Topic: NO. Name Matrix No

TOPIC
Chapter 5: Sociocultural Factors in the Learning Process

Biology Factors That Influence Student’s Behaviour
SUBJECT
KPP 3014 Pembelajaran Dan Perkembangan Pelajar (Group I)
NO. NAME MATRIX NO.

1. Nur Asyikin Binti Mansor D20171078366
2. Thinagariy d/o Pearanpan D20172081411
3. Agihlan s/o Nithyia Nathan D20172081416
4. Nanthini d/o Mathu D20172081411
LECTURER’S NAME
Dr. Muhammed Yusuf

KPP 3014: CHAPTER 5 REPORT |2
CONTENTS
TITLE PAGE
CHAPTER 1
 Introduction 4
 Objectives 5
CHAPTER 2
 Articles Review 7
 Summary of Articles Review 21
CHAPTER 3 23
 Methodology
CHAPTER 4
 Data Analysis 24
 Component 1 26
 Component 2 28
 Component 3 29
 Component 4 30
 Conclusions 32
 Suggestions 34
 References 38
CHAPTER 5
 Interview Questions 41
 Interview Transcripts 43
 KAHOOT Questions 66
 Pictures 67
 Video (In CD)
CHAPTER 1
~ Introduction ~
~ Objectives ~
INTRODUCTION
The word adolescence comes from the Latin word meaning to grow up characterized as a
transition between puberty and adult. Adolescences are also given the term storm and dung or
storm and stress because at this stage individuals will experience drastic physical changes followed
by emotional, social and spiritual changes. Reviewed from an alternative perspective, teens are a
happy time for a girl, where she can wear beautiful clothes, dress up, gain freedom in
entertainment, and study at college or university. While for men, they also get the freedom to go
home, make decisions and study in college or work.
As we know, when being a teenagers, they will be surrounded by peers and teachers who
will always educate them from childhood to adulthood. Psychologists also state that 'no man is an
island' which means teenagers are always surrounded by families and societies to guide them
towards a life of prosperity. But in terms of sociocultural factors, adolescents can be examined
through biological, environmental, family, peer and school aspects

OBJECTIVES
The aim of this study is to collect the information about sociocultural factors in the learning
process. There are 4 objectives of this study:
1. To identify the biological and environmental factors that affect effective learning among
adolescents
2. To provide explanations about adolescence learning through social contexts with family,
peers and school.
3. Expose to teens, parents and teacher about factors that can affect adolescences learning.
4. To describe school-based skills for adolescents such as language skills and literacy.
CHAPTER 2
~ Articles Review~
~ Summary of
Articles Review~
ARTICLES REVIEW
Article Review 1
Tittle: Emotional Intelligence and Religious Orientation among Secondary School Students
Author: Haikal Anuar Adnan, Asmawati Desa, Wan Shahrazad Wan Sulaiman, Mohamad
Irwan Ahmad, Daniella Maryam Mokhtar
Year: 2014
This article was carried out to identify the differences of emotional intelligence and
religious orientation between students in government secondary schools and religious secondary
schools. This study involved 224 respondents that were chosen via purposive sampling technique.
The emotional intelligence questionnaire used in this study was based on Bar-On’s emotional
intelligence theory while religious orientation was measured using the Religion Orientation Scale.
Data collected were analysed using the Statistical Package for Social Science (SPSS) software
version 19.0. T-test was used to observe the differences of emotional intelligence and religious
orientation between students in government secondary schools and religious secondary schools.
The results showed that there were differences in emotional intelligence but no difference was
found in religious orientation between students from government secondary schools and religious
secondary schools.
This article was conducted to examine emotional intelligence and religious orientation
among students from government schools and religious schools. Besides that, it is hoped that this
study may increase the knowledge of the public in increasing well-being of adolescents, and what
intervention to be used to treat delinquency in schools. Finally, an in-depth study of emotional
intelligence and religious orientation should be carried out to identify factors that could influence
the increase and decrease of emotional intelligence and religious orientation.
References
Adnan, H. A., A. D., Wan, W. S., Sulaiman, Ahmad, M. I., & Mokhtar, D. M. (2014).
Emotional Intelligence and Religious Orientation among Secondary School
Students. Jurnal Psikologi Malaysia, 28(2), 01-17.
Article Review 2
Tittle: Methods of Teaching and Learning of Jawi Braille to Visually Impaired Students in
Special Education Religious Schools
Author: Latifah Abdul Majid
Year: 2017
Jawi Braille Script is one medium to learn the letters and proper articulation of the Quran
as well as Islamic Education learning medium for visually impaired students. They also studied
the Islamic Education and the Quran just like other normal students using mainstream curriculum.
However, the main issue among teachers of students with visual disabilities is because they are
less able to apply the methods to suit the students’ need. Hence this paper will somehow reveal to
the readers about the concept of strategies, approaches, methods and techniques used in the
teaching and learning of Jawi Braille briefly. In addition, the study also describes the methods used
in the teaching and learning of Jawi Braille in detail. This qualitative case study using semi-
structured interview method and content analysis of the data. The findings indicate that strategies
used were teacher-centered method of teaching and learning by dictation, listening and speaking,
drill, memorizing, demonstrations, and lectures. With this exposure, it is expected to provide some
guidance and appropriate methods for educators in the field of special education, thus contributing
to the educational needs of visually impaired students with Special Needs.
Next is this study aims to explain briefly the concept of strategies, approaches, methods
and techniques in teaching and learning. In addition, the use of Jawi Braille in teaching and
learning methods used by teachers for visually impaired students are also explained in details.
References
Majid, L. A. (2017). Methods of Teaching and Learning of Jawi Braille to Visually Impaired
Students in Special Education Religious Schools. Tinta Artikulasi Membina Ummah, 3(2), 59-
67.
Article Review 3
Tittle: A comparative study of psychological problems of children suffering from cancer,

Epilepsy and asthma
Author: Ashiq Ali Shah, Azizah Othman
Year: 2017
This study examines the psychological problems of chronically ill Malaysian children. The
sample consisted of 63 parents of children suffering from cancer, epilepsy and asthma. The Child
behavior checklist (CBCL; Achenbach, 1991) for ages 4-18 with its subscales of internalizing,
externalizing, thought, attention and social problems was used to assess the behavioral problems
of the children as perceived by their parents. The data were collected from the peadiatric
outpatients and wards of Kuala Lumpur General Hospital. The data were analysed for differences
between children suffering from cancer, epilepsy and asthma on the CBCL and its subscales using
one way analyses of variance.
A priori comparisons were computed between one illness and a combination of other two
illnesses to substantiate the findings of ANOVAs. The findings supported their hypothesis that
children suffering from cancer, epilepsy and asthma differed in the degree of their psychological
problems. The results demonstrated that children suffering from cancer had more internalizing
problems as compared to the children suffering from epilepsy and asthma. The results also
indicated the presence of more thought, attention and social problems in the case of epileptic
children compared to cancer and asthmatic children. Contrary to their hypothesis, the cancer
children showed more externalizing problems than the asthmatic children. The objective of this
article is studying the investigation of the current mental health state of children suffering from
chronic illnesses.
References
Shah, A. A., & A. O. (2017). A comparative study of psychological problems of children
suffering from cancer, epilepsy and asthma. Intellectual Discourse, 25(1), 153-183.
K P P 3 0 1 4 : C H A P T E R 5 R E P O R T | 10
Article Review 4
Tittle: Relationship of Spiritual Intelligence Components with Students’ Adjustment
Author: Morteza Mansouri, Mohsen Khorshidzade & Ali Asgari
Year: 2016
The purpose of the research paper was to investigate the relationship between spiritual
intelligence components with components of students’ adjustment among student at the University
of Birjand. This study was descriptive and correlational. The population of this study were students
that enrolled in the 2011-2012 school year, of which 210 of them (male and female students) were
randomly selected. For data collection two questionnaires were used, the student adjustment
questionnaire (Farahbakhsh) and spiritual intelligence questionnaire (King); that which reliability
of the based on Cronbach’s alpha was 0.94 and 0.88, respectively. The results showed that there
was a positive and significant relationship between the components of spiritual intelligence
(Understand and communicate with the source being and Spiritual life) and the components of
students’ adjustment (Social Adjustment, Emotional adjustment, Educational adjustment,
Purposefulness and self-discovery, Institutional attachment). Also, the component of understand
and communicate with the source being, cannot predict the students’ adjustment.
The results showed that the relationship between spiritual intelligence and adjustment was
significant. The relationship between understand and communicate with the source being and
social adjustment was positive and significant. Also, there was a positive and significant
relationship between spiritual life and social adjustment.
References
M. M., M. K., & A. A. (2016). Relationship of Spiritual Intelligence Components with
Students’ Adjustment. Jurnal Pendidikan Malaysia, 41(1), 25-32.
Article Review 5
Author Mirco Fasolo

