: Sage. Bordens, K.S. & Abbott, B.B. (2001). Research Design and Methods. Wadsworth: Australia

314

PMGS 6121 Synopsis

CURRICULUM STUDIES IN SCIENCE EDUCATION

3 CREDITS

The course will include a critical examination of all aspects of the design, implementation and assessment of science curricula. First, the history and philosophy of science and goals in the development of the science curriculum will be discussed. Early curriculum models such as those put forward by Tyler, as well as alternative designs in curriculum such as the CIPD model and the PBL model will be also be included. In addition, Curriculum Theory and Practice and Development will also be examined. A review of curricula of various nations with specifically emphasis on the development of Curriculum in Malaysia will also be touched upon. Assesment Method Medium of Instruction : Coursework (assignments and class presentation): 60%; Examination: 40% : Malay Language

Main References Connelly, F. M. (2007). The SAGE handbook of curriculum and instruction. Sage Puiblications Journal of Curriculum Studies (Taylor & Francis) - terkini Flinders, D.J. & Thornton, S.J. (2004). The Curriculum Studies Reader. Routledge Pinar, P. (1998) Curriculum: Towards New Identities. Routledge

PMGS 6123 Synopsis

HISTORY, PHILOSOPHY AND THEORY OF SCIENCE EDUCATION

3 CREDITS

The course is aimed at investigating the relationship between science education and its history, philosophy and sociology. The topics discussed would include science education, nature of science, historical foundations of science, philosophy, sociology in science education, role of theory in the development of science education, and the future trend of science education. Research on issues in the development of science education and the scientific revolution will also be discussed. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 60%, Examination: 40% : Malay and English Language

Main References Fuller, S. (2005). Philosophy of science and technology. London: Routledge. Dewitt, R. (2004). Worldviews: an introduction to the history and philosophy of science. Malden, MA: Blackwell Publication. Weinert, F. (2004). The scientist as philosopher: Philosophical consequences of great scientific discoveries. Berlin: Springer. Balashov, Y. (2002). Philosophy of science: contemporary readings. London: Routledge.

315

PMGS 6130 Synopsis

HEALTH EDUCATION CURRICULUM

3 CREDITS

This course is aimed at enabling students to study and understand the aims and objectives of the health education curriculumin the education system as well as the creation and development of the curriculum at every level of schooling. Among the topics to be discussed are objectives of the health eduction program in the context of schooling, objectives of the Health Education curriculum, curriculum development, curriculum content, its implications in teaching and learning as well as the aspects of curriculum upgrade and innovation. Focus will be given to studying of the health education programs in the education systems of the Asian region and Western countries. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Kementerian Pendidikan Malaysia (2000). Sukatan pelajaran Pendidikan Kesihatan (semakan) dan huraian sukatan pelajaran Pendidikan Kesihatan Tingkatan 1-5. Kuala Lumpur: Pusat Perkembangan Kurikulum. Mahoney, B. (1991). Teaching tips to accompany core concepts in health. California: USA. Centres for Disease Control & Prevention (1995). A planned approach to community health: Guide for the local coordinator. Atlanta, G.A: U.S. Department of Health and Human Servives.

PMGS 6131 Synopsis

RESEARCH IN HEALTH EDUCATION

3 CREDITS

This course prepares students with an overall understanding related to the research purpose and objectives. Students will also be exposed to proper writing research format, management, and implementation of research conducted in schools. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction (8th ed.). Boston: Pearson Allyn & Bacon. Creswell, J. W. (2002). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Beverly Hills, CA: Sage.

316

PMGS 6140 Synopsis

MEASUREMENT AND EVALUATION IN PHYSICAL EDUCATION

3 CREDITS

This course will introduce students to the concepts and principles of measurement. Students will be exposed to practical protocols and measurement in physical education and sports. Topics to be discussed include evaluation of the cognitive, psychomotor and affective domain. Students are also exposed to some measurement instruments and discussion on the relationship of curriculum and assessment in Physical Education. Assesment Method Medium of Instruction : Continuous assessment (60%), Examination (40%) : Malay and English Language

Main References Miller, D.K. (2006). Mesurement by the physical educator. 5th.ed. Boston: McGraw Hill. Baumgarner , T.A. & Jackson, A.S. (1999). Measurement for evaluation in physical education and exercise science, (6th.ed) McGraw-Hill. Huraian sukatan Pendidikan Jasmani, Kementerian Pelajaran.

PMGS 6141 Synopsis

RESEARCH IN PHYSICAL EDUCATION

3 CREDITS

This course will introduce students to the problems, issues and processes in research related to physical education. Among the topics to be discussed is the theory and application in the field of physical education research. Discussions will be centered on methods, research design and data collection in physical education. This course will also involve students critically analyze research articles. Assesment Method Medium of Instruction : Examination and continuous assessment : Malay Language

Main References Pangrazi R.P. & Darst, P.W. (2006). Dynamic physical education for secondary school students: Curriculum and Instruction (6nd.ed). Macmillan Publishing House. Harrison, J.M. & Blakemore, C.L. (1992). Instructional strategies for secondary school physical education (3rd.ed) WM.C Brown Publishers:Dubuque.

317

PMGS 6142 Synopsis

RESEARCH IN PERSPECTIVES

MATHEMATICS

EDUCATION

PRACTICAL

3 CREDITS

This course is offered specifically for students who are conducting research for either a thesis, dissertation or project paper. Among others, the focus will be on several types of research in mathematics education based on different theoretical framework and to discuss the method of conducting research. Special consideration will be given on the understanding of research procedures namely collection, analysis and interpretation of qualitative and quantitative data. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : Malay and English Language

Main References Keeley, P., & Rose, C. M. (Eds.) (2006). Mathematics curriculum topic study: Bridging the gap between standards and practice. Thousand Oaks, CA: Corwin Press. Pinar, W. F. (Ed.).(2003). International handbook of curriculum research. MAhwah, NJ: Lawrence Erlbaum Associates. Mc Knight, C., Magid, A., Murphy, T. J., & Mc Knight, M. (2000). Mathematics education research: A guide to the research in mathematics education, Washington DC: Mathematical Association of America.

PMGS6190 Synopsis

DISSERTATION

40 CREDITS

This course requires the student to formulate a research problem and framework in the field of counseling and carry out the study for the Counseling Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assesment Method Medium of Instruction : Dissertation will be assessed by examiners report : Malay and English Language

Main References Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill. Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill. Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill. Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

318

PMGS 6303 Synopsis

PERSPECTIVE ON PROBLEM SOLVING IN MATHEMATICS EDUCATION

3 CREDITS

The course offers the opportunity for students to be involved in problem solving. The experience will be used as the foundation to discuss theory related to the ability in solving problems. Teaching and learning technique in teaching problem solving at primary and secondary schools will covered and the organization of the curriculum for the integration of problem solving into Mathematics Education programme at primary and secondary school levels will be discussed. Issues, challenges and new perspectives on the teaching and learning of problem solving in mathematics will also be discussed. Assesment Method Medium of Instruction : Coursework: 60%; Examination: 40% : Malay and English Language

Main References Keeley, P/ & Rose, C.M. (Eds.) (2006). Mathematics curriculum topic study: Bridging the gap between standards and practice. Thousand Oks, CA: Corwin Press. Pinar, W.F. (Ed.). (2003). International handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum Associates National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

PMGS 6304 Synopsis

DIAGNOSTIC TEACHING IN ARITHMETIC

3 CREDITS

In this course, the reasons why some children have difficulty in learning elementary mathematical concepts and mastering basic mathematical skills will be investigated in terms of the cognitive and affective factors. The students will be guided in using diagnostic strategies of teaching arithmetic to elementary school children based on the constructive approach and the integrated perspective. Also, implications of technology for diagnostic teaching of arithmetic will be examined. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : English Language

Main References National Council of Teachers of Mathematics. (2000). Curriculum and Evaluation Standards for School Mathematics. reston, VA: NCTM. Ashlock, R. B. (1998). Error patterns in computation. Columbus, OH: Charles E. Merrill. Palmer, D., Kays M., Smith, A. , & Doig, B. (1994). Stop! Look & Lesson Manual: A Guide to Identifying and Correcting Common Mathematical Errors. Melbourne: The Australian Council for Educational Research Ltd. (ACER).

319

PMGS 6305 Synopsis

EVALUATION IN MATHEMATICS EDUCATION

3 CREDITS

In this course, the historical background theories and recent research into the ways in which students are assessed in mathematics education will be discussed. This includes a focus on theoretical and practical aspects of assessment in the mathematics classroom, examination of the relationships between assessment and curriculum in the wider sense, and a critical analysis of the purpose, strategies, methods and effective models of assessment in mathematics education. Also, constructive and integrated perspective on assessments that reflect recent changes in mathematics curriculum will be examined. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : English Language

Main References Noraini Idris (2007). Classroom assessment in mathematics education. Kuala Lumpur:McGraw Hill. Airasian, P. W. (2005). Classroom assessment concepts and application, New York: McGraw Hill. Gronlund, N.E.(2003). Assessment of students achievement. New York: Allyn & Bacon.

PMGS 6306 Synopsis

TEACHING OF MATHEMATICS IN EARLY CHILDHOOD

3 CREDITS

The aim of this course is to assist students in understanding the suitable methods in teaching early mathematics to children. Topics of discussion include among others the mathematics content in the pre school curriculum, psychological basis in teaching early mathematics, teaching for understanding and construction of knowledge, an integrated model of teaching early mathematics, the teaching of numbers and numerals, the development of geometric thinking and measurement in early mathematics. This course will also discuss research ideas related to teaching of early mathematics for children. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : Malay and English Language

Main References Baroody, A.J. (1998).Fostering childrens mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah,NJ : Erlbaum Associates Shaw, J. & Blakes, S. (1998). Mathematics for young children. New jersey, Prentice Hall (QA 135.5 sha). Reys, R.E., Suyd Suydam, M.N., Lindquist, M.M.,& Smith, N.L. (1998). Helping children learn mathematics, Allyn & Bacon Kellough, R.D. (1996). Integrating mathematics and science for kindergarten and primary children, Englewood Cliffs, New Jersey: Prentice Hall, Inc. Jensen, Robert J.(Ed.)(1993). Research Ideas For the Classroom: Early Childhood Mathematics. Reston,VA: NCTM.

320

PMGS 6320 Synopsis

COGNITION IN SCIENCE EDUCATION

3 CREDITS

The aim of this course is to expose students to the basic cognitive theories such as the theories of Piaget, Vygotsky, Ausubel, Gagne and the IPT which supports and explains the learning process. The constructivist philosophy and theory will also be discussed. The earlier cognitive theories will be contrasted with the newer constructivist and neurocognitive theories. Metacognition in relation to cognition will be discussed. The course will also expose students to how cognitive theories can be interpreted into theoretical frameworks to scaffold student conceptual studies. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 70%, Examination: 30% : Malay and English Language

Main References Slavin, R.E. (2006). Educational Psychology. NY: Allyn & Bacon Driscoll, M.P. (2005). Psychology of Learning for Instruction, (3rd Edition) NY:Allyn & Bacon. Gagne, E.D. (2000). The Cognitive Psychology of School Learning.(3rd Edition) NY: Allyn & Bacon. Reisberg, D. (2005). Cognition-Exploring the science of the mind, 3rd Edition. NY:W.W. Norton.

PMGS 6322 Synopsis

ASSESSMENT IN SCIENCE EDUCATION

3 CREDITS

This course discusses the principles and practices of assessment in Science Education and analyses critically the objectives, method and strategies used in assessment of science education in schools. Topics discusses include assessment of cognitive outcomes, affective, process and laboratory activities, use of assessment instruments such as tests, rating scales, check-lists, relationship between curriculum and assessment in general and research issues involving assessment in science education. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 70%, Examination: 30% : Malay and English Language

Main References Kubiszyn, T. (2009) Educational Testing and Measurement : Classroom Application and Practice(8th ed) New York : Willey & Sons. Airasian, P.W.(1994) Classroom Assessment New York : McGraw Hill. Wiersma, W. (1990) Educational Measurement and Testing (2nd ed) Boston : Allyn and Bacon

321

PMGS 6323 Synopsis

ISSUES IN SCIENCE-TECHNOLOGY-SOCIETY EDUCATION

3 CREDITS

The topics that will be discussed include the rationale of integration of the science-technology-society (STS) concept in science education, the equilibrium between acquisition of scientific knowledge and the understanding of STS issues, innovative strategies in teaching STS, the effect of STS on scientific literacy, ethics and values. The course will also discuss researches done related to STS, laboratory activities within the STS framework and assessment in STS. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 60%, Examination: 40% : Malay and English Language

Main References Kumar, D. & Chubin, D.E. (2000). Science, Technology and Society: A source book on research and practice (Innovations in science and technology education). NY: Kluwer. Yager, R.E. (1996). Science/Technology/Society as reform in science education. NY: State University of New York Press. Thirunarayanan, M.P. Thirunarayanan, M.P. (1992). Handbook of science technology and society, Vol 1. Arizona: Arizona State University.

PMGS 6324 Synopsis

ISSUES AND TRENDS IN ENVIRONMENTAL EDUCATION

3 CREDITS

This course will discuss the causes and effects of several environmental problems and actions taken to overcome them. Focus will be given to the approaches and strategies used in environmental education in schools, both formal and informal. The problems involved in programs and activities on environmental education will be identified and steps taken to overcome them will be suggested. There will be discussions on researches in environmental education. Students are required to carry out a simple research on environmental education. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 70%, Examination: 30% : Malay and English Language

Main References Miller,T.Jr. & Spoolman, S.(2010) Environmental Science.California : Wadsworth. Bruas,J.A.,Woods,A.D.(1993) Environmental Science.California : Wadsworth. Baez,A.V., Knamiller,G.W.,Smyth ,J.C.(1987) The Environment and Science and Technology New York : Education Pergamon Press.

322

PMGS 6325 Synopsis

SCIENCE AND TECHNOLOGY IN EARLY CHILDHOOD

3 CREDITS

This course aims to help students understand science and technology education during the early childhood stage. Among the topics discussed include science and technology content in pre-school curriculum, principles of psychology in teaching science and technology to children. Basic science concepts, science investigations use of multi-media technologies in teaching science and assessment strategies will be given attention. Discussions will also be held regarding the research ideas related to science and technology teaching at the early childhood stage. Assesment Method Medium of Instruction : Continuous Assessment (Test , Assignment): 70%, Examination: 30% : Malay and English Language

Main References Harlan,J.D. & Ravkin, M.S. (2011) Science experiences for early childhood years: An integrated affective approach (10th.edn.) London : Prentice Hall Carin, A.A.(1993) Teaching science through discover. New York : Macmillan. Esler, W.L. & Esler,M.K.(1993) Teaching elementary science.California : Wadsworth

PMGS 6330 Synopsis

LIFE WELLNESS PROGRAMME

3 CREDITS

This course prepares students to work as health educators, health managers and facilitators who effectively in a variety of wellness programs involving youth and community. Students can identify and manage the health aspects of exposure to the basic principles, theory and philosophy of wellness and the importance of programs to prevent disease, maintain healthy and productive lifestyle. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Butler, T.J. (1994). Principles of health education and health promotion. Colarado: Morton Pub. Co, Donatelle, R.J. (1994). Access to health. New Jersey: Prentice Hall. Kementerian Kesihatan Malaysia. Manual kesihatan. Kuala Lumpur: Kementerian Kesihatan

323

PMGS 6333 Synopsis

COMMUNITY HEALTH EDUCATION

3 CREDITS

This course prepares students to become effective health educators in handling the public health problem. Students identify and manage issues relating to public health such as environmental pollution, vital statistics, sex-related problems, and others. Students will be exposed to a number of strategies that are considered effective to change the behaviour of society as a public information strategy of spreading Malaysia "Healthy Life". Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Green, L.W., & Anderson, C.L., (1986). Community health. 5th ed. St. Louis: Mosby College Publishing. Publica Health Reports, Health and Behaviour, American Journal of Health Education

PMGS 6336 Synopsis

MENTAL HEALTH

3 CREDITS

This course provides an awareness and understanding of concepts and theories related to mental health, mental illness types (causes and symptoms), behaviour modification programmess and counseling for mentally troubled students and multi-level research on mental health issues today. The role of counselors and teachers as well as ethics and procedures in the process of behaviour modification will be discussed. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Mahoney, B. (1992). Core concepts in health. Colorado: MayfiledsPublishing. Publica Health Reports, Health and Behaviour, American Journal of Health Education

324

PMGS 6341 Synopsis

STRATEGIES AND TECHNIQUES OF TEACHING AND LEARNING IN PHYSICAL EDUCATION

3 CREDITS

This course will discuss the goals, objectives, and concepts of physical education in Malaysia and the style of teaching in physical education. Students will also be introduced to a number of theories that relates to the learning of physical education and suitable teaching aids in teaching physical education. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay and English Language

Main References Pangrazi R.P. & Darst, P.W. (2006). Dynamic physical education for secondary school students: Curriculum and Instruction (6nd.ed). Macmillan Publishing House. Harrison, J.M. & Blakemore, C.L. (1992). Instructional strategies for secondary school physical education (3rd.ed) WM.C Brown Publishers:Dubuque.

PMGS 6342 Synopsis

MOTOR LEARNING AND SPORTS PSYCHOLOGY

3 CREDITS

The course will study about the individulas functioning system and ways individuals learn a skill in sports. The course will discuss the behaviral learning theories and the Schmidt learning theory. The students will also be introduced to variables in the learning process of a skill. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Schmidt, R. A. (2005). Motor control and learning: A behaviral emphasis, (5th.ed) Champaign,IL: Human Kinetics. Magil, R. A. (2001). Motor learning: Concepts and application (5th.ed). New York, MaGraw-Hill.

325

PMGS 6343 Synopsis

ADMINISTRATION OF SPORTS AND CO-CURRICULAR IN EDUCATIONAL INSTITUTIONS

3 CREDITS

The students will be introduced to various concepts and theories in sports administration / physical education. The students will understand the various styles of administration in an organization. The topics that will be discussed are theories of administration, administrative styles, management of facilities and equipment, management of human resource, motivation and the importance of communication. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Bucher, C.A. & Krotee, M.L. (2002). Management of Physical Education and Sport. 12th ed. Mc Graw Hill. Horine L. (1995). Administration of Physical Education and Sport Programs, 3rd ed. Brown and Benchmark, Madison Wisconsin. Wee Eng Hoe (1994). Organisasi dan Pentadbiran Sukan dan Pentadbiran Jasmani. Fajar Bakti Sdn. Bhd.

PMGS 6344 Synopsis

CURRICULUM DESIGN IN PHYSICAL EDUCATION

3 CREDITS

The students are introduced to the principles and process of planning and developing physical education curriculum. Apart from it the students would also gain experience in the implementation, assessment of the curriculum of secondary school. Further the students will identify various activities to achieve the physical education objectives. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay Language

Main References Pangrazi, A., & Darst, P.W. (2006). Dynamic physical education for secondary school students, Macmillan Publishing Company: N.York Lumpkin, A. (2004) Introduction to physical education, excercise science and sports studies

326

PMGS 6346 Synopsis

ADVANCE EXERCISE PHYSIOLOGYN SPORTS

3 CREDITS

This course will examine in more detail about some of the important organ / system that relates to physical fitness. Students will also be introduced in detail about the principles of training and its application to individuals. Students will also learn how to formulate an effective training sessions to improve fitness levels. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination : 40% : Malay and English Language

Main References MacArdle, W.D., Katch, V.I (2000) Exercise physiology, energy, nutrition and human performance (4th. Ed). Philadelphia: Lea. Plowman , S.A. & Smith, D.L. (1997). Exercise physiology for health and performance. Allyn Bacon.

PMGS 6348 Synopsis

CULTURE AND DEVELOPMENT IN MATHEMATICS EDUCATION

3 CREDITS

The focus of this course is the history of development, current practices and the role of culture in mathematics education. Topics discussed will include the interaction of mathematics education and local culture, mathematics clasroom culture, reformation in mathematics culture, and new directions in the teaching and learning. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : English Language

Main References Noraini Idris (2006). Pedagogi dalam Pendidikan Matematik. Kuala Lumpur: Utusan Publication. Noraini Idris (2006). Teaching and Learning of Mathematics: Making Sense and Developing Cognitive Abilities. Kuala Lumpur: Utusan Publication. Grouws, A.D. (Ed.) (1992), Handbook of Research on Mathematics Teaching and Learning. New York, NY: Macmillan. Jonassen, D. (1995). Computers in the Classroom: Mindtools for Critical Thinking. Prentice Hall Inc.

327

PMGS 6349 Synopsis

RESEARCH IN MATHEMATICS EDUCATION; THEORETICAL PERSPECTIVES

3 CREDITS

The aim of this course is to assist students in understanding the different theoretical perspectives in mathematics education research including the philosophical and psychological perspectives. Research concepts, skills and the competencies required to construct mathematics education to form an agenda for research will be discussed. Special focus will be given to discussion on the nature of conducting research, various research methods and approaches and current research trends in mathematics education. Assesment Method Medium of Instruction : Continuous Assessment (Test, Assignment): 60%, Examination: 40% : English Language

Main References Cresswell, J.W.(2005). Educational research. Upper Saddle River, NJ: Pearson education, Inc. English, L.D. (Ed.). (2003). Handbook of reserch in mathematics education, Hillsdale, NJ: Lawrence Erlbaum Associates Kelly, A., & Lesh, R. A. (Eds.).(2000). Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates Nik Azis, N.P.(1999). Pendekatan konstruktivisme dalam pendidikan matematik. Kuala Lumpur: Dewan Bahasa dan Pustaka PPGK 6102 Synopsis The course will explore what is meant by research from philosophical, ethical and practical perspectives. Students will be introduced to areas such as looking at surveys and statistics, questionnaires, ethnography, and action research. The course will also focus upon ethical considerations in relation to early childhood research, and will devote time to looking at research that incorporates young childrens perspectives. The course will conclude with sessions on how to conduct a literature review and how to analyse and present data. Throughout the course, students will be asked to critique published research using the method focused upon that week. Assessment Method Medium of Instruction : Coursework: 60%; Examination: 40% : Malay Language RESEARCH IN EARLY CHILDHOOD EDUCATION 3 CREDITS

Main References Roberts-Holmes, G. (2005) Doing your early years research project. London: Sage. Website: look up http://www.bera.ac.uk (British Educational Research Association) and search for their ethical guidelines used in educational research Denscombe, M (2003) The good research guide 2nd edition. Maidenhead OU press. MacNaughton, G., Rolfe, S. and Siraj-Blatchford, I. (eds) (2001) Doing Early Childhood Rresearch: International Perspectives on Theory and Practice, Maidenhead, OU Press. Greig, A, & Taylor, J. (1999) Doing research with children. London: Sage

328

PPGK 6103 Synopsis

CHILD DEVELOPMENT

3 CREDITS

This course gives an input on children development based on different theories pertaining to certain aspects of development. Discussion will include theories, pattern and factors that influence children development. Assessment Method Medium of Instruction : Formative Evaluation (Test, Assignment): 60%, Examination: 40% : Malay Language

Main References Berk, L. (2006). Child development, 7th Ed. (International Edition) Allyn & Bacon. Santrock, J. (2004). Child development, 10th Ed. MacGrow-Hill. PPGK 6190 Synopsis This course requires the student to formulate a research problem and framework in the field of counseling and carry out the study for the Counseling Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assessment Method Medium of Instruction : Dissertation will be assessed by examiners report : Malay and English Language DISSERTATION 40 CREDITS

Main References Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill. Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill. Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill. Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

329

PPGK 6301 Synopsis

CURRICULUM IN EARLY CHILDHOOD EDUCATION

3 CREDITS

The course focuses on the theories and practices in early childhood education such as Montessori, Reggio Emilia, High Scope and developmentally appropriate practice. This course also gives students the opportunity to analyze the curriculum of early childhood education in Malaysia and other countries. Focus will be given to the issues of implementation of the curriculum within the context of children learning. Assessment Method Medium of Instruction : Assessment Evaluation(Test, Assignment): 60%, Examination: 40% : Malay Language

Main References Roopnarine, J., & Johnson, J. E. (2008). Approaches to early childhood education. 5th Edition. New Jersey : Prentice Hall. Morrison, G. S. (2006). early childhood education today. 10th Edition. New Jersey: Prentice Hall. Copple, C., & Bredekamp, C (2006). Basics of developmentally appropriate practice. NAEYC. United States of Amerika. PPGK 6302 Synopsis This course gives an input on the system of organizing and managing an early childhood education program for infant, toddler and early young children. Discussion will also include the concept of managing and administrating the set up of early childhood education program that includes the needs of the organisation, skills needed and the human resource stuffing. Assessment Method Medium of Instruction : Coursework: 60%; Examination: 40% : Malay Language ORGANIZATION AND MANAGEMENT OF EARLY CHILDHOOD PROGRAM 3 CREDITS

Main References Click, P.M. (2004). Administration of programs for young children, (6th Edition). Thomson Delmar Learning. Dorothy J. S, & Dorsey, A. (2003). Developing & administering an early childhood center (5th. Edition). Thomson Delmar Learning. Shoemaker, C. J. (2000). Leadership and management for young children, (2nd Edition). NJ : Prentice-Hall, Inc.

330

PPGK 6303 Synopsis

LANGUAGE AND LITERACY OF EARLY CHILDHOOD

3 CREDITS

The course intends to give an understanding to the students on theoritical aspects on the language literacy of early childhood. The course will also disclose on the acquisition of language in young children. Factors affecting the acquisition of language and literacy of young children will also be part of the discussion in the course. The course will also explore researches pertaining to the literacy of early childhood education and the implementation of the curriculum. Assessment Method Medium of Instruction : Assessment Evaluation (Test, Assignment):70%, Examination: 30% : Malay and English Language

Main References Mahzan Arshad. (2008) Pendidikan Literasi Bahasa Melayu: Strategi dan pelaksanaan. Kuala Lumpur: Utusan Publication and Distributors. Mahzan Arshad. (2003) Pendidikan Literasi Bahasa Melayu: Satu Pendekatan Bersepadu. Kuala Lumpur: Utusan Publications and Distributors. Terry, S. S. (1996). Literacy for Young Children. New Jersey: Prentice Hall Inc. Raines, S., & Isbell, R. (1994). Stories: Childrens literature in early education. Albany, NY: Delmar Publishers Inc. PPGK 6304 Synopsis The course focuses on the concept and process of play and creative expression; particularly that is related to the children development and identification of the goal in early young education, development of the programme, its implementation and evaluation. This course also gives students the opportunity to analyze the current trend in the curriculum design and content, scope and organization, innovation and the process of play and creative expression. Focus will be given to the identification of issues and challenges for research. Assessment Method Medium of Instruction : Assessment Evaluation (Test, Assignment) : 60%, Examination: 40% : Malay Language PLAY AND CREATIVE EXPRESSION 3 CREDITS

Main References Isenberg, J. P., & Jalongo, M. R. (2000). Creative expression and play in early childhood (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Fromberg, D. P. (2000). Play and meaning in early childhood education. Allyn Docket, S., & Fleer, M. (1999). Play and pedagogy in early childhood: Bending the rules. London: Harcourt Brace & Company.

331

PPGK 6305 Synopsis

EARLY CHILDHOOD INTERVENTION

3 CREDITS

This course addresses early identification, services, supports, and intervention for young children, birth through 4 years, who demonstrate delays in development that may place them at risk for later identification as having a learning disability (LD). Development may be related to individual variations in rates and patterns of maturation, environmental factors such as language exposure, and quality of learning opportunities. Early indicators that a child may have LD include delays in speech and language development, motor coordination, perception, reasoning, social interaction, prerequisites to academic achievement and other areas relevant to meeting educational goals. These indicators may occur concomitantly with problems in self-regulation, attention, or social interaction. This course will also consider current debates in early childhood special education focussed around divergence in philosophy and images of disability and the relationship of these variations to concepts of meaningful assessment, child and family rights, inclusion, partnerships with parents and professionals, approaches to curriculum and incorporation of technological tools into practice. Assessment Method Medium of Instruction : Continuous evaluation(Test/Quiz and Individual and Group): 70 %, Examination: 30% : Malay Language

Main References Shonkoff, J. P., & Neisels, S. J. (2000). Handbook of early childhood intervention. UK : Cambridge University Press. Talay-Ongam, A. (2004). Early development risk and disability: Relational contexts. Frenchs Forest, NSW : Pearson Education Odom, S. L., Hanson, M. J., Blackman, J. A., & Kaul, S. (2003).Early intervention practices around the world. London : Paul H. Brookes Pub Co.

PPGK 6307 Synopsis

TREND AND ISSUES IN EARLY CHILDHOOD EDUCATION

3 CREDITS

The course aims at identifying theories, curriculum and perspectives in early childhood education. Discussion will also involve the comparative curriculum in Malaysia and elsewhere. The course also focuses on the effort of identifying issues for research purposes. Assessment Method Medium of Instruction : Coursework: 60%; Examination: 40% : Malay Language

Main References Staples New, Rebecca & Cochran, Moncrieff. (2007). Early childhood education: An international encyclopedia. Greenwood Publishing Group. Copple, C., & Bredekamp, S. (2006). Basics of developmentally appropriate practice. NAEYC. United States of Amerika.