Year published: 2010
The Influence of Biological, Social and Developmental Factors on Language
Article title:
Acquisition in Pre-Term Born Children
Journal title: International Journal of Speech-Language Pathology
Issue number: 6
Volume number: 12
Pages: 461-471
Sansavini, Guarini, Alessandroni, Faldella, Giovanelli, & Salvioli, 2006; Sansavini,

Guarini, Alessandroni, Faldella, Giovanelli, & Salvioli, 2007; Rose, Feldman, & Jankowski, 2005)
showed that the certain developmental skills such as motor and cognitive abilities, recall and
phonological-working-memory, lexical and grammatical development are at risk in premature
children. Among the set of factors that have been associated with delay biological factor and social
and socio-economic status .In biological factor both specific to pre-term birth, e.g., weight at birth,
gestational age, weight considering gestational age, and specific such as gender. The second factor
is social and includes socio-economic status and mother’s education level. Then studies have
focused on language development as being a good early proxy for other areas of developmental
(behavioural, social and cognitive) disorders.
According to (Sajaniemi, Hakamies-Blomqvist, Mäkelä, Avellan, Rita, & von Wendt,
2001; Marston, Peacock, Calvert, Greenough, & Marlow, 2007) , moderately pre-term (MPT
- 37 weeks gestational age), very pre-term (VPT - less than 32 weeks gestational age), and
extremely pre-term (EPT - less than 28 weeks gestational age) children with a control group of
full-terms (FT). Results indicated that extremely pre-term and children who were very preterm
showed significantly inferior scores to full-terms. On the contrary, children with a gestational age
higher than 37 week did not differ from FT children in any of factors examined. However, in the
study of Marston, et al., (2007) at 24 months of corrected age children born between 23 and 28
weeks of gestation had a lexicon similar to that of FT group.
On the contrary, Le Normand, & Cohen (1999) found significant differences between pre-term
children and full-terms in the number of main, auxiliary and non- finite verb types and tokens
produced during the observational session at chronological ages 3;6 and 5;0.
As a conclusion based on the journal As suggested by some authors (i.e., Menyuk,
Liebergott, Schultz, Chesnick, & Ferrir, 1991; Menyuk, Liebergott, & Schultz, 1995; Siegel,
1982), prematurity could have a multifactorial diagnosis, with interactions between biological and
social factors determining very different outcomes. So, it is fundamental to distinguish and
consider several variables at same time, i.e., birth weight, gestational age, mother’s education
level. Furthermore, premature children exposed to clinical risk factors, i.e. fatal distress, infection
or sepsis, respiratory distress syndrome, and metabolic problems, have severely delayed language
developmental outcomes in comparison with premature children without severe disabilities
(Largo, Molinari, Comenale Pinto, Weber, & Duc, 1986). They should thus be considered a
specific sub-group (Marston, et al., 2007) .Most of the studies cited above evaluated language
development by means of measures related to vocabulary size or word production. Further,
assessment took place mostly at the end of the second year of life, a period in which a typically
developing child has a well consolidated amount of lexical items. It would however be interesting
to carry out evaluations at earlier ages to investigate if the pre-linguistic communicative
competence of preterm children differs from that exhibited by full- terms and whether the
slowness of vocabulary development also has an aversive effect on subsequent syntactic
competence.
References
Bassano, D., & van Geert, P. (2007). Modeling continuity and discontinuity in utterance
length: a quantitative approach to changes, transitions and intra- individual
variability in early grammatical development. Developmental Science, 10, 588- 612.
Bates, E., Bretherton, I., & Snyder, L. (1988). From first words to grammar: individual
differences and dissociable mechanisms. New York: Cambridge University Press.
Bayley, N. (1993). Bayley Scales of Infant Development. 2nd ed. San Antonio: The
Psychological Corporation.
Caselli, M.C., Bates, E., Casadio, P., Fenson, J., Fenson, L., Sanderl, L., & Weir, J. (1995). A
cross-linguistic study of early lexical development. Cognitive Development, 10, 159-
99.
Article Review 6
Author Kelly da Rocha Neves
Article title: Growth and Development and Their Environmental and Biological Determinants
Journal title: Jornal de Pediatria
Issue number: 3
Volume number: 92
Pages: 241-250
This journal is to investigate child growth, cognitive or language development, and their
environmental and biological determinants. Rio de Janeiro states that Brazil has observed a
decrease in childhood mortality rates because of measures such as immunization coverage,
prenatal care, and breastfeeding promotion. In this new scenario, healthcare profession- also, the
government, and researchers have turned their attention to the monitoring of adequate child growth
and development.2 once survival is guaranteed, it is necessary to give all children the opportunity
to achieve academic success and reach their full capacities as adults.
The research shows that the monitoring of child growth and development is necessary, as
deficits in these parameters can have negative effects throughout life. It is estimated that, in
countries where the development deficit rates affect more than 20% of their adult population, the
national economy may suffer a negative impact. Among the negative consequences of short stature
in women are losses in reproductive health, survival, and stunting of their children. For men, low
economic productivity has been identified because of short stature, originated in childhood.
According to Grantham-McGregor S, Cheung YB, Cueto S, Glewwe P, Richter L,Strupp
B,(2007) Child growth and development are multifactorial constructs,3,6 associated with
environmental, socioeconomic- mic, and biological aspects. Studies have investigated either risk
factors related to child developmental delay or the risk factors associated with malnutrition. It is
observed, however, that these constructs are associated and have many determinants in common.
Factors associated with poverty, such as restrictions in diet, consumer goods, and services;
insufficient psychosocial stimuli; and adverse perinatal conditions have been reported as risk
factors for both child growth and development.
As a conclusion, the results showed a high prevalence of stunting and below average results
for cognitive/language development among the participating children. Both environmental and
biological factors were related to growth and development. However, biological variables showed
a greater association with growth, whereas environmental variables were associated with
development.
References
Grantham-McGregor S, Cheung YB, Cueto S, Glewwe P, Richter L, Strupp B, et al.
Developmental potential in the first 5 years for children in developing countries. Lancet.
2007; 369: 60---70.
Dewey KG, Begum K. Long-term consequences of stunting in early life. Matern Child Nutr.
2011; 7 5---18.
Article Review 7
Author: Richard G. Rogers, Bethany G. Everett, Jarron M. Saint Onge, and Patrick
M.Krueger
Year Published: August 2010
Article Title: Social, Behavioral, and Biological Factors, and Sex Differences in Mortality
Journal Title: Demography
Issue Number: 3
Volume Number: 47
Pages: 555-578
Barely any examinations have inspected whether sex contrasts in mortality are related with
various conveyances of hazard factors or result from the one of a kind connections between hazard
components and mortality for people. There are variety of factors influencing students behavior,
including health behaviors, social ties, socioeconomic status, and biological indicators of health.
Both social/environmental and biological factors have been invoked to explain the sex gap in
mortality. Biological research has offered little insight into why sex differences vary over time and
place and by various social categories. Similarly, past demographic research has focused primarily
on social characteristics and has often inadequately controlled for biological risk factors. Our
major topic is biological factors that influence behavior.
Crimmins have explained that demographers have progressively perceived the significance
of inflammation and cardiovascular hazard factors on populace wellbeing. Cardiovascular hazard
factors, for example, circulatory strain, cholesterol levels, and glycosylated hemoglobin are vital
indicators of cardiovascular infection mortality. Hypertension, or hypertension, influences about
Hypertension is more normal among men than ladies in youth and middle age yet is increasingly
visit among ladies than among men at more established ages.
Albeit present moment inflammation enables the body to manage intense diseases or injury,
social stressors and negative influence can prompt tenacious inflammation and expanded
dimensions of cardiovascular ailment, joint pain, diabetes, Alzheimer's malady, a few
malignancies, and at last, demise. Low egg whites fixation, a marker of inflammation, has been
appeared to be significantly connected with expanded hazard for utilitarian decay and mortality.
A meta-examination condensed information from different forthcoming investigations and found
an expanded hazard for coronary illness among people in high-chance gatherings for CRP and egg
whites, contrasted and people in the generally safe gatherings.
In spite of the fact that there are set up associations among mortality and cardiovascular
hazard factors and inflammation, little work has specifically inspected whether these components
may add to sex contrasts in mortality, particularly inside the setting of a more extensive
arrangement of social, financial, and conduct chance components.
References
Richard G. Rogers, Bethany G. Everett, Jarron M. Saint Onge & Patrick M. Krueger (2010).
“Social, Behavioral, and Biological Factors, and Sex Differences in Mortality”.
Demography, 47, 555-578.
Article Review 8
Author: K. Paige Harden and Frank D. Mann
Year Published: December 2015
Article Title: Biological Risk for the Development of Problem Behavior in Adolescence:
Integrating Insights from Behavioral Genetics and Neuroscience
Journal Title: Child Dev Perspect
Issue Number: 4
Volume Number: 9
Pages: 211-216
Adolescence is a time of increasing engagement in a variety of problem behaviors,