332

PPGS 6101 Synopsis

PERSONALITY

3 CREDITS

This course introduces the theory and application of the development of human personality. Emphasis is given to enable students to gain a clear understanding of the advantages and disadvantages of several major theories of personality development. Among the topics to be discussed are the basics of the concept of personality, theories of personality such as psychoanalytic approach, neopsychoanalitic, social phenomenological approach, cognitive and social learning theory, the relationship of personality with physical health and mental health. Assessment Method Medium of Instruction : Continuous Evaluation (Assignment) : 60%, Examination: 40% : Malay and English Language

Main References Roberts-Holmes, G. (2005) Doing your early years research project. London: Sage. Denscombe, M. (2003) The good research guide. 2nd edition. Maidenhead OU press. Greig, A., & Taylor, J. (1999) Doing research with children.London: Sage MacNaughton. G.,Rolfe, S. and Siraj-Blatchford, I. (eds) (2001) Doing early childhood. research: International perspectives on theory and practice. Maidenhead, OU Press. Website: look up http://www.bera.ac.uk (British Educational Research Association) and search for their ethical guidelines used in educational research

PPGS 6103 Synopsis

THEORIES OF COUNSELLING

3 CREDITS

The objective of this course is to help the students to understand the varied relationship amongst the individuals and the world of work. Focus would be given to careers development by studying the careers development theories, relevant researches in this field; studying the psychological and sociological factors which influences individuals careers choice. Students would also be exposed to counsellors role in careers choice and skills in career counselling. Students will also be exposed to current issues in careers counselling. Assessment Method Medium of Instruction : Continuous assessment (Test, Assignment) : 50%, Examination : 50% : Malay and English Language

Main References Gladding, S. T. (2009). Counseling : A comprehensive profession. New Jersey: Pearson. Gorey, G. (2007). Theories and practice of counselling and psychotherapy. CA: Wardsworth. Capuzzi, D.,& Gross, D.(1999). Counselling and psychotherapy: Theories and intervention. NJ: Merill.

333

PPGS 6104 Synopsis

COUNSELLING TECHNIQUE

3 CREDITS

This course gives exposure to the individual attributes of an effective counsellor and the individual counselling process. Besides that, the student will be exposed to the skills and techniques that can be used in counselling sessions. Skills taught include attending, listening, structuring, problem solving and others. Several counselling techniques based on theory will also be taught. Assessment Method Medium of Instruction : Continuous assessment (Practical in class):60%, Test: 40% : Malay and English Language

Main References Brammer, M. L., & MacDonald, G. (1999). The helping relationship: Process and skills (7th edition). Needham, Cormier, W.H& Cormier, L. S. (1998). Interviewing strategies for helpers. California: Brooks/ Cole Publishing Company NA: Allyn and Bacon. Egan, G. (1982). The skilled helper: Models, skills and methods for effective helping. California: Brooks/Cole Publishing Company

PPGS 6105 Synopsis

CAREER COUNSELLING

3 CREDITS

This course introduces the student to leadership in group counseling and the theories that can be applied in its implementation. The course is aimed at guiding the student to assume a leadership role in effective group counseling. This course also imparts the skills of implementing group counseling as well as methods of intervention to overcome crises in groups. Besides that, the student will understand the ethical guidelines in implementing group counseling. Assessment Method Medium of Instruction : Continuous assessment (Test. Assignment) : 50%, Examination: 50% : Malay and English Language

Main References Sharf, R. S. (2006). Applying career development theory into counseling. California : Wardsworth. Brown, D. (2003). Career Information, Career Counselling and Career Development (8th ed). Allyn and Bacon. Rohani Nasir. (2003). Isu-isu kaunseling danpPerkembangan kerjaya. Utusan Publications & Distributors Sdn Bhd. Sidek Mohd Noah. (2002). Perkembangan kerjaya : Teori dan praktis. Serdang: Penerbit UPM. Herr, E. L. & Crammer (1996). Career guidance and counselling through the life span: Systematic approach (5th. Ed). Longman : An Imprint of Addition Wesley, Inc

334

PPGS 6106 Synopsis

COUNSELLING PRACTICUM

3 CREDITS

This is a practical cause allowing students to conduct counseling sessions under supervision from the lectures. Students are required to recond at least sever counseling session to be brought to class for review and supervision purposes. Students need to continue counseling session with the same client until their problems are somewhat resolved. Students need to submit one reconding in every two weeks. Assessment Method Medium of Instruction : Continuous assessment : Malay and English Language

Main References Berry, C (2002). Basic counseling techniques: A begining therapists toolkit, IL : 1st Books Library. Hill, C. F.& O Brien, K. M. (1999). Helping skills: Facilitating exploration, insight and action. APA. Baird, B.N(1996). The internship, practicum and field placement handbook: A Guide for the Helping Professions. Prentice Hall. Corey, G.(1996). Case approach to counseling and psychotherapy (4th.ED) Pacific Grove : Brooks/Cole Publishing Company.

PPGS 6107 Synopsis

GROUP GUIDANCE AND COUNSELLING

3 CREDITS

This course introduces the student to leadership in group counseling and the theories that can be applied in its implementation. The course is aimed at guiding the student to assume a leadership role in effective group counseling. This course also imparts the skills of implementing group counseling as well as methods of intervention to overcome crises in groups. Besides that, the student will understand the ethical guidelines in implementing group counseling. Assessment Method Medium of Instruction : Continuous assessment(Test, Assignment): 50%, Examination: 50% : Malay and English Language

Rujukan Utama/Main References Corey, G. (2007). Theory and practice of group counseling. Pacific Grove, CA: Cengage. Corey, M. S., & Corey, G. (2001). Groups process and practice, (6th Ed.). Brooks/ ColePublishing Company. Kottler, J. A. (2001). Learning group leadership: An experiential approach. Needham Heights: Allyn Bacon.

335

PPGS 6111 Synopsis

EDUCATIONAL PSYCHOLOGY

3 CREDITS

This course aims to equip Masters students with knowledge and skills relating to theories and processes of cognitive development. Information processing model will also be discussed. Other aspects including culture, knowledge, understanding, problem solving, creative and critical thinking and decision making will also be discussed. The second part of the course deals with students characteristics relating to learning, intelligence, creativity, social and emotional development and motivation. The third part will involve various environmental aspects that enhance teaching and learning. Assessment Method Medium of Instruction : Continuous Evaluation (Test, Assignment) : 60%, Examination: 40% : Malay and English Language

Main References Ormrod, J. E. (2010). Educational psychology: developing learners. Columbus, OH: Merill Prentice Hall. Santrock, J. W. (2001). Educational psychology. Boston: McGraw Hill. Crowl, T .K., Kaminsky, S., & Podell, D. M. (1997). Educational psychology. Dubuque: McGraw-Hill. Woolflok, A. E. (1998). Educational psychology. Needham Heights, MA:Allyn and Bacon.

PPGS 6112 Synopsis

PSYCHOLOGY OF LEARNING

3 CREDITS

This course aims to facilitate students understanding of the basic concepts of learning. Students will be introduced to various theories and approaches to learning and the issues that are relevant to the process of learning. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 60%, Examination :40% : Malay Language and English Language

Main References Hergenhan, B. R., & Olson, M. H. (2007). An introduction to theories of learning, (5th Edition). Prentice Hall International. Robert, E. H. (2002). Transfer of learning: Cognition, instruction and reasoning. The Educational Psychology Series Bower, G. (1989). The psychology of learning and motivation. Academic Press.

336

PPGS 6113 Synopsis

LIFE SPAN DEVELOPMENT

3 CREDITS

This course aims at providing student with cognitive knowledge as well as hands-on experience in the knowledge of holistic lifespan development of people from birth through age 80 (death). Furthermore,the student will have a knowledge of how culture and socio-economic status influence lifespan development. Several different theoretical schools along with the theorists associated with each will be explored. Students will also be given ample opportunity to observe real people in person as well as on film and identify the themes and stages of lifespan development that they are experiencing. There will also be many opportunities to interact with people one on one who are experiencing different stages of lifespan development from birth to old age. The student will explore a multi-model approach to encourage active learning involvement in the teaching-learning process and exsperience through the use of the visual, auditory, gestural, spatial and kinaesthetic modalities to support and facilitate explorations of texts. Assessment Method Medium of Instruction : Continuous assessment (Test, Assignment) : 70%, Examination : 30% : Malay and English Language

Main References Papalia, D., Olds, S., & Feldman, R. (1998). Human development, (7th ed.). McGraw-Hill. Muus, R. E. (1990). Adolescent behavior and society: A book of readings. New York: McGraw Hill International. Dusek, J. B. (1987). Adolescent development behavior. London: Prentice Hall Internatioanl Inc.

PPGS 6115 Synopsis

ADOLESCENT PSYCHOLOGY

3 CREDITS

This course aims to enable teachers, counselors, parents and educators understand the psychology of adolescence. This course will examine the growth and physical development of young children, job development, and cognitive ability, socio-emotional development and relationships with significant people, personality development, adolescent issues and factors that cause the problem and the world in preparation for adulthood. Assessment Method Medium of Instruction : Continuous Evaluation (Test, Assignment) : 60%, Examination: 40% : Malay and English Language

Main References Santrock, J. (2008). Adolescent development. International student edition, McGraw Hill Publishers. Berk, L. (2006). Development through the lifespan. Pearson International edition, USA : Allan and Bacon Publishers. Dacey, J., & Kenny, M.(1997). Adolescent development, (2nd ed.). Dubuque: Brown & Benchmark Publisher.

337

PPGS 6116 Synopsis

SOCIAL COGNITION

3 CREDITS

This course will enable students to understand the interaction between cognitive, social, and affective development. Among the topics that are taught, including the importance of cognition, ecology, and cognitive development, language development and social cognition, children's understanding of emotion, morality, and acknowledges the social self, attitudes, perceptions, and self-identity formation and interpersonal relationships. Assessment Method Medium of Instruction : Continuous Evaluation (Test, Assignment) : 60%, Examination: 40% : Malay and English Language

Main References Forgas, J .P.(2007). Handbook of affect and social cognition. USA:Lawrence Erlbaum Associates, Ins. Hala, S.(1999). The development of social cognition. New York: Psychology Press.

PPGS 6125 Synopsis

SPECIAL EDUCATION

3 CREDITS

This is a fundamental course in special education which aims at introducing to the educators, counselors, school administrators, and semi-professional groups who have constant contact with students of diversity ranging from learning disabilities to the gifted. Important topics include basic aspects of special education, as well as theories and instructional approach for special children such as gifted, learning disabilities, behavourial disorder, emotional disorder and sensory disorder. Assessment Method Medium of Instruction : Continuous Assessment - Individual Assignment, Case Study, In-class Participation (60%) Examination (40%) : Malay Language and English Language

Main References Woolfolk, A. E. (2007). Educational psychology, (10th ed.). Allyn and Bacon Inc. Bender, W. N. (2001). Learning disabilities: Characteristics, identification, and teaching strategies. University of Georgia. Allyn and Bacon, Inc. Goodley, D. (2000). Self-advocacy in the lives of people with learning difficulties: The politics of resilience. Philadelphia: Open University Press. Hallahan, D. P. , & Kauffman, J.M. (2000). Exceptional learners. Boston: Allyn and Bacon. Heward, L. W. (2000). Exceptional child: An introduction to special education. Merrill, Prentice Hall, Inc. Smith, D. D. (1988). Special education. Boston: Allyn and Bacon. Ward, L. (1998). Innovations in advocacy and empowerment for people with intellectual disabilities. London: Lisieux Hall Publisher. Chua, T. T., & Koh, B. B. (1992). Pendidikan khas dan pemulihan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

338

PPGS 6126 Synopsis

TEACHING OF STUDENTS WITH LEARNING DISABILITIES

3 CREDITS

Among the topics discussed are: special education, children with learning disabilities; identification, concept, definition; history; major theories, medical aspect, etiology: genetic, pre-birth, post-birth, medical factors; cognitive and language characteristics of children with learning disabilities; personality and social characteristics; reading skills; writing skills; mathematical skills, behaviour of children with learning disabilities; treatment of behavioural intervention; placement and services. Assessment Method Medium of Instruction : Continuous Assessment - Individual Assignment, Case Study, In-class Participation (60%) Examination (40%) : Malay and English Language

Main References Mohd. Sharani Ahmad. (2004). Mengurus kanak-kanak yang susah belajar. Bentong, Pahang: PTS Publications. Gibb, G. S. (2000). Guide to writing quality individualized education programs: what's best for students with disabilities? Boston: Allyn and Bacon. Hallahan, D. P., & Kauffman, J. M. (2000). Exceptional learners. Boston: Allyn and Bacon. Katharine G. B., & Geraldine P. W. (1982). Language disorders and learning disabilities: Reprinted from topics in language disorders. Rockville, Md.: Aspen Systems Corporation. Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2000). Educating exceptional children, 9th Edition. Boston: Houghton Mifflin Company. Mittler, P. J. (2000). Working towards inclusive education: social contexts. London: David Fulton Publishers. Pagliano, P. J. (2001). Using a multisensory environment : a practical guide for teachers. London: David Fulton Publishers. Wilkins, J. (2001). Group activities to include students with special needs: Developing social interactive skills. London: David Fulton Publishers Smith, C. R. (1994). Learning disabilities: The interaction of learner, task, and setting, 3rd Edition. Boston: Allyn and Bacon. Smith, D. D. (1988). Special education: Teaching an age of challenge, 3rd Edition. Boston: Allyn and Bacon.

339

PPGS 6127 Synopsis

EDUCATION OF CHILDREN WITH SPECIAL NEEDS

3 CREDITS

This course aims to expose students to special education in Malaysia. Focus is given to children with learning problems such as children with dyslexia, autistic, gifted, behavioural roblem, Down syndrome and others. Among the topics discussed would be: insructional curriculum, behavioural problem and its management, factors affecting learning in the classroom, evaluation, the use of testing and remedial strategies. Assessment Method Medium of Instruction : Individual Assignment, Case Study, In-class Participation (60%), Examination (40%) : Malay and English Language

Main References Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special education. Massachusetts: Allyn and Bacon. Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2000). Educating exceptional children, 9th Edition. Boston: Houghton Mifflin Company. Heward, L. W. (2000). Exceptional child: An introduction to special education. Merrill, Prentice Hall, Inc. McLoughlin, J. A., & Lewis, R. B. (2008). Assessing students with special needs, (7th ed.). Columbus, Ohio: Pearson Prentice Hall. Smith, D. D. (1988). Special education. Boston: Allyn and Bacon.

PPGS 6128 Synopsis

PSYCHOLOGY OF THE GIFTED

3 CREDITS

This course aims to provide an understanding of the psychology of gifted children. Among the topics that will be discussed include the definitions of gifted children, characteristics of gifted children, approaches to the identification of gifted children, problems of gifted children and how to overcome them. Latest thoughts and research on gifted children relating to historical perspective and current issues as well as the evaluation of gifted children will be discussed. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 60%, Examination :40% : Malay Language and English Language

Main References Colangelo, N., & Davis, G. A. (2003). Handbook of gifted education. Boston, MA: Pearson Education, Inc. Khatena, J. (1992). Gifted: Challenge and response for education. Itasca, IL: F. E. Peacock Publishers, Inc. Tannenbaum, A. J. (1986). Gifted children: Psychological and educational perspectives. New York: Macmillan. Khatena, J. (1982). Educational psychology of the gifted. New York: John Wiley.

340

PPGS 6130 Synopsis

BASIC THEORIES FOR DIAGNOSIS AND REMEDIATION IN READING

3 CREDITS

This course aims at enhancing the knowledge and understanding of teachers in relation to various functions of reading, principles and instructional approach in reading. In addition, this course is designed for the purpose of identification of specific reading problem in the classroom, diagnosis, and remedial for reading problem that has been identified. Students will also learn evaluation technique for the purpose of identifying weaknesses in reading among children. Assessment Method Medium of Instruction : Continuous Assessment - Individual Assignment, Case Study, In-class Participation (60%), Examination (40%) : Malay and English Language

Main References Schumm, J. S. (2006). Understanding reading problems: Reading assessment and instruction. New York: Guilford Press. Churton, M. W., & Cranston-Gingras, A. M. (1998). Teaching children with diverse abilities. Massachusetts: Allyn & Bacon. Heilman, A. W., Blair, T. R.,& Rupley, W. H. (1998). Principles and practice of teaching reading. Columbus, Ohio: Merrill Prentice Hall. Shearer, A. P., & Homan, S. P. (1994). Linking reading assessment to instruction. New York: SMP.

PPGS 6135 Synopsis

MEASUREMENT THEORY

3 CREDITS

The purpose of this course is to introduce students to the elements of classical test theory and the basic concepts of educational measurement. The topics for discussion include: measurement science, measurement scales, test theory, concepts and foundation for test theory, introduction to scaling, test scores as composites, reliability and the classical true scores models, procedures for estimating reliability, reliability coefficients for criterion-referenced tests, introduction to validity, statistical procedures for prediction and classification, test scoring and interpretation, setting standards and introduction to modern test theory. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 50%, Examination :50% : Malay Language

Main References Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory, (3rd ed.). New York: McGraw-Hill. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart & Winston. Popham, W. J. (1978). Criterion-referenced measurement. Englewood Cliffs, NJ: Prentice-Hall.

341

PPGS 6136 Synopsis

MEASUREMENT AND EVALUATION IN EDUCATION

3 CREDITS

The objective of this course is to introduce to students the fundamental issues in educational measurement and use of measurement instruments in educational setting. The topics will include: the nature of measurement and its functions, delivery of information and interpretation of quantitative data, the meaning and application of norms, test validity and reliability, the external factors affecting the performance of cognitive tests, the general principles of test construction, formulation and use of essay tests, test construction objectives, analysis of test items for the classroom, the assessment of the effective variable, grading and reporting, measuring scholastic attitude, standardized achievement tests and standard interest, personality and social behavior measures. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 50%, Examination :50% : Malay Language and English Language

Main References Thorkiedsen. T. A. (2005). Fundamentals of measurement in applied research. Boston, New York: Pearson Education. Aiken, L .R. (2003). Psychological testing and assessment, ( 9th ed.). New York: Allyn & Bacon. Walsh, W. B., & Betz, N. E. (2001). Tests and assessment, (4th ed.).Upper Saddle River, N.J: Prentice-Hall. Hopkins, K. (1998). Educational and psychological measurement and evaluation, (8th ed.).Boston: Allyn & Bacon. Thorndike, R. M., Cunningham, G. K., Thorndike, R. L., & Hagen, E. P. (1991). Measurement and evaluation in psychology and education, (5th ed.). New York: MacMillan Publishing. PPGS 6137 Synopsis The course is designed to enable the students understanding on the main counselling theories as the basis in counselling sessions. The problems of various theories will be explained and discussed. The various counselling techniques in each theory will also be explained and demonstrated. At the end of the course, students are expected to formulate their own personal counselling theory by integrating the theories learned into their own life principle, world views and experiences. Assesment Method Medium of Instruction : Continuous assessment : 100% : Malay and English Language PROFESSIONAL EXPERIENCE (INTERNSHIP) 3 CREDITS

Main References Boylan, J. & Scott, J. (2008). Pacticum and internship : Textbook and resource guide for counselling and psychotheraphy (4th. Ed.). New York, NY: Routledge. Baird, B. N. (2007). The internship, practicum, and field placement handbook : A Guide for the helping professions (5th Ed.). Upper Saddle River, NJ: Prenctice-Hall Perry, C., & LMFT, D.M. (2002). Basic counselling techniques: A beginning therapists toolkit, IL: 1st Book Library. Hill, C. F., & OBrien, K. M (1999). Helping skills : Facilitating exploration, insight, and action. Washington, DC: American Psychologocal Assn. 342

PPGS 6138 Synopsis

MULTICULTURAL COUNSELLING

3 CREDITS

The course is designed to provide students with the knowledge and skills in multicultural counselling. Students will be taught the various theories, approaches and skills in counselling clients from diverse cultural groups including the minorities. The cultural groups include the elderly, single mother/father, divorced, drug addicts, homosexuals, special children and others. Assessment Method Medium of Instruction : Continuos assessment : 40% Examination : 60% : Malay and English Language

Main References Axelson, J. A. (1999). Counselling and development in a multicultural society. CA: Brooks Cole. Ivey, A. E., Ivey, M. B., & Morgan, L. S. (1997). Counselling and psychotherapy: A multicutural perspective. Boston: Allyn and Bacon. Wehry, B. (1995). Pathways to multicultural counselling competence: A developmental journey. CA: Brooks/Cole Pub. PPGS 6139 Synopsis A Study of trends in the world of work; of career development theories and practical applications; of career education; and of sources and uses of occupational, educational and social information. Emphasis is placed upon developing skills in assisting individuals and groups elementary school through adulthood-in career development planning. Topics covered in this course include : Work in Malaysia and basic aspects of vocational psychology; theories of career development and choice; relationship between education of training and work; career counselling in various settings and with diverse populations; development of a productive lifestyle; special problems (e.g job satisfaction, displacement, dual-career families, indecision and indecisiveness, etc); assessment and information issues; impact and development of interests, abilities, and values. Assessment Method Medium of Instruction : Assignment and/or test (Test, Assignment) : 50%, Examination : 50% : Malay and English Language PSYCHOLOGY OF CAREER DEVELOPMENT AND PLANNING 3 CREDITS

Main References Brown. D. (2006). Career information, career counselling & career development (9th Ed.). Boston, MA: Pearson Allyn and Bacon. Brown, S. D. & Leng, R. W. (2005). Career development and counselling : Putting theory and research to work. Hoboken, NJ: John Wiley & Sons, Inc. Niles, S. G., & Harris-Bowlsbey, Joann (2001). Career development interventions in the 21st Century. Prentice Hall. Peterson, N., & Gonzalez, R. C. (2005). The role of work in peoples lives: Applied career counselling and vocational psychology (2nd. Ed.). Belmont, CA: Thomson Brooks/Cole.: Kendall/Hunt Pub. Co.

343

PPGS 6140 Synopsis

PROFESSIONAL STANDARD AND COUNSELING ETHICS

3 CREDITS

This course exposes students to current issues related to ethics of the counseling profession. Students will get information on codes of ethics as practised by the Malaysian Counseling Association (PERKAMA) and the American Counseling Association (ACA). Students will also be given information so that they can formulate their own approaches guided by ethics to resolve issues in the counseling profession. Assessment Method Medium of Instruction : Continuous assessment (Test, Assignment) : 60%, Examination: 40% : Malay and English Language

Main References Corey, G., Corey, M. S., & Callanan, P. (2006) Issues and ethics in the helping professions. California: Wardsworth. Welfel, E. R. (2006). Ethics in counseling and psychotherapy: Standards, research, and emerging issues. California: Wardsworth. Pope, K. S., & Vasquez, M. J. (1998). Ethics in psychotherapy and counseling : A practical guide, (2nd Ed.). San Francisco; Jossey-Bass.

PPGS 6141 Synopsis

ASSESMENT IN COUNSELING SERVICES

3 CREDITS

A field-based experiences in an approved educational, institutional, or agency setting. This experience is designed to provide counselling student with a supervised experience in implementing the skills and knowledge necessary for the effective counsellor. It provides an opportunity for graduate students to use reflective decision making in assessing, designing, delivering and evaluating effective counselling. Requires completion of work hours and achievement of performance/experience standards. Supervision by university faculty and agency personnel. On campus meeting (regularly held class periods on campus) for discussion of clinical issues and skill development. Assessment Method Medium of Instruction : Continuous assessment (Test, Assignment) : 40%, Examination : 60% : Malay and English Language

Main References Seligman, L. (2004). Diagnosis and treatment planning in counseling (3rd Ed). New York, NY: Springer. Groth-Marnat, G. (2003). Handbook of psychological assessment (4th Ed). Hoboken. NJ: John Wiley & Sons. Inc MacCluskie, K. C., Welfel, E. R. & Toman. S. M. (2002). Using test data in clinical practice: A handbook of for mental health professionals. Sage Publication. Watkins, C. E..Campbell, V. L. (2000). Testing and assessment in counseling practice (2nd Ed). Mahwah, NJ: Lawrence Erlbaum Assocites, Inc..Publishers.

344

PPGS 6190 Synopsis

RESEARCH REPORT

3 CREDITS

This course requires the student to formulate a research problem and framework in the field of counseling and carry out the study for the Counseling Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assessment Method Medium of Instruction : Continuous assessments: 100% : Malay and English Language

Main References Abd Rahim Md Nor. (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. PPGS 6309 Synopsis The aim of this course is to provide substancial knowledge on the above objectives/concepts so that students are more confident and able to design and implement effective curriculum and assessment programmes for children with special needs. The course also provides a comparison of what is available locally and overseas and to be aware of its strengths and weaknesses. From students research the outcome will be shared with others for a strong foundation reflecting the aims of this course. Assessment Method Medium of Instruction : Continuous Assessment - Individual Assignment, Case Study, In-class Participation (60%), Examination (40%) : Malay Language and English Language CURRICULUM STRATEGIES, ASSESSMENT AND EVALUATION FOR CHILDREN WITH SPECIAL NEEDS 3 CREDITS

Main References Bricker, D. (2000). Assessment, evaluation programming system. Baltimore: Brooks. Kenneth, W. H., Sheila, L. F., & Mada, K. M. (1993). Curriculum-based evaluation. California: Brooks/Cole. David, B. (1988). Curriculum for developing countries Canada : University of Calgary. Sebestian, S. (1986). Curriculum for the education of mildly and moderately handicapped children in Malaysia. Selangor and Federal Territory Association for Mentally Retarded Children, Kuala Lumpur.

345

PPGS 6318 Synopsis

COUNSELING IN HIGHER INSTITUTE OF EDUCATION

3 CREDITS

The course exposes the students to understand the need for guidance and counselling programs in higher education. Some of the issues that will be addressed are individual, academic and career counselling. The course will also introduce students to plan effective guidance programs in higher education. Some of the topics that will be discussed in detail are : the meaning of guidance, the importance of guidance, planning an effective guidance program and conducting a case study. Assessment Method Medium of Instruction : Continuous assessment(Test, Assignment) : 40%, Examination : 60% : Malay and English Language

Main References Komives, S. R., & Woodard, D. B. (Eds.). (2003). Student services: A handbook for the profession. San Francisco: Jossey-Bass. Evans, N. J., Forney, D. S., & Guido-Dibrito, F. (1998). Student development in college: Theory, research and practice. San Francisco: Jossey-Bass. Palmer, S. (1997). Handbook of counseling, (2nd Ed.). UK: Routledge.

PPGS 6319 Synopsis

AGENCY COUNSELLING

3 CREDITS

The course intends to explore personal and professional aspects of agency counselling and its challengers and rewards. The course will also discuss how the knowledge and skills of counselling can be applied to an agency or organization. The main focus will be the use of counselling skills in problem solving and decision-making. Additionally, the development of human resource in the aspect of staffing, recruiting, training and development, research and staff performance in an agency will also be discuss. This course will observe the effort to enhance welfare of the members especially in terms of human relations. Assessment Method Medium of Instruction : Continuous assessment(Test, Assignment) : 40%, Examination : 60% : Malay and English Language

Main References Glading, S. T. & Newsome, D. W. (2009). clinical mental health counseling in community and agency setting (3rd. Ed). Prentice Hall. Seligman, L. (2004). Diagnosis and treatment planning in counseling (3rd. Ed). Springer. Lewis, J. A., Lewis, M. D.,Daniels, J. A., & D Andrea, M. J. (2002). community counseling: empowerment strategies for a diverse society. Cangage Learning. Dry, J. G. (2000). Safe passage: Making it through adolescence in a risky society : What communities can do.USA: Oxford University Press. MasCluskie, K. E. & Ingersoll, R. E. (2000). Becoming a twenty-first century agency counselor: personal and professional. Cengage Learning. Richardson, B. K. (1986). Community agency counseling. Washington, D: American Counseling Association. 346

PPGS 6320 Synopsis

MARRIAGE AND FAMILY COUNSELING

3 CREDITS

The course is designed to expose the students to marriage and family counseling in the community. Some of the issues discussed are problems faced by married couple such as separation, divorce, family conflict, and abuse. Besides that, students are exposed to certain issues such as remarriage, family with single parent and family with dual earners. Some of the approaches of marriage and family counseling are also discussed. Assessment Method Medium of Instruction : Continuous assessment: 60%, Peperiksaan : 40% : Malay and English Language

Main References Bitter, J. R. (2009). Theory and practice of family therapy and counseling. Belmont, California: Cencage Learning. Goldenberg, H., & Goldenberg, I. (2008). Family therapy: An overview. Belmont, California: Cengage. Hanna, M. S. (2007). The practice of family therapy: Key elements across models. Belmon, CA: Thomson Learning. Becvar, D. S., & Becvar, R. J. (2006). Family therapy: A systemic integration. Boston, MA : Allyn & Bacon.

PPGS 6321 Synopsis

FUNDAMENTALS OF FACTOR ANALYSIS

3 CREDITS

This course will present the fundamentals of factor analysis. The theory and application of factor analysis in educational research is explored. Topics include: matrix algebra operations, the theory of common factor model and its difference from principal components analysis and the implication of employing each type of model in data analysis, types of factor extraction, principles of factor extraction, class of rotations for interpretation, the history and development of factor analysis, its use and abuse in the literature and recent developments in the field. Besides exploratory factor analysis, confirmatory factor analysis using appropriate software will also be addressed. Basic skills in the use of a statistical software package (LISREL) that is necessary for this course will be presented. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 60%, Examination :40% : Malay and English Language

Main References Tabachnick, B. G., & Fidell, L. S.(2001). Using multivariate statistics. Boston: Allyn and Bacon. Hair, J. F., Anderson, R. E.,Tatham, R. L., & Black, W. C.(1998). Multivariate data analysis. Upper Saddle River, NJ:Prentice Hall.