including substance use and delinquency. Genetic risk for problem behavior increases over
adolescence, is mediated partially by individual differences in sensation seeking, and is
exacerbated by involvement with deviant peers. There are certain biological factors that influence
behavior which is genetic influence that includes increase with age and puberty, mediated by
sensation seeking and moderated by peer relationships.
Average levels of problem behavior increase from childhood to adolescence (1, 3) and
genetic influences on problem behavior also increase during this time. The age length amid which
hereditary effects on issue conduct increment generally quickly (10 to 15 years) matches with
pubescence, proposing that hereditary effects on issue conduct might be actuated by pubertal
improvement as opposed to (or notwithstanding) sequential age. One probability is that the
pertinent qualities impact the planning or rhythm of pubertal improvement itself. In addition,
hormonal changes related with adolescence may actuate qualities that were not communicated in
adolescence. Amid adolescence, normal dimensions of gonadal (testosterone, progesterone,
estradiol) also, adrenal hormones increment in guys and females. These friend impacts, thusly,
might impact issue conduct proportionally, setting up a positive criticism circle that intensifies
beginning hereditarily impacted contrasts.
Besides, in studies utilizing this kind of social hereditary plan, the identity attribute of
sensation looking for is a key mental arbiter of hereditary effects on issue conduct. Sensation
chasing is the propensity to favor and look for novel and exciting sensations and encounters
associates phenotypically with numerous types of issue conduct. At the populace level, normal
dimensions of sensation looking for increment from adolescence to center puberty (i.e., around 16
years of age), a formative pattern that mirrors increments in issue conduct right now. In a broadly
delegate investigation of immature twins and kin ages 10 to 16, singular contrasts in the rate of
increment in sensation chasing were expected overwhelmingly to hereditary contrasts. In this
examination, which developed a polygenic hazard score from a genome wide affiliation
investigation of externalizing issue in grown-ups, this hazard score anticipated a little however
huge level of difference in self-revealed drive control and sensation looking for in young people.
Lastly, a standout amongst the most reliably imitated quality × condition cooperation
impacts is the directing impact of friend settings. Hereditary effects on issue conduct are enhanced
among youngsters who have more freak peers. This example is apparent in the case of looking at
closest companions or friend gatherings, in the case of utilizing young people's impression of their
companions or friends' own self-report conduct, and regardless of whether the key result is
nonsubstance-related reprobate conduct, liquor use, or other types of substance used. Reliable with
the theory that piece of the hereditary hazard for issue conduct is interceded through sensation
chasing, the relationship between peer aberrance and one's very own reprobate conduct is enhanced
among young people who report large amounts of sensation chasing.
In conclusion, there are various factors inside and outside school that contribute for the
quality of academic performance of students. This study only focused on some of the biological
factors that influence the student’s behavior. The key aspect for the educators is to educate their
students effectively so that they may be able to show quality performance in their academics. To
achieve this objective it is necessary for the educators to understand better about the factors that
may contribute in the academic success of students.
References
K. Paige Harden & Frank D. Mann (2015). “Biological Risk for the Development of Problem
Behavior in Adolescence: Integrating Insights from Behavioral Genetics and
Neuroscience”. Child Dev Perspect, 9, 211-216
Article Review 9
Author: Kaymarlin Govender, Gavin George & Jeff Gow

Article title: The influence of biological factors on students’ sexual behaviour at the
University of KwaZulu-Natal, South Africa
Journal Title: African Journal of AIDS Research
Issue number: 4
Volume number: 13
Pages: 321-329
Studies in South African universities reveal that the prevalence of sexual risk behaviour is
very high, putting many students at high risk of HIV infection. This study explored the biological
influences on students’ sexual taking behaviour at the University of KwaZulu-Natal, South Africa.
A qualitative approach was used, comprising a total of 80 in-depth interviews and 4 focus group
discussions. These were conducted between late 2008 and early 2010. The research had equal
representation of male and female students, different races, two campuses and different levels of
study. Factors associated with students’ sexual behaviour were identified. The data were analysed
using thematic analysis, and the themes identified form the basis for discussion in this paper.
Students’ sexual behaviour was positively associated with the influence of a range of biological
factors. Factors such as age, judgement of the health of the partner by looking at appearances,
pursuit of physical beauty, sexual debut, sexual fit, and search for sexual pleasure encouraged
students to engage in sexual behaviour. Most students are young and lack experience in assessing
the influence of biological factors on their sexual behaviours, and need education on biological
factors. This poses a big challenge to controlling students’ sexual behaviour, especially if HIV and
sexually transmitted diseases prevention interventions are to be successful.
References
Ajjawi R, Higgs J. 2007. Using hermeneutic phenomenology to investigate how experienced