347

PPGS 6322 Synopsis

INSTRUMENT DESIGN AND ITEM DEVELOPMENT

3 CREDITS

This course will present the fundamentals of instrument design and development for educational research. Topics include basic concepts and issues in instrument development, instrument design, levels of measurement and the appropriate statistics to be used, clarification of the objectives of the instrument development, examination of the approaches to be adopted, decision on the dimensions of interest, format to be used, development of a pool of items, Q-sorting of items, scale development, the strengths and weaknesses of Likert, and Semantic differential, Guttman, Thurstone scales, item refinement, design layout , administration and scoring guide. The psychometric properties of the instrument based on the APA and Standards will also be addressed. Assessment Method Medium of Instruction : Continuous Evaluation (Assignment) : 60%; Examination: 40% : Malay Language and English Language

Main References Aiken, L. R., & Groth-Marnet, G. (2006). Psychological testing and assessment, (12th. Ed.). USA: Pearson. Kline, T. J. B. (2005). Psychological testing: A practical approach to design and evaluation. New Delhi: Vistaar Publications. PPGS 6323 Synopsis This course will present the array of traditional and contemporary evaluation models used in evaluation research. The topics for discussion include: Evaluation research as a discipline, its major differences from traditional educational research, the history and development of the evaluation research movement, major models of evaluation such as the Tylerian, Context Input, Process Product (CIPP), Countertance, Suchman, Goal Free evaluation and other models. Published work in evaluation research will be presented for class critique. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 60%, Examination :40% : Malay Language and English Language EVALUATION MODELS 3 CREDITS

Main References Rossi, P. H., & Freeman, H. E., & Lipsey, M. W. (1999). Evaluation: A systematic approach (6th ed.). Beverly Hills, CA: Sage Publications. Herman, J. L., Morris, L.L., & Fitz-Gibbon, C. T. (1987). Evaluators handbook. Beverly Hills:Sage Publications. Kellaghan, T., & Stufflebeam, D. L. (eds.) International handbook of educational evaluation. Part One: Perspectives. Dordrecht: Luwer Academic Publishers. Kellaghan, T., & Stufflebeam, D. L. (eds.) International handbook of educational evaluation. Part Two: Practice. Dordrecht: Luwer Academic Publishers. Stufflebeam, D. L., & Shinkfield, A. J. (1985). Systematic evaluation. Boston : Kluwer Nijhoff Publishing.

348

PPGS 6324 Synopsis

PROGRAMME EVALUATION

3 CREDITS

This course will present the concepts and theory of programme evaluation. The topics for discussion include: the rationale, elements, approaches of programme evaluation, programme evaluation and review technique (PERT), cost benefit analysis and current issues and trends in programme evaluation. Examples of programme evaluation publication will be presented for class critique. Assessment Method Medium of Instruction : Continuos Assessment (Test, Assignment): 60%, Examination :40% : Malay Language and English Language

Main References Royse, D.,Thyer, B. A., Padgett, D. K., & Logan, T. K. (2006). Program evaluation: An introduction, (4th ed.). Singapore: Thomson/Brooks/Cole. Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2003). Program evaluation: Alternative approaches and practical guidelines. Boston:Allyn and Bacon. Weiss, C. H. (1998). Evaluation :Methods for studying programs and policies, (2nd ed.) Upper Saddle River, NJ : Prentice Hall. Gredler, M. E. (1997). Program evaluation. Englewood Cliffs, N.J: Prentice-Hall. Sanders, J. R. (1992). Evaluating school programs : An educators guide. Newbury Park : Corwin Press, Inc.

PPGS 6327 Synopsis

PSYCHOLOGICAL TESTING

3 CREDITS

This course will present basic elements, concepts, methodologies and theories of psychological testing. Topics to be discussed are: history and development of psychological testing, the use of psychological testing in education, the types of tests, test resources, the classification test, a test user qualifications, statistical concepts used in the interpretation of test results, the general level of intellectual tests, tests special abilities, personality testing, uses, issues and current developments. Assessment Method Medium of Instruction : Continuous Evaluation (Assignment) : 60%; Examination: 40% : Malay Language and English Language

Main References Aiken, L. R. (1997). Psychological testing and assessment (9th. Ed.). Needham Heights, MA: Allyn & Bacon. Anastasi, A. (2000). Psychological testing, (6th.ed.). New York: MacMillan. Murphy, K. R. (1991). Psychological testing: Principles and Applications, (2nd.ed.). Englewood Cliffs: NJL Prentice Hall International. Kline, T. J. B. (2000). Psychological testing- A practical approach to design and evaluation. New Delhi: Vistaar Publications.

349

PPGS 6329 Synopsis

SCHOOL GUIDANCE AND COUNSELLING

3 CREDITS

The course objective is to expose students to the importance of guidance and counselling program in schools. Some of the issues focused would be needs of individual, academic and careers counselling. This course would also prepare students to plan an effective guidance and counselling program in schools. The meaning of guidance and counselling, the importance of guidance and counselling program in schools, planning an effective guidance and counselling program, and carrying out case studies would be dealt with in details. Assesment Method Medium of Instruction : Continuous assessment(Test, Assignment): 40%, Examination: 60% : Malay and English Language

Main References Gibson, R.L. & Mitchell, M.H (2003). Introduction to counseling & Guidance. Prentice Hall Inc. Columbus. Ohio. Nugent, F.A. (2000). Introduction to Profession of Counseling. Prentice Hall Inc. New Jeresy. Suradi Salim. (1996). Bimbingan dan Kaunseling. Utusan Publication and Distributors Capuzzi, D & Gross, D.R. (1995). Counseling & Psychotherapy: Theories & Interventions. Prentice Hall, Inc. New Jersey.

PXGM 6101 Synopsis

THEORIES AND CONCEPTS IN EDUCATIONAL MANAGEMENT

3 CREDITS

This course will give the students an overview on past and current trends of educational management in educational sectors and how it derived to educational sector from pure management. The topics to be discussed; the definition and concepts and process of educational management theories and their practices and approaches. This course will also emphasize the various practical aspects in management such as planning organizing, leading and control at the micro or school level. Communication and conflict resolution will also be given due attention. PBL approaches will be employed to involve student in the learning process. Students are required to study organizational administration and management of education, roles and functions of managers in educational administration in educational institutions based on their knowledge and understanding of concepts and principles of management besides studying related cases in management. Assesment Method Medium of Instruction : Continuous assessment: 70%; examinations: 30% : Malay Language

Main References Hoy, W. K., & Miskel, C.G. (2008) Educational Administration: Theory, Research and Practical (7th). Boston. IL; McGraw-Hill. Jazzar, M., & Algozzine, B. (2006). Critical issues in educational leadership. Boston, MA: Allyn and Bacon. Bush, T. (2005) Theories of Educational Leadership and Management(2nd), London: Paul Chapman Lunenburg, F. C., & Ornstein, A. C.(2005) Educational Administration, Concepts and Practices (3rd) Belmont, CA : Wadsworth Bush, T. (2003) Theories of Educational Leadership and Management(3rd), London: Paul Chapman 350

PXGM 6102 Synopsis

EDUCATIONAL ADMINISTRATION AND ORGANIZATION

3 CREDITS

This course will give the students an overview on past and current trends of educational management in educational sectors and how it derived to educational sector from pure management. The topics to be discussed; the definition and concepts and process of educational management theories and their practices and approaches. This course will also emphasize the various practical aspects in management such as planning organizing, leading and control at the micro or school level. Communication and conflict resolution will also be given due attention. PBL approaches will be employed to involve student in the learning process. Students are required to study organizational administration and management of education, roles and functions of managers in educational administration in educational institutions based on their knowledge and understanding of concepts and principles of management besides studying related cases in management. Assesment Method Medium of Instruction : Continuous assessment: 70%; examinations: 30% : Malay Language

Main References Bell, Les; and Stevenson, Howard (eds.) (2006). Education Policy: Process, Themes and Impact. London: Routledge. Shafriz, J.M. & Steven, O.J. (2006). Classics of Organizational Theory, (5th Edition). Orlando: Harcourt. Hall, R.H. (2005). Organizational Structures, Process and Outcomes, (6th Edition). Prentice Hall: NJ. Jaffee, D. (2005). Organization Theory Tension and Change. McGraw-Hill: Boston. Bryson, J. M. (2004). Strategic Planning for Public and Nonprofit Organizations. San Francisco: John Wiley & Sons Inc.

351

PXGM 6103 Synopsis

EDUCATIONAL LEADERSHIP

3 CREDITS

This course will give the students an overview on past and current trends of educational management in educational sectors and how it derived to educational sector from pure management. The topics to be discussed; the definition and concepts and process of educational management theories and their practices and approaches. This course will also emphasize the various practical aspects in management such as planning organizing, leading and control at the micro or school level. Communication and conflict resolution will also be given due attention. PBL approaches will be employed to involve student in the learning process. Students are required to study organizational administration and management of education, roles and functions of managers in educational administration in educational institutions based on their knowledge and understanding of concepts and principles of management besides studying related cases in management. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language

Main References M. Fullan (2007). Educational leadership. San Francisco. Yukl, G. (2006), 6th ed). Leadership in organizations. New Jersey: Prentice Hall Begley, P. T. & Leonard, P. E. (2005). The values of educational administration. London: Falmer Press. Davies, B. (2005). The essentials of school leadership. London: SAGE Jossey-Bass (2000). Reader on Educational Leadership. San Francisco. PXGM 6104 Synopsis Students will be introduced to the research process and research skills in studying organizational culture, behavior and preference. Several methodologies, methods and instruments for data collection will be discussed. Different dimensions (such as qualitative, and quantitative approaches, survey and empirical survey) will be discussed. Qualitative and quantitative data analysis will be examined. Basic academic writing skills will also be explored. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language RESEARCH IN EDUCATIONAL ADMINISTRATION AND MANAGEMENT 3 CREDITS

Main References Bell, J. (2006). Doing your research projects (5rd. ed). Buckingham, Philadelphia: Open University Press. Kerlinger, F. N (2005). Foundations of behaviours research. New York: Holt, Rinehart and Winston. Sherman, Robert & Webb B. Rodman (2004). Qualitative research in education: focus and methods. London: Falmer. Sufean Hussin (2004). The art of research and dissertation writing for the arts and humanities. Bentong: Asas Tunas. Cohen, L., Manion, L., Morrison, K. (2002). Research methods in education. Sussex: Rutledge, Flamer.

352

PXGM 6105 Synopsis

ISSUES IN SUPERVISION AND INSTRUCTIONAL IMPROVEMENT IN EDUCATIONAL ORGANIZATIONS

3 CREDITS

In recent years there is a debate about the competing definitions and views of supervision, and a supervisors position has increasingly shifted from a control or deficit model to a more supportive, collegial, cooperative, and mentoring role. Two guiding questions that can lead our thinking would be: (1) What supervisory processes promote teacher professional growth and development, which results in quality instruction? (2) What knowledge and skills do supervisors need in order to help teachers who are at various stages of professional development? Clearly, in responding to these two questions, teacher learning is viewed as the most important element in the instructional improvement process. And the supervisors as instructional leaders and the supervision process as developmental is viewed critical in promoting continuous growth and development, which results in effective schools. Assesment Method Medium of Instruction : Continuous assessment: 70%; examination: 30% : Malay Language

Main References Malakolunthu, Suseela. (2007). Supporting teacher learning in Malaysia: Problems and possibilities of reform. Kuala Lumpur: University of Malaya Publications. Glickman, C. D (2005). Supervision and Instructional Leadership: A Development Approach (6th edition). Singapore: Prentice Hall. Wiles, J. and Bondi, J. (2005). Supervision: A guide to practice. New Jersey: Pearson. PXGM 6106 Synopsis This course will reveal students about the role of managers and educational administrators in the context of IT management in educational system. Examples of cases on information technology absorbing prosess in educational institutions management inside and outside of the country will be discusses and specified. The purpose of this course is to explore the crucial development of IT field in school management. Among the topics to be focused are IT in educational management as sub-system, maximizing the potentials of IT for educational management, organizing the theories and practice for IT assimilation in schools, administration and computer-assisted schools, and a cases of IT absotbing in school management and experiences from outside of the country. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language INFORMATION AND TECHNOLOGY IN EDUCATIONAL MANAGEMENT 3 CREDITS

Main References William, B.K. & Sawywwer, S.C. (2004). Using Information Technology: A Practical Introduction to Computer & Communication. (Complete Version). New York: McGraw-Hill. Shelly, G.B., Cashman, T.J & Vermaat., M.E. (2004). Discovering Computers: A Gateway to Information. Boston, USA: Thomson Course Technology. OLeary, T.J. & OLeary, L, I. (2004). Computer Essentials. New York: McGraw-Hill. 353

PXGM 6107 Synopsis

HUMAN RESOURCE MANAGEMENT IN EDUCATION

3 CREDITS

Among professional educators engaged in the delivery of educational services, the role of the human resource administrator is unique. The work of schools, in contrast to many enterprises is labor intensive accomplished primarily by people. As a consequence, the administration of human resources is at the heart of the process of managing public schools, universities, and other educational agencies. The focus of this course is an examination of the long-range strategy of human resource management which seeks to help school systems, universities, and other educational agencies attract, retain and develop the kinds of personnel needed to achieve the overall goals of such organizations. This is accomplished through the human resource/personnel functions of forecasting manpower needs, recruitment, selection, induction, appraisal, development, compensation, security, negotiations and information. Assesment Method Medium of Instruction : Continuous assessment: 60%; examination: 40% : Malay Language

Main References Young, P (2007). The Human Resource Function in Educational Administration. Prentice Hall: New Jersey. French, Wendell (2006). Human Resource Management. Houghton Mifflin: Boston. Jazzar, M., & Algozzine, B. (2006). Critical issues in educational leadership. Boston, MA: Allyn and Bacon. Dessler, G. (2005). Essentials of Human Resource Management. Prentice Hall: New Jersey. Stewart, R. (2005). The Reality of management (6rd). London: Heinemann.

PXGM 6108 Synopsis

MANAGEMENT OF STRATEGIC POLICY IN EDUCATION

3 CREDITS

This course focuses on analysis and management of education policies, particularly strategic macro policies. It discusses concepts, theories, methods of policy analysis, and policy cycle process. Students are exposed to various management approaches to manage education policies, with particular emphasis on strategic management. Strategic education policies are analysed using strategic management models. Students are required to analyse specific education policies using policy analytic tools and strategic management models. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language

Main References Bell, Les; and Stevenson, Howard (eds.) (2006). Education Policy: Process, Themes and Impact. London: Routledge. Yukl, G. (2006). Leadership in organizations. New Jersey: Prentice Hall Bryson, J. M. (2005). Strategic Planning for Public and Nonprofit Organizations. San Francisco: John Wiley & Sons Inc. M. Fullan (2005). Educational leadership. San Francisco: Jossey Bass. Sufean Hussin (2002). Dasar Pembangunan Pendidikan Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka. 354

PXGM 6109 Synopsis

FINANCIAL PLANNING AND ECONOMY OF EDUCATION

3 CREDITS

This course will focus on financial planning and economics of education at macro and micro level. The topics to be discussed at macro level will be included government revenues and expenditure in education, trend in educational expenditures and demand and supply for education, human capital concepts and investment in human capital, cost-benefit and cost effectiveness analysis in education, education and economic growths, education production function, analysis of earning and income distribution, and manpower planning and supply and demand for teachers At the micro level aspects related to financing education and school finances which include school budgeting sysytem, financial allocation, financial procedures and loan and grant system will be discussed in detail. Assesment Method Medium of Instruction : Continuous assessment: 60%; examination: 40% : Malay Language

Main References Shahril@Charil Marzuki (2008). Dasar kewangan pendidikan. Kuala Lumpur: PTS Publication & Distributors. Belfied, C. R. (2005). Economics principles for education. London: Edward Elger Publishing Limited. Geraint Johnness & Jil Johnness (2005). International handbook on the economic of education. London: Edward Elger Publishing Limited. Psacharopoulas G. (2005). Economics of education Research and studies. London: Oxford Pergamon Press. Shahril@Charil Marzuki (2005). Mengurus dan membiayai pendidikan di Malaysia. Kuala Lumpur: PTS Publication & Distributors.

PXGM 6110 Synopsis

CREATIVITY AND CHANGES IN EDUCATIONAL MANAGEMENT

3 CREDITS

As a necessity in current worlds, the education managers who understand the way of managing school effectively, way of organizing for a creative solution and making a creative and innovative solution will be success. This course will explain the way of thinking and the creative techniques in doing changes in the education management. The examples of leaderships creativity, the way to motivate staffs and other aspects relevant to the education management will be discussed. The creative techniques under the education management which brings to the development of organization will be further analyzed. Assesment Method Medium of Instruction : Continuous assessment: 70%; examinations: 30% : Malay Language

Main References Sternberg, R.J. (Ed.). (2009). Handbook on Creativity. London: Cambridge University Press. Bowden, M. (2005). The Creative Mind: Myths and Mechanisms. London: Routledge. Senge, P. (2005). Schools that learn. London; Nicholas Brealy. Claxton, G. & Lucas, B. (2004). Be Creative: Essential Steps to Revitalize your Work and Life. London: BBC Books.

355

PXGM 6192 Synopsis

EDUCATIONAL MANAGEMENT RESEARCH REPORT

12 CREDITS

This course requires the student to formulate a research problem and framework in the field of educational management studies and carry out the study for the Management Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assesment Method Medium of Instruction : Continuous assessments: 100% : Malay and English Language

Main References Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill. Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill. Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill. Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

PXGT 6111 Synopsis

RESEARCH IN INSTRUCTIONAL TECHNOLOGY

3 CREDITS

The course is intended to guide Instructional technology postgraduate students who are ready to carry out research in Instructional technology. Relevant issues and research in the field of instructional technology and related fields are discussed. Assesment Method Medium of Instruction : Continuous Learning (Class forum; Assignments): 70%, Exam: 30% : Malay and English Language

Main References Creswell, J.W. (2005). Educational Research. (2nd Edition). New Jersey: Pearson Education Ltd. Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education (6th Edition). Boston: McGraw-Hill. Jonassen, D.H. (2004). Handbook of Research for Educational Communication & Technology (2nd Edition). Washington DC: Association for Educational Communication & Technology. Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education (5th Edition). London: Routledge/Falmer.

356

PXGT 6113 Synopsis

BASIC INSTRUCTIONAL DESIGN AND TECHNOLOGY

3 CREDITS

This course introduces students to the basic principles and concepts of instructional design and technology as a process to develop alternative strategies to solve problems related to teaching and learning. Topics include: principles of instructional design and technology, learning theories, models of instruction, process to identify problems in teaching and learning, designing and developing alternative strategies and materials to solve problems, and evaluating and managing the whole development process in line with the learning outcomes. Assesment Method Medium of Instruction : Continuous assessment (Class forums; Assignments; Presentations): 70%, Exam: 30% : Malay and English Language

Main References Roblyer, M. D. & Doering, A. H. (2010). Integrating Educational Technology into Teaching. Boston: Allyn & Bacon. Smaldino, S. E., Lowther, D. L. & Russell, J. D., (2008). Instructional Technology and Media for Learning. (9th Edition). New Jersey: Pearson Prentice Hall. Gupta, K. (2007). A Practical Guide to Needs Assessment (2nd Edition). San Francisco: John Wiley and Sons. Driscoll, M. P. (2006). Psychology of Learning for Instruction (3rd Edition). Boston: Pearson.

PXGT 6190 Synopsis

DISSERTATION

40 CREDITS

This course requires the student to formulate a research problem and framework in the field of counseling and carry out the study for the Counseling Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assessment Method Medium of Instruction : Dissertation will be assessed by examiners report : Malay and English Language

Main References Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill. Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill. Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill. Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

357

PXGT 6301 Synopsis

PSYCHOLOGY OF LEARNING AND INSTRUCTION MODEL

3 CREDITS

In this course, we will discuss the definitions and history of psychology from the three main perspectives: Behaviourism, cognitivism, and Constructivism. Behaviourism focuses on the phenomena of observable stimuli and responses; cognitivism places emphasis on mental processes, whereas constructivism proposes that reality is a human construct that is independent of observable phenomena. The focus is on how and what theories lay the foundation for the application of technology in instruction. This course surveys some of the important models of teaching such as the social family of models, the information processing family models, the personal family of models, and the behavioural family of models. Among the methods discussed are the lecture methods; small group method; discussion method; Socratic Method; metacognitive modelling and others. These models and methods of teaching will be examined from the theoretical viewpoint and research evidence supporting the effectiveness in the delivery information. Assesment Method Medium of Instruction : Continuous Learning (Class forum; Assignments): 60%, Examination: 40% : Malay and English Language

Main References Glass, A. & Holyoak, K. (2000). Cognition: Auckland:McGraw-Hill Book Co. Biggs, J. & Moore, P. (1998). The process of Learning. New Jersey:Prentice Hall Anderson, J. R. (1997) Cognitive Psychology and its implications. New York:W.H. Freeman and Company Philips,J.A. (1997). Pengajaran Kemahiran Berfikir:Teori dan Amalan. Kuala Lumpur: Utusan Publications Sdn Bhd Leahey, T. & Harris, R. (1997). Learning & Cognition. New Jersey: Prentice-Hall. Klein, S. (1991). Learning:Principles and Applications. New York:McGraw-Hill International.

PXGT 6302 Synopsis

ADVANCED INSTRUCTIONAL DESIGN AND TECHNOLOGY

3 CREDITS

The course will expose students to the principles and concept of instructional design to develop sound instructional solutions. Topics include computer-based instruction, project management, planning, assessment, design principles and development tools. This project-oriented course presents various topics which provide students with opportunities to integrate and apply instructional technology theories, principles, practices, and skills in a variety of authentic client-designer settings. This course represents a "clinical" approach to project development in which students will become part of design teams assigned to work with real clients in an effort to produce real instructional solutions. Assesment Method Medium of Instruction : Continuous Assessment (Assignments; Presentations; Discussions): 70%, Examinaton: 30% : Malay and English Language

Main References Morrison, G.R., Ross, S.M. and Kemp, J.E. (2010). Designing effective instruction (6th ed.). USA: Wiley. Smaldino, S. E., Lowther, D. L. & Russell, J. D., (2008). Instructional Technology and Media for Learning. (9th Edition). New Jersey: Pearson Prentice Hall.

358

PXGT 6303 Synopsis

LEARNING COMMUNITIES

3 CREDITS

This course is designed to introduce students to the basic concepts, principles and processes in developing blended and web-based learning environments and communities. Through a number of learning activities, students will use a variety of resources to develop basic knowledge and skills in creating learning environments and communities conducive for learning. Students will also have the opportunity to reflect and consider how to integrate these knowledge and skills into their teaching repertoire and context. Assesment Method Medium of Instruction : Continuous assessment (Assignments; Presentations; Discussions): 70%, Examination: 30% : Malay and English Language

Main References Palloff, R.M. & Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass. Jonassen, D.H. & Land, S.M. (2000) Theoretical foundations of learning environments. Mahwah, New Jersey: Lawrence Erlbaum Associates. Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. PXGM 6101 Synopsis This course will give the students an overview on past and current trends of educational management in educational sectors and how it derived to educational sector from pure management. The topics to be discussed; the definition and concepts and process of educational management theories and their practices and approaches. This course will also emphasize the various practical aspects in management such as planning organizing, leading and control at the micro or school level. Communication and conflict resolution will also be given due attention. PBL approaches will be employed to involve student in the learning process. Students are required to study organizational administration and management of education, roles and functions of managers in educational administration in educational institutions based on their knowledge and understanding of concepts and principles of management besides studying related cases in management. Assesment Method Medium of Instruction : Continuous assessment: 70%; examinations: 30% : Malay Language THEORIES AND CONCEPTS IN EDUCATIONAL MANAGEMENT 3 CREDITS

Main References Hoy, W. K., & Miskel, C.G. (2008) Educational Administration: Theory, Research and Practical (7th). Boston. IL; McGraw-Hill. Jazzar, M., & Algozzine, B. (2006). Critical issues in educational leadership. Boston, MA: Allyn and Bacon. Bush, T. (2005) Theories of Educational Leadership and Management(2nd), London: Paul Chapman Lunenburg, F. C., & Ornstein, A. C.(2005) Educational Administration, Concepts and Practices (3rd) Belmont, CA : Wadsworth Bush, T. (2003) Theories of Educational Leadership and Management(3rd), London: Paul Chapman

359

PXGM 6102 Synopsis

EDUCATIONAL ADMINISTRATION AND ORGANIZATION

3 CREDITS

This course will give the students an overview on past and current trends of educational management in educational sectors and how it derived to educational sector from pure management. The topics to be discussed; the definition and concepts and process of educational management theories and their practices and approaches. This course will also emphasize the various practical aspects in management such as planning organizing, leading and control at the micro or school level. Communication and conflict resolution will also be given due attention. PBL approaches will be employed to involve student in the learning process. Students are required to study organizational administration and management of education, roles and functions of managers in educational administration in educational institutions based on their knowledge and understanding of concepts and principles of management besides studying related cases in management. Assesment Method Medium of Instruction : Continuous assessment: 70%; examinations: 30% : Malay Language

Main References Bell, Les; and Stevenson, Howard (eds.) (2006). Education Policy: Process, Themes and Impact. London: Routledge. Shafriz, J.M. & Steven, O.J. (2006). Classics of Organizational Theory, (5th Edition). Orlando: Harcourt. Hall, R.H. (2005). Organizational Structures, Process and Outcomes, (6th Edition). Prentice Hall: NJ. Jaffee, D. (2005). Organization Theory Tension and Change. McGraw-Hill: Boston. Bryson, J. M. (2004). Strategic Planning for Public and Nonprofit Organizations. San Francisco: John Wiley & Sons Inc. PXGM 6103 Synopsis This course will give the students an overview on past and current trends of educational management in educational sectors and how it derived to educational sector from pure management. The topics to be discussed; the definition and concepts and process of educational management theories and their practices and approaches. This course will also emphasize the various practical aspects in management such as planning organizing, leading and control at the micro or school level. Communication and conflict resolution will also be given due attention. PBL approaches will be employed to involve student in the learning process. Students are required to study organizational administration and management of education, roles and functions of managers in educational administration in educational institutions based on their knowledge and understanding of concepts and principles of management besides studying related cases in management. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language EDUCATIONAL LEADERSHIP 3 CREDITS

Main References M. Fullan (2007). Educational leadership. San Francisco. Yukl, G. (2006), 6th ed). Leadership in organizations. New Jersey: Prentice Hall Begley, P. T. & Leonard, P. E. (2005). The values of educational administration. London: Falmer Press. Davies, B. (2005). The essentials of school leadership. London: SAGE Jossey-Bass (2000). Reader on Educational Leadership. San Francisco. 360

PXGM 6104 Synopsis

RESEARCH IN EDUCATIONAL ADMINISTRATION AND MANAGEMENT

3 CREDITS

Students will be introduced to the research process and research skills in studying organizational culture, behavior and preference. Several methodologies, methods and instruments for data collection will be discussed. Different dimensions (such as qualitative, and quantitative approaches, survey and empirical survey) will be discussed. Qualitative and quantitative data analysis will be examined. Basic academic writing skills will also be explored. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language

Main References Bell, J. (2006). Doing your research projects (5rd. ed). Buckingham, Philadelphia: Open University Press. Kerlinger, F. N (2005). Foundations of behaviours research. New York: Holt, Rinehart and Winston. Sherman, Robert & Webb B. Rodman (2004). Qualitative research in education: focus and methods. London: Falmer. Sufean Hussin (2004). The art of research and dissertation writing for the arts and humanities. Bentong: Asas Tunas. Cohen, L., Manion, L., Morrison, K. (2002). Research methods in education. Sussex: Rutledge, Flamer. PXGM 6105 Synopsis In recent years there is a debate about the competing definitions and views of supervision, and a supervisors position has increasingly shifted from a control or deficit model to a more supportive, collegial, cooperative, and mentoring role. Two guiding questions that can lead our thinking would be: (1) What supervisory processes promote teacher professional growth and development, which results in quality instruction? (2) What knowledge and skills do supervisors need in order to help teachers who are at various stages of professional development? Clearly, in responding to these two questions, teacher learning is viewed as the most important element in the instructional improvement process. And the supervisors as instructional leaders and the supervision process as developmental is viewed critical in promoting continuous growth and development, which results in effective schools. Assesment Method Medium of Instruction : Continuous assessment: 70%; examination: 30% : Malay Language ISSUES IN SUPERVISION AND INSTRUCTIONAL IMPROVEMENT IN EDUCATIONAL ORGANIZATIONS 3 CREDITS

Main References Malakolunthu, Suseela. (2007). Supporting teacher learning in Malaysia: Problems and possibilities of reform. Kuala Lumpur: University of Malaya Publications. Glickman, C. D (2005). Supervision and Instructional Leadership: A Development Approach (6th edition). Singapore: Prentice Hall. Wiles, J. and Bondi, J. (2005). Supervision: A guide to practice. New Jersey: Pearson.