practitioners learn to communicate clinical reasoning. The Qualitative Report 12: 612–
638.
Article Review 10
Author: Remco Polman, Willy Pieter, Luigi T.Bercades & Nickos Ntoumanis
Article title: Relationship between psychological and biological factors and physical
activity and exercise behaviour in Filipino students
Journal Title: International Journal of Sport and Exercise Psychology
Issue number: 1
Volume number: 2
Pages: 63-79
The aim of the present study was threefold. Firstly, it investigated whether a general
measure or specific measure of motivational orientation was better in describing the relationship
between motivation and exercise behaviour. Secondly, it examined the relationship between the
four most popular indirect methods of body composition assessment and physical activity and
exercise patterns. Thirdly, the interaction between motivation and body composition on physical
activity and exercise behaviour was explored in a sample of 275 Filipino male and female students.
Males were found to have higher levels of exercise whereas females had higher levels of physical
activity. Furthermore, general self‐motivation together with body weight and percentage body fat
were found to be the best predictors of exercise behaviour whereas the tension/pressure subscale
of the ‘Intrinsic Motivation Inventory’ (IMI) was the best predictor of levels of physical activity.
However, significant gender differences were observed. Also, tension/pressure predicted physical
activity levels for the females but not the males. No inverse relationship was found between the
four body composition measures and exercise and physical activity behaviour. The results support
the notion that the psychobiological approach might be particularly relevant for high intensity
exercise situations but also highlights some important gender differences. Finally, the results of
this study emphasise the need for more cross‐cultural research.
References:
Allied Dunbar National Fitness Survey. 1992. Main findings, London: Sports Council & Health
Education Authority.
SUMMARY OF ARTCILES REVIEW
In generally, teachers and parents should be aware of their students and child when they
become adolescences. In that age there has many biology and environmental factors that can
influence the teens. Especially teens with special needs and having a hereditary diseases such as
asthma, epilepsy, cancer and more. It affect the teenager’s behavior, life and social. From point of
my view, every teens who had disease may have their own problem in themselves. Just different
teens may have different problem such as some kids may had social problems, lost confidence and
more. Teacher can decrease problem behaviors in try to understand the teens problems and find
the solution that is suitable for the problems such as some who has lost spirit, teacher can give
counselling or else.
Next is the influence of biological factors on students’ sexual behavior. Factors such as
age, judgement of the health of the partner by looking at appearances, pursuit of physical beauty,
sexual debut, sexual fit, and search for sexual pleasure encouraged students to engage in sexual
behavior. Most students are young and lack experience in assessing the influence of biological
factors on their sexual behaviors, and need education on biological factors.
Other than that is, relationship of spiritual intelligence components with students’
adjustment. It is investigating the relationship between spiritual intelligence components with
components of students’ adjustment. For conclusion is there was a positive and significant
relationship between the components of spiritual intelligence (Understand and communicate with
the source being and Spiritual life) and the components of students’ adjustment (Social
Adjustment, Emotional adjustment, Educational adjustment, Purposefulness and self-discovery,
Institutional attachment). Also, the component of understand and communicate with the source
being, cannot predict the students’ adjustment. It shows that relationship between understand and
communicate with the source being and social adjustment was positive and significant.
Last but not least, is relationship between psychological, biological factors and physical
activities. It shows that has a general measure or specific measure of motivational orientation was
better in describing the relationship between motivation and exercise behaviour. It also examined
the relationship between the four most popular indirect methods of body composition assessment
and physical activity and exercise patterns.
CHAPTER 3
~ Methodology ~
METHODOLOGY
For the purpose of understanding the development of teenagers, this study is conducted to analyse
the biology factors that influence student’s behaviour. The data were collected using a qualitative
approach. Interview were conducted on English subject teachers and selected students as a research
sources.
1. Interviewee and Location
The teachers interviewed are Miss Jasmin Prera d/o Winsen a primary school teacher at
SK Wellesley and with experience of 2 years teaching. Next is Miss Vigneswari. She is a primary
school teacher at SJKT Bukit Mertajam and experience in teaching for about 10 years. We also
interviewed Madam Usha. She is a secondary school teacher at SMK Sungai Pari Ipoh and with
experience 8 years in teaching. And last but not least is Sir Kalaiselvan. He is a secondary school
teacher at SMK Sungai Pari Ipoh and experiencing in teaching for about 3 years. Some interviewee
have been interviewed at, some of them were interviewed in Sekolah Menengah Kebangsaan
Bunga Raya at Rawang, Selangor. Duration time for each teacher and student is about 10 to 20
minutes.
This interview was recorded using a smartphone. They were questioned all about factors
affecting adolescent learning. Data analysis was referred on transcription. We compile the
transcription in a table form and we rewrite whatever the interviewee speaks. Based on the
transcription we could make a conclusion in application of interaction between teacher, student,
and environment in school.
2. Library Method
The next methodology is library method. We were using previous articles to collect and do
review some information from it. It will strengthen existing data and support our research.
We have visited some websites to get suitable article for reference.
3. Internet Research
We also have used methods to find information from the website. We have visited the
relevant websites to find relevant articles to refer and selecting from credible source such as
https://scholar.google.com/ in order to get accurate information to be conducted in this report.
CHAPTER 4
~ Data Analysis ~
~ Component 1~
~ Component 2 ~
~ Component 3 ~
~ Component 4 ~
~ Conclusion ~
~ Suggestions ~
~ References ~
DATA ANALYSIS
Adolescence words come from latin words which is mean “to grow up”. It is characterized
as a transition period between puberty and adulthood. Teenagers are also given terms as storm and
drug or storm and stress Influenced by biological factors or breeds inherited by the child from his
parents such as gender determination, physical attributes, intelligence, disease and temperament.
All of it can affect the characteristics of teenagers.
Children are born with a range of genetic makeups, neurological predispositions, and
temperaments. During the past two decades, researchers have made significant advances in
discovering the many biological and neurological factors that may play important roles in the
development of antisocial and violent behavior (see Raine, 2002, and Tremblay, Hartup, & Archer,
2005). Tremblay and Côté (2005) note that the increasing number of bio psychosocial studies
appear to be largely due to the development of sophisticated biological measures that are relatively
easy to use with humans. Researchers have continually emphasized that biological or neurological
factors do not act in isolation.
Neurobiological development is continually influenced by the psychosocial and physical
environment across the life span. For example, it is becoming increasingly apparent to behavioral
scientists that a lack of physical contact, verbal stimulation, and social responsiveness from parents
and caregivers can substantially alter the rate of intellectual, emotional, and social development in
children (Dahlberg & Potter, 2001).Tremblay and Côté (2005) use the example of mothers who
smoke during pregnancy as another environmental influence on the neurological and biological
development of infants: “Children of mothers who smoked during pregnancy are at higher risk of
numerous problems, including low birth weight, hypertension, hyperactivity, inattentiveness,
impulsiveness and aggression”. To add to the complexity of the biology-environmental issue,
Tremblay and Côté also observe that women who smoke during pregnancy tend to have low
education, to be poor, to have a history of psychological problems, and to have many of the same
problems as their children.
Component 1: The biology factor that influence student’s behavior is gender determination.
Gender roles are the patterns of behaviors, attitudes, and expectations associated with a
particular sex with being either male or female. For clarity, psychologists sometimes
distinguish gender differences, which are related to social roles, from sex differences, which are
related only to physiology and anatomy. Using this terminology, gender matters in teaching more
than sex. Although there are many exceptions, boys and girls do differ on average in ways that
parallel conventional gender stereotypes and that affect how the sexes behave at school and in
class. The differences have to do with physical behaviors, styles of social interaction, academic
motivations, behaviors, and choices. Teachers are certainly not the primary cause of gender role
differences, but sometimes teachers influence them by their responses to and choices made on
behalf of students.
Gender is inherited by parents during mother’s and father’s chromosomal convergence.
The method by which distinction between male and female is established in an organism under
genetic control. The sex chromosomes are responsible for determination of separate sexes. For
example, male sperm is X and Y chromosomes and ovum of the female is X and X chromosomes.
It is a biological system that determines the development of sexual characteristics in an organisms.
Traditionally, the symbol ♂ designates male and the symbol ♀ designates female. Adolescents
inherited the physical characteristics of their parents such as height, body shape, skin color, eye
color and temperament. This study proves that the breed has a significant influence on individual
growth and development.
A study of hundreds of years of family trees suggests a man's genes play a role in him
having sons or daughters. Men inherit a tendency to have more sons or more daughters from their
parents. This means that a man with many brothers is more likely to have sons, while a man with
many sisters is more likely to have daughters. Both men and women have sex chromosomes. Men
usually have one X and one Y chromosome, while women have two X's. When an egg or sperm is
made, it only gets one of the sex chromosomes from the parent. This means that women can only
make eggs with an X chromosome. But men can make either X or Y sperm. During fertilization,
the sperm cells race toward the mother-to-be egg cell. If a sperm with a Y beats all others, then
the fetus will be XY. The pregnancy will result in a boy. However, if a sperm with an X wins the
race to the egg, then the fetus will be XX. The parents will have a baby girl. Nearly everyone's
chances are around 50% for having a boy and 50% for having a girl. And yet, we all know families
that are all boys or all girls.
Gender roles are the patterns of behaviors, attitudes, and expectations associated with a
particular sex with being either male or female. For clarity, psychologists sometimes
distinguish gender differences, which are related to social roles, from sex differences, which are
related only to physiology and anatomy. Using this terminology, gender matters in teaching more
than sex. Although there are many exceptions, boys and girls do differ on average in ways that
parallel conventional gender stereotypes and that affect how the sexes behave at school and in
class. The differences have to do with physical behaviors, styles of social interaction, academic
motivations, behaviors, and choices. Teachers are certainly not the primary cause of gender role
differences, but sometimes teachers influence them by their responses to and choices made on
behalf of students.
Physically, boys tend to be more active than girls, and by the same token more restless if
they have to sit for long periods. They are also more prone than girls to rely on physical aggression
if they are frustrated. Both tendencies are inconsistent with the usual demands of classroom life,
of course, and make it a little more likely that school will be a difficult experience for boys, even
for boys who never actually get in trouble for being restless or aggressive. As a group, both sexes
can run, jump, throw a ball, and the like with about equal ease, though there are of course wide
significant differences among individuals of both sexes. Toward the end of secondary school,
however, boys pull ahead of girls at these skills even though neither sex has begun yet to
experience puberty.
COMPONENT 2: INHERITANCE PERSONALITY OR TEMPERAMENT
Temperament is about individual differences. It is very difficult and fuzzy concept. There
is very little agreement on the stability of temperament. Temperament is composed of the traits,
with which a person is born, which are genetic in nature. It differs from personality, which is a
combination of person’s temperament and life experiences.Temperament is “the stable individual
differences in quality and intensity of emotional reaction” and is present at birth (Berk, 1998).
Temperament includes behavioral traits such as sociability (outgoing or shy), emotionality (easy-
going or quick to react), activity level (high or low energy), attention level (focused or easily
distracted), and persistence (determined or easily discouraged). These examples represent a
spectrum of common characteristics, each of which may be advantageous in certain circumstances.
Temperament remains fairly consistent, particularly throughout adulthood.
Environmental factors also play a role in temperament by influencing gene activity. In

children raised in an adverse environment (such as one of child abuse and violence), genes that
increase the risk of impulsive temperamental characteristics may be turned on (activated).
However, a child who grows up in a positive environment (for example a safe and loving home)
may have a calmer temperament, in part because a different set of genes is activated.
COMPONENT 3: HEREDITARY DISEASE
Predictive genetic testing is currently used mainly for untreatable conditions, such as
Huntington's disease, or prenatal detection of serious genetic disorders such as cystic fibrosis.
Prenatal tests are usually accompanied by an offer of termination of affected pregnancies. Genes
have now been isolated that are associated with potentially preventable diseases such as heart
disease and cancer and with increased risk from smoking and obesity. This has raised the
possibility of providing predictive information to many more people. Such information may
eventually reduce disease by facilitating the development of better targeted and more effective
treatment.
Informing people of their genetic susceptibility to disease may motivate them to change
their behaviour to reduce their risks. However, changing behaviour is often difficult. There are
limited evidence concerning behavioural responses to genetic information on risk. We use this and
the literature on behavioural change to consider if and how behaviour might be changed in
response to genetic information. Changing behaviour is difficult. Behavioural change is most likely
in motivated people who participate in effective interventions .Providing people with genetic
information on risk may not increase their motivation to change behaviour and in some cases may
decrease motivation Behavioural change may be more likely if people are persuaded that changing
their behaviour can reduce the risk of an adverse health outcome and they are given access to
evidence based interventions. Further research is needed to evaluate programmes in which genetic
risk information is given, including evaluation of different ways of giving information. Effective
interventions to change behaviour after provision of information on risk need to be developed.
Component 4: The biology factor that influence student’s behavior is mental development
Cognitive development is the changing process of thought, learning and perception as a