361

PXGM 6106 Synopsis

INFORMATION AND TECHNOLOGY IN EDUCATIONAL MANAGEMENT

3 CREDITS

This course will reveal students about the role of managers and educational administrators in the context of IT management in educational system. Examples of cases on information technology absorbing prosess in educational institutions management inside and outside of the country will be discusses and specified. The purpose of this course is to explore the crucial development of IT field in school management. Among the topics to be focused are IT in educational management as sub-system, maximizing the potentials of IT for educational management, organizing the theories and practice for IT assimilation in schools, administration and computer-assisted schools, and a cases of IT absotbing in school management and experiences from outside of the country. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language

Main References William, B.K. & Sawywwer, S.C. (2004). Using Information Technology: A Practical Introduction to Computer & Communication. (Complete Version). New York: McGraw-Hill. Shelly, G.B., Cashman, T.J & Vermaat., M.E. (2004). Discovering Computers: A Gateway to Information. Boston, USA: Thomson Course Technology. OLeary, T.J. & OLeary, L, I. (2004). Computer Essentials. New York: McGraw-Hill.

PXGM 6107 Synopsis

HUMAN RESOURCE MANAGEMENT IN EDUCATION

3 CREDITS

Among professional educators engaged in the delivery of educational services, the role of the human resource administrator is unique. The work of schools, in contrast to many enterprises is labor intensive accomplished primarily by people. As a consequence, the administration of human resources is at the heart of the process of managing public schools, universities, and other educational agencies. The focus of this course is an examination of the long-range strategy of human resource management which seeks to help school systems, universities, and other educational agencies attract, retain and develop the kinds of personnel needed to achieve the overall goals of such organizations. This is accomplished through the human resource/personnel functions of forecasting manpower needs, recruitment, selection, induction, appraisal, development, compensation, security, negotiations and information. Assesment Method Medium of Instruction : Continuous assessment: 60%; examination: 40% : Malay Language

Main References Young, P (2007). The Human Resource Function in Educational Administration. Prentice Hall: New Jersey. French, Wendell (2006). Human Resource Management. Houghton Mifflin: Boston. Jazzar, M., & Algozzine, B. (2006). Critical issues in educational leadership. Boston, MA: Allyn and Bacon. Dessler, G. (2005). Essentials of Human Resource Management. Prentice Hall: New Jersey. Stewart, R. (2005). The Reality of management (6rd). London: Heinemann. 362

PXGM 6108 Synopsis

MANAGEMENT OF STRATEGIC POLICY IN EDUCATION

3 CREDITS

This course focuses on analysis and management of education policies, particularly strategic macro policies. It discusses concepts, theories, methods of policy analysis, and policy cycle process. Students are exposed to various management approaches to manage education policies, with particular emphasis on strategic management. Strategic education policies are analysed using strategic management models. Students are required to analyse specific education policies using policy analytic tools and strategic management models. Assesment Method Medium of Instruction : Continuous assessment: 100% : Malay Language

Main References Bell, Les; and Stevenson, Howard (eds.) (2006). Education Policy: Process, Themes and Impact. London: Routledge. Yukl, G. (2006). Leadership in organizations. New Jersey: Prentice Hall Bryson, J. M. (2005). Strategic Planning for Public and Nonprofit Organizations. San Francisco: John Wiley & Sons Inc. M. Fullan (2005). Educational leadership. San Francisco: Jossey Bass. Sufean Hussin (2002). Dasar Pembangunan Pendidikan Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka.

PXGM 6109 Synopsis

FINANCIAL PLANNING AND ECONOMY OF EDUCATION

3 CREDITS

This course will focus on financial planning and economics of education at macro and micro level. The topics to be discussed at macro level will be included government revenues and expenditure in education, trend in educational expenditures and demand and supply for education, human capital concepts and investment in human capital, cost-benefit and cost effectiveness analysis in education, education and economic growths, education production function, analysis of earning and income distribution, and manpower planning and supply and demand for teachers At the micro level aspects related to financing education and school finances which include school budgeting sysytem, financial allocation, financial procedures and loan and grant system will be discussed in detail. Assesment Method Medium of Instruction : Continuous assessment: 60%; examination: 40% : Malay Language

Main References Shahril@Charil Marzuki (2008). Dasar kewangan pendidikan. Kuala Lumpur: PTS Publication & Distributors. Belfied, C. R. (2005). Economics principles for education. London: Edward Elger Publishing Limited. Geraint Johnness & Jil Johnness (2005). International handbook on the economic of education. London: Edward Elger Publishing Limited. Psacharopoulas G. (2005). Economics of education Research and studies. London: Oxford Pergamon Press. Shahril@Charil Marzuki (2005). Mengurus dan membiayai pendidikan di Malaysia. Kuala Lumpur: PTS Publication & Distributors. 363

PXGM 6110 Synopsis

CREATIVITY AND CHANGES IN EDUCATIONAL MANAGEMENT

3 CREDITS

As a necessity in current worlds, the education managers who understand the way of managing school effectively, way of organizing for a creative solution and making a creative and innovative solution will be success. This course will explain the way of thinking and the creative techniques in doing changes in the education management. The examples of leaderships creativity, the way to motivate staffs and other aspects relevant to the education management will be discussed. The creative techniques under the education management which brings to the development of organization will be further analyzed. Assesment Method Medium of Instruction : Continuous assessment: 70%; examinations: 30% : Malay Language

Main References Sternberg, R.J. (Ed.). (2009). Handbook on Creativity. London: Cambridge University Press. Bowden, M. (2005). The Creative Mind: Myths and Mechanisms. London: Routledge. Senge, P. (2005). Schools that learn. London; Nicholas Brealy. Claxton, G. & Lucas, B. (2004). Be Creative: Essential Steps to Revitalize your Work and Life. London: BBC Books.

PXGM 6192 Synopsis

EDUCATIONAL MANAGEMENT RESEARCH REPORT

12 CREDITS

This course requires the student to formulate a research problem and framework in the field of educational management studies and carry out the study for the Management Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assesment Method Medium of Instruction : Continuous assessments: 100% : Malay and English Language

Main References Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill. Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill. Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill. Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

364

PXGZ 6101 Synopsis

RESEARCH IN EDUCATION

3 CREDITS

This course introduces basic concepts in educational research. It covers problem identification, writing of objectives and research question as well as other important components in educational research. Students will learn the different approach in data collection, and relevant statistical produres in processing the data. Students are required to write a research proposal, to critique on others proposals and to suggest improvements to the proposals. Assesment Method Medium of Instruction : Formative Evaluation (test, assignment, presentation): 60%, Examination: 40% : Malay and English Language

Main References Ary, D., Jacob, L.C., Razarich, A. & Sorenson, C. K. (2009). Introduction to research in education, (8th. Ed. ). USA: Wadsworth Publishing. Gall, M.D, Gall, J. P. & Borg, W. R. (2006). Educational research: An introduction, (8th. Ed.). USA: Allyn & Bacon. Cresswell, J. W. (2005) Education research: Planning, conducting and evaluating quantitative and qualitative research. New Jersey: Prentice Hall. Kerlinger, F. N. (2000). Foundation s of behavioural research. New York: Holt Rinehart & Winston. Best, J. W. & Kahn, J. V. (1998). Research in education. Boston: Allyn & Bacon.

365

PXGZ 6102 Synopsis

APPLICATIONS OF STATISTICS FOR RESEARCH IN EDUCATION

3 CREDITS

The course is designed to assist students in applying basic statistics for research in education. Through practical assignments, students not only learn how to apply the statistical techniques, but also how to prepare and screen data, and how to handle commonly encountered problems such as missing values, outliers, non-normality etc. Articles from educational research journals are used to illustrate how the statistical techniques are applied and described in the scientific literature, and how the results can be reported and interpreted. The contents cover the organisation of data, measurements of variables, central tendency and variability; measurement scales; normal distribution; concept of hypothesis testing, comparison of means (small and large samples), comparison of variances, contingency tables, Chi Square test, Spearmans rho, Pearson Moment correlation, random sample and one-way ANOVA. In general the course covers the most important descriptive and inferential statistical techniques used in educational research. Effect size indices and statistical power will be discussed for all mentioned statistical techniques. Assessment Method Medium of Instruction : Formative Evaluation (test, assignment): 60%, Examination: 40% : Malay and English Language

Main References Huck, S. W. (2008).Reading statistics and research, 5th edition. Boston: Pearson Education, Inc. Coakes, S. J., & Steed, L. (2007). SPSS Version 14 for Windows: Analysis without anguish. John Wiley & Sons Australia, Ltd. Chua Y. P. (2006). Asas statistik penyelidikan. Kuala Lumpur: Mc Graw Hill (Malaysia) Sdn. Bhd. Minium, E. W., King, B. M. & Bear, G. (2003). Statistical reasoning in psychology and education, (4th edition). New York: John Wiley & Sons. Mann, P. S. (1998). Introductory statistics, (3rd edition). USA:John Wiley and Sons, Inc. Glass, G. V., & Hopkins, K. D. (1996). Statistical methods in education and psychology, (3rd edition). Needham Heights, MA: Ally and Bacon.

366

PXGZ 6103 Synopsis

QUALITATIVE RESEARCH IN EDUCATION

3 CREDITS

This course gives students input on various types of qualitative research, the implementation process from the aspect of choosing a research topic, sampling, data collection techniques, validity and reliability, data analysis and preparation of report. Students will also be exposed to usage of the latest software as a tool for analyzing qualitative data such as Atlas.ti dan Nvivo as alternatives for data analysis. Finally, the student is required to prepare a qualitative research proposal as a practical exercise. Assessment Method Medium of Instruction : Continuous Assessment : 60%, Examination : 40% : Malay and English Language

Main References Creswell, J. W. (2008). Educational research : Planning, conducting, and evaluating quantitative and qualitative research, 3 th Edition. New Jersey : Pearson. Neuman, W. L. (2006). Social research methods : qualitative and quantitative approaches, 6th Edition. USA : Allyn and Bacon. McMillan, J. H. & Schumacher, S. (2006). Research in education : Evidence based Inquiry, 7 th Edition. New Jersey : Pearson. Fraenkel, J. R., & Wallen, W. E. (2003) How to Design and evaluate research in education, 5th Edition. New York : Mc Graw Hill. Gay, L. R., & Airasian. (2003). Educational research Competencies for analysis and applications. 7th Edition. New Jersey : Macmillan Publishing Company.

PXGZ 6104 Synopsis

SURVEY RESEARCH

3 CREDITS

This course is carried out in the form of a practicum based on a research project. The student will be specially guided in the following: Defining the research problem, identifying variables, creating items for the survey questionnaire using the Likert scale, carrying out the pilot study to improve the questionnaire, determining the reliability of the questionnaire, sampling technique, administering the questionnaire, preparation of the code book, data input using SPSS software, data analysis using descriptive and/or inferential statistics, data summary and interpretation; and reporting findings. Assessment Method Medium of Instruction : Continuous evaluation (test, assignment): 40%, Examinations: 60% : Malay and English Language

Main References Oppenheim, A. N. (2002). Questionnaire design, interviewing and attitude measurement. New York: Printer Publishers. Henry, G. T. (2000). Practical sampling: Applied social research method series. Vol.28. Newbury Park: Sage Publications. Babbie, E. R. (1990). Survey research methods, (2nd ed.). Belmont, CA: Wadsworth Pub. Co. Fowler, F. J. (1993). Survey research methods, (2nd ed.). Applied Social Reseach Methods Series. Vol.1. Newbury Park: Sage Publications. 367

PXGZ 6105 Synopsis

FUTURE STUDIES

3 CREDITS

This course is aimed at exposing students to the concept of future studies and its application to educational planning of the nation. The main focus of the course is the analysis of global trends that shape the future such as demographics, environment, technology and economy and their applications to education; The methods to be introduced are visioning, scenario, Delphi Technique, Developmental Research and other methods used for data collection for predicting future directions in education Assessment Method Medium of Instruction : Continuous Evaluation (test, assignment): 60 %, Examination: 40 % : Malay and English Language

Main References Young, M. F. D. (1999) Curriculum of the future. New York: Routledge Flamer. Ford, H. (1999). 20th Century design: Postmodernism and the future. London: Heinemann Educational Books. Schwarz, B., & Svedin, U., & Wittrock, B. (1982). Methods in future studies. Boulder, CO: Westview.

PXGZ 6106 Synopsis

EXPERIMENTAL RESEARCH

3 CREDITS

Students will be exposed to the various experimental design. These include true experiment, quasiexperiment, pre experiment and other related designs. A comparison between the three main design will be discussed and taking into account the strengths and weaknesses of each design. These include external and internal validity, postulation and testing of hypotheses and the use of appropriate statistical techniques. Assessment Method Medium of Instruction : Formative Evaluation (test, assignment, presentation): 60%, Examination: 40% : Malay and English Language

Main References Campbell, D. T. & Stanley, J. C. (1996). Experimental and quasi-experimental designs for research. Chicago: Rand McNally and Company. Kerlinger, F .N. (1986). Foundations of behavioral research. New York: Holt, Rinehart and Winston, Inc. Isaac, S., & Micheal, W. B. (1985). Handbook in research and evaluation. San Diego: EdITS publishers.

368

PXGZ 6190 Synopsis

DISSERTATION

40 CREDITS

This course requires the student to formulate a research problem and framework in the field of counseling and carry out the study for the Counseling Project. Students would conduct a comprehensive review of the relevant literature, and use appropriate methods of data collection and analysis. Students would be supervised by a lecturer throughout the process. A research report is submitted for examination at the end of the semester. Assessment Method Medium of Instruction : Dissertation will be assessed by examiners report : Malay and English Language

Main References Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall. Chua, Y. P. (2008). Asas statistik penyelidikan. Shah Alam: McGraw-Hill. Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill. Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill. Creswell, J. W. (2005). Educational research: Planning conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

WXGB 6311 Synopsis

DIGITAL LIBRARIES

3 CREDITS

Topics included are: Digital library concepts, digital libraries and the global information society, development of digital collections and digital libraries, digital library initiatives and research projects, technical infrastructure of the digital library, knowledge organization in digital libraries, document formats and collection development, information access and users of digital libraries, social, economic and policy issues in developing digital libraries, professional issues in managing digital libraries. Assesment Method Medium of Instruction : Continuous Assessment: 70% (assignment, test,project report and presentation) and Final examination: 30% : Malay and English Language

Main References Witten, Ian; Bainbridge, David and Nichols, David. 2009. How to Build a Digital Library, Second Edition (The Morgan Kaufmann Series in Multimedia Information and Systems). Morgan Kaufmann. Willinsky, John. 2009. The Access Principle: The Case for Open Access to Research and Scholarship (Digital Libraries and Electronic Publishing). MIT Press. Reese, Terry and Banerjee, Kyle. 2007. Building Digital Libraries: A How-to-do-it Manual (A How-to-Do-It Manual). Neal Schuman Publishers. Chowdury, G.G and Chowdury, S. 2001. Introduction to Digital Libraries. Facet Publishing. Lesk, Michael. 2004. Understanding digital libraries. Morgan Kaufmann.