child develops from infancy to adulthood. As cognition develops, children build on prior
experiences, using these to help them make sense of the world around them.
Mental development is an important aspect of growth, embracing the various mental
abilities. It begins right from birth, and as the child develops with the passage of time his mental
reactions also change. These reactions are very simple to start with, but in due course, they lead to
complex mental activities. These reactions are very simple to start with, but in due course, they
lead to complex mental activities. Mental development includes such abilities as attending,
perceiving, observing, imagining, thinking and solving problems. The various mental abilities or
activities mentioned above are inter-related and they develop as a whole. They are inter-dependent
and do not develop in isolation.
It was once believed that infants lacked the ability to think or form complex ideas and
remained without cognition until they learned language. It is now known that babies are aware of
their surroundings and interested in exploration from the time they are born. From birth, babies
begin to actively learn. They gather, sort, and process information from around them, using the
data to develop perception and thinking skills. Cognitive development refers to how a person
perceives, thinks, and gains understanding of his or her world through the interaction of genetic
and learned factors. Among the areas of cognitive development are information processing,
intelligence, reasoning, language development, and memory.
The most well-known and influential theory of cognitive development is that of French
psychologist Jean Piaget (1896–1980). Piaget's theory, first published in 1952, grew out of decades
of extensive observation of children, including his own, in their natural environments as opposed
to the laboratory experiments of the behaviorists. Although Piaget was interested in how children
reacted to their environment, he proposed a more active role for them than that suggested by
learning theory. He envisioned a child's knowledge as composed of schemas, basic units of
knowledge used to organize past experiences and serve as a basis for understanding new ones.
Schemas are continually being modified by two complementary processes that Piaget
termed assimilation and accommodation. Assimilation refers to the process of taking in new
information by incorporating it into an existing schema. In other words, people assimilate new
experiences by relating them to things they already know. On the other hand, accommodation is
what happens when the schema itself changes to accommodate new knowledge. According to
Piaget, cognitive development involves an ongoing attempt to achieve a balance between
assimilation and accommodation that he termed equilibration.
There are four stages of mental development which are from birth to three years, from three
to six years, later childhood and adolescence. From birth to three years, the child is born with all
the sensory equipment that are needed for mental activity. By the age of three, he shows the ability
to fulfill his needs in a selective manner. Therein lies his mental development. This is evident from
other types of behavior as well. He secures or tries to secure approval from his parents and others
for the things he likes or does. The child’s curiosity is another characteristic of mental development
at this stage.
From three to six years, this period of the child’s life is characterised by his ability to use
symbols and words. He acquires a variety of sensory and perceptual experiences and these
experiences contribute a lot towards his mental development. Moreover later childhood, this period
is marked by the ability to acquire keen and accurate perception. With keen and accurate perception
grows the process of conceptualization. Mental development is also indicated in his growing
interests. He begins to admire things and peoples around him. He begins to imitate the manners
and behavior of those people whom he admires.
Lastly, adolescence is the period when the mental development reaches its climax. The
various intellectual development activities such as observation, perception, attention, memory,
thinking and reasoning and intelligence reach their maturity.
CONCLUSION
Several biological factors are involved in the development of student’s behavior. Studies
have provided evidence that biological and socio-environmental factors, as well as a combination
of the two may be implicated in the development of aggressive, violent and antisocial behavior.
According to the literature, more evidence has been gathered of the following biological risk
factors such as genetic, complications experienced during the prenatal period (hypoxia, maternal
malnutrition and exposure to alcohol and tobacco and postnatal hypoxia, malnutrition at childhood
and dysfunctions in the prefrontal cortex related to serotoninergic hypo activity and dopaminergic
hyperactivity resulting in the impairment of executive functions, ability to control oneself and
inhibitory of the limbic system.
The socio-environmental factors that are most evident are related to the socio-
environmental deficits present at childhood that compromise the development of cognitive skills
which allow the child to identify and cope with social problems. The main impairment in terms of
the learning process of social skills can be attributed to relationship problems with the child's
parents. Children born to violent and negligent parents are unable to incorporate the values of their
respective social groups. Moreover, it is worthwhile keeping in mind that these are not determining
factors since there is always the possibility for the child of a violent parent to find in the person of
another adult, at school or in other social network institutions the support it needs to find a way to
insert itself other than through violence. It is also important to emphasize that this review did not
search all databases, did not have the intention of identifying all the prospective studies available
in the literature and, last but not least, did not attempt to aggregate results.
Furthermore, with respect to the biological factors cited, this review assigned priority to
quantitative studies while with regards to the socio-environmental factors, the main studies found
were of a qualitative nature, except for the article that correlated early neglect in providing care
and aggressive behavior. Nevertheless, we believe that the model that combines biological and
socio-environmental factors is of a quantitative-qualitative nature. The study of aggressive
behavior should not be based exclusively on one of these models because it is the combination of
all the information that they provide that allows us to see this from a wider perspective, similarly
to the study of the phenomenon of violence in our society.
The main conclusion of this review is that the interaction between biological and
environmental factors may be catalyzed by a hostile environment, thus affect the development of
students behaviors or, alternatively, that an environment favorable to one's development may
attenuate unfavorable genetic characteristics, thus restraining the development of mental.
SUGGESTIONS
The biological factors include genetic, hereditary factors, physical appearance,

environment and rate of maturation. Most of these factors have been elaborately discussed
previously. For personality development, the characteristics such as aggressiveness, nervousness,
timidity and sociability are strongly influenced by genetic endowment. Maybe this kind of
biological factor lead the student to bad behavior. So there are some suggestions for parents to
more effecting parenting.
a) Boosting Your Child's Self-Esteem

Kids start developing their sense of self as babies when they see themselves through their
parents' eyes. Your tone of voice, your body language, and your every expression are
absorbed by your kids. Your words and actions as a parent affect their developing self-
esteem more than anything else. Praising accomplishments, however small, will make
them feel proud; letting kids do things independently will make them feel capable and
strong. By contrast, belittling comments or comparing a child unfavorably with another
will make kids feel worthless.
Avoid making loaded statements or using words as weapons. Comments like "What
a stupid thing to do!" or "You act more like a baby than your little brother!" cause damage
just as physical blows do. Choose your words carefully and be compassionate. Let your
kids know that everyone makes mistakes and that you still love them, even when you don't
love their behavior.
b) Catch Kids Being Good

Have you ever stopped to think about how many times you react negatively to your kids in
a given day? You may find yourself criticizing far more often than complimenting. How
would you feel about a boss who treated you with that much negative guidance, even if it
was well intentioned?
The more effective approach is to catch kids doing something right: "You made
your bed without being asked that's terrific!" or "I was watching you play with your sister
and you were very patient." These statements will do more to encourage good behavior
over the long run than repeated scolding. Make a point of finding something to praise every
day. Be generous with rewards your love, hugs, and compliments can work wonders and
are often reward enough. Soon you will find you are "growing" more of the behavior you
would like to see.
c) Set Limits and Be Consistent With Your Discipline

Discipline is necessary in every household. The goal of discipline is to help kids choose
acceptable behaviors and learn self-control. They may test the limits you establish for them,
but they need those limits to grow into responsible adults. Establishing house rules helps
kids understand your expectations and develop self-control. Some rules might include
no TV until homework is done, and no hitting, name-calling, or hurtful teasing allowed.
You might want to have a system in place one warning, followed by consequences
such as a "time out" or loss of privileges. A common mistake parents make is failure to
follow through with the consequences. You can't discipline kids for talking back one day
and ignore it the next. Being consistent teaches what you expect.
d) Make Time for Your Kids

It's often difficult for parents and kids to get together for a family meal, let alone spend
quality time together. But there is probably nothing kids would like more. Get up 10
minutes earlier in the morning so you can eat breakfast with your child or leave the dishes
in the sink and take a walk after dinner. Kids who aren't getting the attention they want
from their parents often act out or misbehave because they're sure to be noticed that way.
Many parents find it rewarding to schedule together time with their kids. Create a "special
night" each week to be together and let your kids help decide how to spend the time. Look
for other ways to connect put a note or something special in your kid's lunchbox.
Adolescents seem to need less undivided attention from their parents than younger
kids. Because there are fewer windows of opportunity for parents and teens to get together,
parents should do their best to be available when their teen does express a desire to talk or
participate in family activities. Attending concerts, games, and other events with your teen
communicates caring and lets you get to know more about your child and his or her friends
in important ways. Don't feel guilty if you're a working parent. It is the many little things
you do making popcorn, playing cards, window shopping that kids will remember.
e) Be a Good Role Model

Young kids learn a lot about how to act by watching their parents. The younger they are,
the more cues they take from you. Before you lash out or blow your top in front of your
child, think about this: Is that how you want your child to behave when angry? Be aware
that you're constantly being watched by your kids. Studies have shown that children who
hit usually have a role model for aggression at home.
Model the traits you wish to see in your kids: respect, friendliness, honesty,
kindness, tolerance. Exhibit unselfish behavior. Do things for other people without
expecting a reward. Express thanks and offer compliments. Above all, treat your kids the
way you expect other people to treat you.
f) Make Communication a Priority

You can't expect kids to do everything simply because you, as a parent, "say so." They
want and deserve explanations as much as adults do. If we don't take time to explain, kids
will begin to wonder about our values and motives and whether they have any basis. Parents
who reason with their kids allow them to understand and learn in a nonjudgmental way.
Make your expectations clear. If there is a problem, describe it, express your
feelings, and invite your child to work on a solution with you. Be sure to include
consequences. Make suggestions and offer choices. Be open to your child's suggestions as
well. Negotiate. Kids who participate in decisions are more motivated to carry them out.
g) Be Flexible and Willing to Adjust Your Parenting Style

If you often feel "let down" by your child's behavior, perhaps you have unrealistic
expectations. Parents who think in "should" (for example, "My kid should be potty-trained
by now") might find it helpful to read up on the matter or to talk to other parents or child
development specialists.
Kids' environments have an effect on their behavior, so you might be able to change
that behavior by changing the environment. If you find yourself constantly saying "no" to
your 2-year-old, look for ways to alter your surroundings so that fewer things are off-limits.
This will cause less frustration for both of you. As your child changes, you'll gradually
have to change your parenting style. Chances are, what works with your child now won't
work as well in a year or two. Teens tend to look less to their parents and more to their
peers for role models. But continue to provide guidance, encouragement, and appropriate
discipline while allowing your teen to earn more independence. And seize every available
moment to make a connection.
REFRENCES
Bassano, D., & van Geert, P. (2007). Modeling continuity and discontinuity in utterance length: a
quantitative approach to changes, transitions and intra-individual variability in early
grammatical development. Developmental Science, 10, 588-612.
Bates, E., Bretherton, I., & Snyder, L. (1988). From first words to grammar: individual differences
and dissociable mechanisms. New York: Cambridge University Press.
Fenson, L., Dale, P.S., Reznick, J.S., Bates, E., Thal, D.J., & Pethick, S.J. (1994).Variability in
early communicative development. Monograph of the Society for Research in Child
Development, 59, 1-185.
Jensen, T.S., Boggild-Andersen, B., Schmidt, J., Ankerhus, J., & Hansen, E. (1988). Perinatal risk
factors and first-year vocalizations: Influence on preschool language and motor
performance. Developmental Medicine and Child Neurology, 30, 153-161.
Rose, S. A., Feldman, J. F., Jankowski, J. J., & Van Rossem, R. (2008). A cognitive cascade in
infancy: Pathways from prematurity to later mental development. Intelligence, 36, 367–
378.
Adnan, H. A., A. D., Wan, W. S., Sulaiman, Ahmad, M. I., & Mokhtar, D. M. (2014).
Emotional Intelligence and Religious Orientation among Secondary School
Students. Jurnal Psikologi Malaysia, 28(2), 01-17.
Majid, L. A. (2017). Methods of Teaching and Learning of Jawi Braille to Visually Impaired
Students in Special Education Religious Schools. Tinta Artikulasi Membina Ummah, 3(2),
59-67.
Shah, A. A., & A. O. (2017). A comparative study of psychological problems of children

suffering from cancer, epilepsy and asthma. Intellectual Discourse, 25(1), 153-183.
M. M., M. K., & A. A. (2016). Relationship of Spiritual Intelligence Components with

Students’ Adjustment. Jurnal Pendidikan Malaysia, 41(1), 25-32.
Grantham-McGregor S, Cheung YB, Cueto S, Glewwe P, Richter L, Strupp B, et al.
Developmental potential in the first 5 years for children in developing countries. Lancet.
2007; 369: 60---70.
Dewey KG, Begum K. Long-term consequences of stunting in early life. Matern Child Nutr.
2011; 7 5---18.
Richard G. Rogers, Bethany G. Everett, Jarron M. Saint Onge & Patrick M. Krueger (2010).
“Social, Behavioral, and Biological Factors, and Sex Differences in Mortality”.
Demography, 47, 555-578.
K. Paige Harden & Frank D. Mann (2015). “Biological Risk for the Development of Problem
Behavior in Adolescence: Integrating Insights from Behavioral Genetics and
Neuroscience”. Child Dev Perspect, 9, 211-216
Ajjawi R, Higgs J. 2007. Using hermeneutic phenomenology to investigate how experienced
practitioners learn to communicate clinical reasoning. The Qualitative Report 12: 612–
638.
Allied Dunbar National Fitness Survey. 1992. Main findings, London: Sports Council & Health
Education Authority.
CHAPTER 5
~ Interview Questions ~
~ Interview Transcripts ~
~ Presentation Slides ~
~ KAHOOT Questions ~
~ Pictures ~
INTERVIEW QUESTIONS
TITLE: BIOLOGY FACTORS THAT INFLUENCE STUDENT’S BEHAVIOUR
The factors that influence student’s behaviour are:-

1) Gender determination
Major question:
 Do you think gender determination is the major factor that influence student’s behaviour?
Minor questions:
 To what extend can gender determination contribute to student behaviour?
 How can we address gender equality with teaching strategies?
 Whom do you think more aggressive, male or female students? Why?
 Do male and female students learn differently?
2) Inheritance personality or temperament

Major question:
 Does the inheritance personality affect student’s behaviour?
Minor questions:
 How much do genes matter for a student?
 Are personality traits caused by genes or environment?
 Can we use psychology training to enhance negative behavior of students caused by
biology?
 What are the differences between introvert personality and extrovert personality among
students?
3) Hereditary disease
Major question:
 Can hereditary disease influence student behavior?
Minor questions:
 What are the common hereditary disease among the students?
 Is the disease inherited can give a hard impact to student behaviour?
 If yes, is it a positive or negative impact? Why?
 Do you think inherited disease can be a barrier for a student to success in their life?
4) Mental development
Major question:
 Do you think mental development is one of the factor that affect student behaviour?
Minor questions:
 Can you explain briefly, what kind of mental problems does students face?
 Does mental development affect student’s ability to learn?
 What are the strategies can be taken to handle student’s mental problem?
 How does the socialism influence student’s mental development?
INTERVIEW TRANSCRIPT
INTERVIEWEE 1
Name of Interviewee: Miss Jasmin Prera A/P Winsen
Age of Interviewee: 26 years old
Job of Interviewee: Primary School Teacher at SK Wellesley
Experience of Interviewee: 2 years
Interviewer Name: Thinagariy d/o Pearanpan
Place of Interview: Nibong Tebal, Penang
Date: 10th April 2019
Time: 3.00 p.m.
1. Gender Determination
Interview: Thinagariy d/o Pearanapan Teacher: Miss Jasmin Prera
Do you think gender determination is the Gender, is not physical like sex. Gender refers
major factor that influence student’s to the expectations people have from someone
behaviour? or a community because they are female or
male. Gender attitudes and behaviours are
learned and the concept can change over time.
There are many factors that influence gender
roles.
To what extend can gender determination Gender roles are the patterns of behaviours,
contribute to student behaviour? attitudes, and expectations associated with a
particular sex with being either male or
female. The differences have to do with
physical behaviours, styles of social
interaction, academic motivations, behaviours,
and choices.
How can we address gender equality with It’s important that all class members be given
teaching strategies? the chance to succeed no matter their gender.
You can help achieve gender equality in your
classroom by challenging traditional
stereotypes and creating equal opportunities
for your students. The strategies are, ask all
students to participate in a variety of classroom
chores and call on students of both genders.
Make a point of alternating between genders
Whom do you think more aggressive, male Physically, boys tend to be more active than
or female students? Why? girls, and by the same token more restless if
they have to sit for long periods. They are
also more prone than girls to rely on physical
aggression if they are frustrated. Both
tendencies are inconsistent with the usual
demands of classroom life, of course, and
make it a little more likely that school will be
a difficult experience for boys, even for boys
who never actually get in trouble for being
restless or aggressive.
Do male and female students learn The male and female students have different
differently? preferences. The females mostly liked
listening, it revealed that they paid attention
than the male students. The females liked
identifying both their understanding and
producing.
when you call on students to participate in

class.
2. Inheritance Personality or Temperament

Does the inheritance personality affect Personality traits are complex and our traits
student’s behaviour? are shaped by both inheritance and
environmental factors. So inheritance
personality itself does not affect student’s
behaviour.
How much do genes matter for a student? Genes can have up to 80% influence on
students’ academic performance. But Genes
and environment have equal influence for a
student.
Are personality traits caused by genes or Overall, genetics has more influence than
environment? parents do on shaping our personality.
Molecular genetics is the study of which
genes are associated with which personality
traits. The largely unknown environmental
influences, known as the non-shared
environmental effects, have the largest

impact on personality.
Can we use phycology training to enhance Yes we can use phycology training to
negative behaviour of students caused by enhance negative behaviour of students. We
biology? can always address the behaviour problem of
a student to counselling teacher. Counselling
teachers know better how to deal with this
kind of students.
What are the differences between introvert Extroverts are talkative and outgoing, while
personality and extrovert personality? introverts are quiet and private. In class when
we ask a question, the extrovert students will
be like raising their hand to answer the
question but introverts students will not
answer the question even they know the
answers.
3. Hereditary Disease
Can hereditary disease influence student Yes can. Certain hereditary disease can
behaviour? influence student behaviour. In this case we
can’t blame the students or their parents. The
only choice a student has is to go for a
treatment.
What are the common hereditary disease Colour blind, down syndrome and
among the students? haemophilia.
Is the disease inherited can give a hard Yes the disease inherited can give an impact
impact to student behaviour? to student behaviour, But as I said earlier a
student’s behaviour are not fully influenced
by disease inherited.
If yes, is it a positive or negative impact? We can’t call it as negative impact but