369

WXGB 6321 Synopsis

WEB PUBLISHING

3 CREDITS

Topics included are: Big picture of web publishing, web publishing in libraries, planning of a web publishing project, web development tools (open source and commercial), architecture of the web publishing, web clients and client-side technologies: e.g. HTML, XHTML, CSS, Javascript, web servers and server-side technologies: e.g. Apache, PHP, database driven systems, recent web publishing systems and software, web publishing issues: e.g. privacy, usability, accessibility, standards. Assesment Method Medium of Instruction : Continuous Assessment: 70%, Final examination: 30% : English Language

Main References Colburn, Rafe. 2006. Sams Teach Yourself Web Publishing with HTML and CSS in One Hour a Day. 5th Edition. Sams Publishing. Moncur, Michael. 2006. Sams Teach Yourself JavaScript in 24 Hours. 4th Edition. Sams Publishing. Meloni, Julie. 2006. Sams Teach Yourself PHP, MySQL and Apache: All in One. 3rd Edition. Sams Publishing WXGB 6333 Synopsis Libraries, Information & Society is an introductory course emphasizing the philosophy, history, and social aspects of libraries and librarianship in todays society. This course explores major issues in the library and information science professions as they involve their communities of users and stakeholders. It analyzes specific situations that reflect the professional agenda of these fields, including the various information processes and services, intellectual freedom, community service, professional ethics, social responsibilities, intellectual property, literacy, historical and international models, the socio-cultural role of libraries and information agencies and professionalism in general, focusing in particular on the interrelationships among these issues. Assesment Method Medium of Instruction : Continuous Assessment : 70% (Student presentation; Project; e Portfolio; Class participation in group discussion), Final Exam: 30% : English Language LIBRARIES, INFORMATION AND SOCIETY 3 CREDITS

Main References Lester, June & Koehler, Wallace C. 2007. Fundamental of information studies. Understanding information and its environment. New York: Neal-Schuman Publishers inc Webster, Frank. 2006. Theories of the information society. London: Routledge Rubin, Richard. E. 2010. Foundations of library and information science. 3nd. Ed. New York: Neal-Schuman Publishers Feather, John. 2008. 5th. Ed. The information society. London: Facet Publishing Fourie , Denise K and Dowell, David R. 2009. Libraries in the information age: An introduction and career exploration. Greenwood, CO.: Libraries Unlimited Lim, Edward Huck Tee. 1970. Libraries in West Malaysia and Singapore. Kuala Lumpur: University of Malaya Library. Wijayasuriya, Dek; Lim, Huck Tee and Nadarajah, Radha. 1970. The barefoot librarian. London: Clive Bingley. Borgman, Christine. 2002. From Gutenberg to the Global Information Infrastructure. Cambridge, MA.: MIT Press 370

FACILITIES

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
371

FACILITIES
FACILITIES/UNITS FACILITIES 1. MULTIPURPOSE SCIENCE LABORATORY Staff : : Mr. Azlan Aziz Mr. Mohd Fadzil Ismail

This laboratory is designed to assist and improve laboratory skills of students majoring in Science. The materials needed for experiments and practical work are made available here. Workshop facilities are specially catered for the students to prepare their teaching aids. Students who use this laboratory must abide by the laboratory safety rules. Assistance from the laboratory staff may be required to obtain certain laboratory materials. 2. MICROCOMPUTER ROOM Staff : Mrs. Anis Amija Amiruldin Mr. Mohd Hasri Che Ros Miss Norazlina binti Ahmed Nawawi

The Microcomputer Unit is equipped with several IBMXT microcomputers. The unit is created to help B. Ed and M. Ed students enhance their computer skills. This unit is also used to process educational research data. Students who use this unit must abide by the given rules. 3. LIBRARY Staffs : Mrs. Logeswari Nenessenderam

The library provides information services needed by the students, lecturers as well as researchers in the field of education. Various materials specifically those related to the education field can be found here. Among them are school text books, research proposals, theses, local educational journals, reports, conference papers, newspaper articles and teaching syllabuses. 4. ART EDUCATION LAB

This unit provides materials for preparing teaching aids to the students of the Faculty of Education for microteaching and Teaching Practice purposes. Maps enlargement and styrofoam cutting are done here. Some of the materials available here are manila cards, box cards (2 types), paint, brushes, stationery and others.

372

5.

WORKSHOP Staff : Mr. Omar bin Shaari

The workshop provides services and facilities to assist students and staff in producing teaching aids like charts, 3D-models and teaching boards. The workshop also provides tools like plywood, softboard, zinc, chart hanger and other needed raw materials. 6. TV STUDIO Staff : Mr. Khairy bin Khalid

The TV Studio provides services for microteaching, indoor and outdoor recordings and video production. Various educational shows recorded on video tapes which can be used for teaching and learning are available here. For more information on the TV studio services, please refer to the TV Studio staff.

7.

MULTIMEDIA LAB
Staffs : : Mr. Tun Hairul Farid Ton Hamzah Mr. Azrul Yusuf

The Mulitimedia room houses equipment and technology facilities and computer software. The equipment includes 15 mulitimedia computer units which can accommodate 30 students at one time, a printer, an LCD projector, a videocamera and a scanner. A Macromedia software is available to produce interactive multimedia teaching-learning aids. The Multimedia room is mainly for students in the multimedia technology and internet courses. The facilities provided are meant to equip students with basic multimedia-internet skills to aid teaching and learning in schools.

373

LOCATION OF ROOMS

MASTERS DEGREE PROGRAMMES

2013/2014 SESSION
374

BILIK FOTOSTAT

STORE
TECHNICIAN ROOM

EA012b

EA012a

EA013

EA012

EA011

EA010

EA009 EA008

JPPHB TECHNICIAN ROOM

EA001

EA002

EA003a

EA003

EA003b

FACILITIES WORKSHOP

FACILITIES WORKSHOP

ART PRINTING ROOM

EA005

CERAMIC ROOM

EA004

EA006 EA007

COMPUTER LAB THREE EA 102

EA101 EA105 EA106 EA107 EA108 EA109

EA106a

EA 104

EA 103

EA 112

EA 113

EA 114

EA 111
EA110

EA 115

SEMINAR ROOM (BSEA201)

SEMINAR ROOM (BSEA203)

SEMINAR ROOM (BSEA206)

EA201

EA202

EA203

EA204

EA205

EA206

EA207

TECHNICIAN ROOM

MULTIMEDIA LAB
MULTIMEDIA WORKSTATION

SEMINAR ROOM (BSEA306)

EA301

EA302

EA303

EA304

EA305

EA306

EA307

375

EB00 9

EB008
STORE EB002b

EB007

EB002a

EB007g

OFFICE

EB008d

MALE PRAYER ROOM

EARLY CHILDHOOD CENTER OF EXCELLENCE ROOM

SICK BAY EB008c

EB006

EB005

EB001

EB002

EB003

EB004

EB102a

TECHNICIAN/STORE ROOM

EB105

ARTS LAB ONE

ARTS LAB TWO

EB101

EB102

EB103

EB11 1

EB112

EB113

STORE

INSTRUCTIONAL TECHNOLOGY AND CURRICULUM RESOURCE DEVELOPMENT LAB

EB201 EB202

CONTROL/ RECORDING ROOM

TECHNICIAN ROOM

EB20 4

MATHEMATICS LAB

EB203

EB209

EB210

EB211

SEMINAR ROOM EB301 (BSEB301)

SEMINAR ROOM EB303 (BSEB303)

SEMINAR ROOM EB306 (BSEB306)

EB301

EB302

EB303

EB304

EB305

EB306

376

LIBRARY

EC001

EC002

EC102b EC102a

SEMINAR ROOM (BSEC103)

SEMINAR ROOM (BSEC106)

EC101

EC102

EC103

EC104

EC105

EC106

EC202a

LANGUAGE LAB

SEMINAR ROOM (BSEC204)

TUTORS ROOM

EC201

EC202

EC203

EC204

EC205

STORE

MICROCOMPUTER LAB (STAFF)

EC301 EC302 EC303

MIKROKOMPUTER LAB (STUDENT)

SEMINAR ROOM (BSEC305)

EC304

EC305

377

ED 004f ED 004e ED 004d

ED 004g

ED 004h

ED 004i

ED 004j

ED 005

ED 007

COUNSELLING LAB
ED 004c ED 004b ED 004a

ED 003

FOYER
ED002

HDL&LE

HDC&ET HDC&ET DC&ET HDLE&L DLE&L - HEAD DEPARTMENT OF CURRICULUM AND EDUCATION TECHNOLOGY - DEPARTMENT OF CURRICULUM AND EDUCATION TECHNOLOGY - HEAD DEPARTMENT OF LANGUAGE EDUCATION AND LITERACY - DEPARTMENT OF LANGUAGE EDUCATION AND LITERACY

HDEF&H

DEF&HO DM&SE ED113 ED110 DEP&C DEMP&P

HDM&SE

ED 115

ED 116

ED 118

ED112 ED111 HDEP&C

ED114 ED109 HDEMP&P ED 108 ED 107 ED106

ED 101

ED MEETING ROOM

FAMILY DEVELOPMENT CENTER OFFICE

HDEF&H DEF&HO HDM&SE DM&SE HDEP&C DEP&C HDEMP&PP DEMP&P

- HEAD DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND HUMANITIES - DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND HUMANITIES - HEAD DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION - DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION - HEAD DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING - DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING - HEAD DEPARTMENT OF EDUCATION MANAGEMENT, PLANNING AND POLICY - DEPARTMENT OF EDUCATION MANAGEMENT, PLANNING AND POLICY

HEAD OF FAMILY DEVELOPMENT CENTER

378

REST ROOM

HUMAN PERFORMANCE LAB

EE 104

EE 110

EE 111

EE 113

EE 115

EE 117

EE 102

EE 105

EE 112

EE 114

EE 116

EE 118

EE 119

EE 204

EE 207

EE 209

EE 210

EE 212

EE 214

EE 216

EE 202

EE 203

EE 211

EE 213

EE 215

EE 217

EE 218

EE 304

EE 308

EE 310

EE 311

EE 313

EE 315

EE 317

EE 302

EE 303

EE 305

EE 312

EE 314

EE 316

EE 318

EE 319

EE 320

379

GIGIH ROOM

EHSAN ROOM

FIKIR ROOM DOCUMENT & RECORD ROOM ARIF HALL

GENERAL OFFICE
ASSISTANT REGISTRAR ASSISTANT REGISTRAR

FOYER BISTARI HALL CEMERLANG MEETING ROOM

ROOF
STAFF REST ROOM

DEPUTY DEAN (FIRST DEGREE)

DEPUTY DEAN (HIGHER DEGREE)

DEPUTY DEANS OFFICE

DEPUTY DEANS OFFICE

MANAGEMENT MEETING ROOM

DEANS OFFCE QUALITY ASSURRANCE ROOM

ROOF

DEPUTY DEAN ( RESEARCH )

DEAN

380

PREPARATION ROOM CHEM ICAL/ BIOLOGY

TUTORIAL ROOM TWO (T2)

TUTORIAL ROOM THREE (T3)

CHEMISTRY LAB

BIOLOGY LAB

TUTORIAL ROOM ONE (T1)

TUTORIAL ROOM FOUR (T4)

PHYSICS LAB

STORE

LIF

FOYER
OFFICE

LIF

FOYER

PREPARATION ROOM (PHYSICS) PHYSICS STORE

CHEMICAL STORE

OFFICE

COMPUTER LAB TWO

GROUP COUNSELLING ROOM 2

GROUP COUNSELLING ROOM 1

SERVER

ROOM

COMPUTER LAB ONE

OFFICE

LIF

FOYER

LIF

FOYER

RESOURCE CENTER (COUNSELLING PSYCHOLOGY)

EG520 ERLY CHILDHOOD DIAGNOSTIC LAB EG521 EG522 RESEARCH ROOM EG523 EG524

EG 518

EG 516

EG 514

EG 513 EG 511

EG 519 EG526

EG 517

EG 515

EG 510 EG509 EG507 EG 508

EG527
FOYER

LIF

FOYER

EG525

LIF
EG 503 EG 504 EG 505 EG 506

381

FOYER STAGE

FOYER

VIP REST ROOM MAIN AUDI

FIRE TANK

FOYER AUDI A FOYER

AUDI B

382

SKET Building BSC/D/E

Location Map FoED Block

Faculty of Arts and Social Sciences

Block E FoED Staff Parking Lot

FoED Staff Parking Lot

Block C

Canteen

Block A

Education Tower (Block G)

Block B Block D

FoED FACULTY OF EDUCATION

Auditorium

FoED Staff Parking Lot

383

ACKNOWLEDGEMENT

MASTERS DEGREE PROGRAMMES

2012/2013 SESSION
384

ACKNOWLEDGEMENT To Prof. Dr. Saedah Siraj The Dean The Heads of Departments
*********************************************************************************************************************************************************************************

Prof. Dr. Moses Samuel Deputy Dean (Higher Degrees) Pn. Anida Kamaludin The Assistant Registrar (Higher Degrees)

Dr. Zawawi Ismail Deputy Dean (Undergraduate) Pn. Mahfuza Mohd Nasir The Assistant Registrars (Undergraduate)

The Higher Degrees Handbook Committee 2013/2014 Prof. Madya Dr. Abdul Jalil Othman Department of Language and Literacy Education Prof. Madya Dr. Loh Sau Cheong Department of Psychology and Counseling Dr. Farrah Dina Yusop Department of Curriculum and Instructional Technology Dr. Vishalache Balakrishnan Department of Educational Foundation and Humanities Mr. Rahmad Sukor Ab Samad Department of Management, Planning and Education Policy Mr. Norjoharuddeen Mohd Nor Department of Mathematics and Science Education

The Bachelor Degrees Handbook Committee 2013/2014 Dr. Chew Fong Peng Department of Language and Literacy Education Dr. Melati Sumari Department of Psychology and Counseling Dr. Siti Hajar Halili Department of Curriculum and Instructional Technology Dr. Megat Ahmad Kamaluddin bin Megat Daud Department of Management, Planning and Education Policy Dr. Syed Kamaruzaman Syed Ali Department of Mathematics and Science Education

Support Staff Mr. Azri Fazli Mohd Omar Mrs. Noor Hayati Ismail

Support Staff Mrs. Fazlina Binti Zakaria Mrs. Norkusharina Nasir

********************************************************************************************************************************************** and Other individuals involved either directly or indirectly in the publication of this Handbook. Thank you.

385