Why? somehow the disease cause the students to be
abnormal. For example down syndrome,
when they enrol an institute which is
especially for them, they can reach heights
by learning in a right method.
Do you think inherited disease can be a No, it is not an obstacle to be success in life.
barrier for a student to success in their life? It is these sorts of attitudes, rather than any
mental or physical impairment, that create
barriers for people with disabilities. There

are so many successful people out there who
have won awards even though when they
experienced incurable disease.
4. Mental Development
Do you think mental development is one of Yes because the emotional wellbeing of
the factor that affect student behaviour? children is just as important as their physical
health. Good mental health allows children
and young people to develop the resilience to
cope with whatever life throws at them and
grow into well-rounded, healthy adults.
Can you explain briefly, what kind of mental Depression and then self-harm is a very
problem does students face? common problem among young people.
Some people find it helps them manage
intense emotional pain if they harm
themselves, through cutting or burning, for
example. They may not wish to take their
own life. Eating disorders are also one kind
of mental problem. Eating disorders usually
start in the teenage years and are more
common in girls than boys. The number of
young people who develop an eating disorder
is small, but eating disorders such as
anorexia nervosa and bulimia nervosa can
have serious consequences for their physical
health and development.
Does mental development affect student’s When teachers look at ways to improve
ability to learn? achievement and create safer schools, they
need to consider factors that affect students'
mental well-being. The link between mental
health, behaviour and student learning is well
accepted. Mental illness can seriously affect
a child's ability to reach his or her potential.
What are the strategies can be taken to handle Parents play the most important role here. If
students’ mental problem? they have a warm, open relationship with
their parents, children will usually feel able
to tell them if they are troubled. One of the
most important ways parents can help is to
listen to them and take their feelings
seriously. They may want a hug, they may
want you to help them change something or
they may want practical help.
How does the socialism influence student’s When the students have a negative circle of
mental development? friends, they tend to have serious mental
illness in future.
INTERVIEWEE 2
Name of Interviewee: Miss Vigneswari
Job of Interviewee: Primary School Teacher at SJKT Bukit Mertajam
Interviewer Name: Nanthini d/o Mathu
Place of Interview: SJKT Bukit Mertajam, Penang
Time: 10.00 a.m.
Interviewer: Nanthini Teacher: Miss Vigneswari
Good day, my name is Nanthini from Sultan Good day, I am Vigneswari. I am teacher at
Idris Education University. I am here to SJKT Bukit Mertajam. I have been teaching
interview a teacher from SJKT Bukit Mertajam in this school for 10 years. So, Nanthini will
regarding biology factors that influence ask me few questions on biology factors that
student’s behavior. influence student’s behavior. I will try my
best to help her to answer all the questions.
One of the biology factor that influence A gender, when you look at 10 years back, we
student’s behavior is gender determination. Do can list the boys and girls characters based on
you think gender determination is the major their behaviors. But in recent years when I see
factor that influence student’s behavior? them, girls are more aggressive. Those who are
born in 2000, millennium babies, so we see
that the boys are more quiet and keep to
themselves. They find it they doesn’t want a
problem in a situation they are in. Girls I see
that they are very aggressive and active. So we
come back to the question, I agree that a gender
influence student’s behavior. Some of the
parents thinks that girl must be very soft, very
kind and very brilliant but boys must be like
aggressive, active and involve in sports. 10%
to 20% of parents thinks that their children
should be like that but 80% what they feel is
boys and girls should be equal.
Next, to what extend can gender determination When we talk about gender, the boys and girls
contribute to student behavior? in primary level, they are still like influenced
by their parent’s behavior not only at home but
in school also. The students copy their
teacher’s behavior. I students see their

students. I don’t agree gender only influence
the student’s behavior. The students see how
their surroundings react. They will adapt and
copy them and do it in their life. For example,
if we observe, the way students talk to their
friends. There will be a similarity how their
parents talk such as loudness, body gesture and
all that they intimate their parents. When they
go back, they will follow their teacher’s
actions. So it’s not gender, it is what their
surroundings are about.
How can we address gender equality with When I am teaching English, so we have four
teaching strategies? skills which is writing, speaking, listening,
reading and now in KSSR we have a new skill,
language art. Language art where they come
out with their own creation. That is how we test
their creativity. Listening and speaking are
guided by the teachers. Reading and writing
also guided by teachers but come to language
art, they have to come out by their own
creation based on the topic they learn from
there we can see that the students are equally
good. Now in education system, they want the
students to be more interpersonal. They have
to be like students centered. They have to talk
and communicate instead of waiting for
teachers to guide them. I found that past five
years, students are becoming more intelligent
regardless gender. The boys and girl compete
each other. I am a girl and I can do whatever a
boy can do even a very young age they have
started. We don’t put our own strategy but we
look at them and put a strategy based on their
talent and their intelligence because students
nowadays are very different. Each and every
student have different behavior and character
so we have to come out with a strategy based
on that. So here also I don’t agree gender
determines everything. It is all equal.
Whom do you think more aggressive, male or As what I discussed there is no difference
female students? Why? between boys and girls. Recently what I saw in
the 2000 babies, both males and females are
aggressive on their own ways. Both boys n
girls are soft very passive like that. I can say
50-50. There are aggressive boys aggressive
girls. But when it comes to disciplinary

problems, boys are more aggressive. We can
see boys fight with their friends but physical
aggressiveness comes from boys but if it is
emotional aggressiveness, it comes from girls
where they threaten their friends. For example,
aggressiveness comes in different ways from
different genders.
Do male and female students learn differently? No they absorb whatever they were given.
Whatever is given in the class, they absorb it
the same way. Students don’t absorb it
differently based on gender, but the ability of
absorbing is different, some may don’t listen
because they don’t have listening ability, some
see writing. Noting to do with gender. The
strategy that we discussed matters. We in
government school we have to treat students
with different ability differently. We give
different level worksheets based on their
ability. Gender doesn’t matter here.

The second factor is inheritance personality or As we discussed earlier on the first question
temperament, does the inheritance personality you asked me earlier students learn from their
affect student’s behavior? parents. Until 6 years until they are with their
parents, they spend more time with their
parents. What I see that they copy from their
parents. They see what the parent’s talk how
the parents talk sometimes they absorb it. They
will like react to problem from how the how
the parents react to a problem. Yes I agree that
the behaviour can affected by the inheritance.
How much do genes matter for a student? Gene is a bit complicated. Behaviour comes
from parents, mother or father. From my own
experience, I had a nephew, when he stayed
with us, he copy whatever we do I mean the
aunties. Now he staying with his parents, they
say he copy from the parents. The way he
speaks exactly like the mother do. You know
the bad word, the rude word. Now he is in
school. Now the way he speaks all is like a
teacher, now he is standard one, now we can
see his changes. Gene doesn’t affect the

behaviour, behaviour comes from the
surrounding. I really stick to the point. Other
factor maybe yes, but it is what they see and
what they react too.
Are personality traits caused by genes or I don’t agree. Environment, we have seen
environment? people who adopted from poor family. Then
family well to do. Before that the boy was not
a good learner, but very good boy, quite. But
once a different family adopt him after the
parents being separated, there were a lot of
changes on him, he can manage himself well,
so he wanted to be someone. He had his own
ambition. Looking at his old parents, he had no
ambition at all. The parents had no aim at all
so he wasn’t grown in that way. Now he is 12,
he is a top student in the class. We can mole a
child, the parents or people surrounding them
can draw or bring them up. So environment
very important role in child’s life.
Can we use psychology training to enhance Ok, psychology training in school we don't do
negative behavior of students caused by psychology training. We don't call it
biology? psychology training, that comes in directly, so
where you have to learn your students mind.
You have to know your students first. As a
teacher, I'm saying that that's wat we are
trained for you have to look at the students, So
in a month or two months, you know what is
their behavior is? What I have seen here, I go
by an example again, we had a student her. She
had a family problem, where her parents were
separated her father is an engineer and the
mother is a teacher. See they are from a good
family background. So all a while everything
was good. She had three siblings. Good in
studies, everything, very active. So when she
came to standard 4, their parents break. So they
see all the fighting and all that at home. Their
personality tend to change where there become
quiet for girls and the boy become very
aggressive. He don’t pay attention in the class.
He became very aggressive and beat students.
He became very violent. What we did, our
sports teacher, he drag him to football and gave
him attention. Like give high position in
football team, example a captain. He changed.

He was like that for two years until standard 5.
We feel he is good but we feel like we wasting
his talent. He is very talented boy. So just
because the problem they had at home,
everything pulled him down. His talent, his
studies and all that.
What are the differences between introvert Some people feels that introvert they are very
personality and extrovert personality among passive and can't do anything. They are not
students? talented. But extrovert people will speak up,
the good one. In the normal world that so what
people thinks like that. People who talks a lot
they are good. People who are passive are not
good and not talented actually they should be
either way round also. People who talks a lot
will be empty vessels. They talks a lot but
nothing inside. The people who are quiet when
they give them some responsibilities they will
do. You have to be very supportive because
they are scare. They always have the anxiety,
can I do like that. So we have to pull them, give
them opportunity, train them. They can be one
of the best also. They don't talk much but some
of them feels I don't want to share anything.
The talkative ones tells all the answers, why
should I talk. Why should I talk? Teacher don't
even look at me because I'm quiet like that. So
what they do is keep it to themselves. When
you question then they will come out with a
better answers. You cannot underestimate the
extrovert also. Sometimes they can be the
empty vessels when you train them they
become much better from what they are. This
one they will talk but they don't know what
they are doing. When you train them, the way
of speaking and all, they become one of the
best. Some of them don't know their talent. So
it could be the other way. But don't
underestimate the introvert.
The third factor is hereditary disease, can How the parents behave. It could influence their
hereditary disease influence student children. Not much but if their parents really
behavior? talk about the disease all the time. Like
example, I have the disease, grandfather have it,
whole family have. When the students or
children listen it, then they will put it in their
mind as they going to have it also even though
they don't have it their imagination will affect
their daily life. So that's why parents shouldn't
talk about their problem to their children.
What are the common hereditary disease Common problem. Behaviors. Aggressiveness.
among the students? Sometime parents shout, they talk very loudly.
That is not disease. That is their behavior.
Sometimes is they have migraine is the
diseases. Parents or the mom have can be
affected to the children.
Is the disease inherited can give a hard impact Yes. It give a hard impact to student’s behavior.
to student’s behavior?
If yes, is it a positive or negative impact? It is a negative impact. If you keep on telling

Why? them or reminding them u have this or you have
behave like this you have to break their norm.
Some of the parents think their children have
the disease or sickness so they will be like very
control won't let children do anything. But what
parents have to do is go for the lower level so
that the children can be active. Like a children
who have kidney problem, they really can't play
active sports. But they can play other games
which is very suitable for them. But what
common parents do, they let the children just sit
in one place which is makes them feel so down.
The students will come and beg us to play but
the parents already gave us a letter. If anything
happens to them we will responsible for that.
So, what we do is we don’t let them play but we
can see the sadness on them. Some teacher will
break the norm and give them a lighter activity
according to their body conditions.
Do you think inherited disease can be a It could be a success if as what I said if they
barrier for a student to success in their life? break the norm. They can overcome the
problem they have. They put aside about the
problem they have, the sickness they have. If

they want to achieve something they will be a
successful person. If they put it as big thing in
themselves than they definitely cannot be
successful in their life. It depends on the
individual especially the parents. Teacher can
help them but to one extend only. We cannot
involve in their personal life.
The last factor is mental development, do you Yes, when you look at the students background
think mental development is one of the factor recent parents. Those parents in 70's and 80's
that affect student behavior? not much opportunity were given to them. So
now when they have kids, they want their
children to grab all the opportunities that they
have around them. That is why the students
nowadays are sent to many classes. At very
young age, they were sent to classes like mental
development classes, robotic and all that. We
teachers feel that they are stressing the children
but when we look at the children those who are
going for the classes, their mental is very high.
They can think like an adult. Yes I agree mental
development affect the student's behavior.
Sometimes behavior is not just that being
naughty and being good but how do they tackle
the problem. When they were given a group
work, those students who are going for all these
mental development classes and robotic classes
will be more creative compared to those who
are not going to any classes. They can conduct
and become a leader. We can see in school few
years back is, I ask students to become a master
of a ceremony or host for a programme or story
telling but now they will be a competition.
Everybody wants to be a public speaker. I want
to be a speaker. I want to be a MC. Even you
ask myself to become a MC, I will reject it. Now
they are very good. The self-confidence on
them is very high and self-esteem is very
positive. Mental development in these recent
years is very high and very good. We appreciate
it. All the credits goes to their parents who are
sending their children for classes. They want
their children to be one of the best among the

best and they are. If you have time, you can't
talk to the students. You will be like when I was
standard four I was not like this, definitely you
will have that kind of taught.
Can you explain briefly, what kind of mental I already talked about it. Mental development
problems does students face? affect their abilities. We can say that they can
become very innovative. Creativity is like when
you look at other things and do it but innovation
is by their own. Some of them can come out
with their own idea because the children
nowadays are watching YouTube, some of
them watch Netflix. They come out with ideas
of storytelling and dramas. The pick from there
and change into their concept which is
Malaysian concept. I find that it is very
innovative because when they watch English
movie, they brought here and change it into
Malaysian concept. So here Tamil school right,
the students will bring up the story as Indian
concept. It is very creative. I am taking one of
the art class here. Sometimes I will shocked
seeing students as they can come out with such
ideas. Mental development in students
nowadays is appreciated.
Does mental development affect student’s Yes, mental development affect student’s
ability to learn? ability to learn.
What are the strategies can be taken to handle The problems we mostly have is too many good
student’s mental problem? students. Normally the weaker students, the
strategy we have to put extra because the good
one can survive anywhere, just need a guidance.
For weak students, we really have to come out
with new activities for them. Mental
development that we can give to weaker
students are give them more hands on work.
When you only give them activities, they tend
to copy and another thing is they simply write
also they write whatever the teacher says. So to
make them mentally developed better, we have
to come out with strategies by giving them
hands on work and let them create. We find that
those who are in weaker class always we have
the idea that they are not good. If we give them
hands on work we know. They come out with
their own creativity. They are good observant.

Good we can concentrate one them but lesser
and more attention to the weaker ones. So hands
on work is the best.
How does the socialism influence student’s Socialism is like communicate. How they
mental development? communicate. Communication normally there
will be verbal and non-verbal. Mostly students
will communicate each other. They some quiet
students who will communicate non-verbally
like though their eyes. Even the students
nowadays love to do that because they are
influenced by the text messages. Let's say now
the socialism become non-verbal. You know
how by showing gesture. No more I'm good
teacher. So that is more to non-verbal. That is
influenced by social media. Before this verbal
communication is more popular but now the
students love to communicate non-verbal. This
is the beginning where the students are very
social and good with other students but active
communication becomes lesser. They become
passive communicator. We still have where
students still there rockets, messages and all
that. That is also non-verbal. They are good
with everybody but only thing is the way they
are doing it. Come in (Gesture).Have you eaten
(Gesture). They don't want to talk because they
feel that they use whatsapp as we don't type the
messages long. Example your message is good
today or your post is good today. What we do is
we just click the like. I can see students become
very lazy. Lazy to talk. When you ask them
anything like public speaking last time when I
ask who want to go for competition, I will be
thinking who to choose but now the students
said don't want but if you ask for a drama, they
will come. This is because drama is more like
acting. We don't have to talk. We don't have to
memorize. Even I have said master of the
ceremony, they don't have to talk much. You
just have to introduce your friend than they act.
Some of them they become a very good MC but
they don't talk where they just introduce a friend
and do some acting kind of things. It will be
new for you but we have seen many. They write
it down and show. They don't have to talk.
5. Conclusion
In conclusion, So overall I see that I don't agree that gender
affect the behaviors. They have equivalent
between them. We cannot say that girls are less
communicator and they don't talk much. We are
not living in 80's anymore and the situation
have changed totally. The female students will
think that I'm equivalent to the boy and I can do
whatever the boys can do even it have started in
primary school. If we go to pre-school, it is the
same. You see that girls are more active and
they lead the boys. They boys tend to listen to
the girls. Last time they don't. Now they think
both are equal. Some other time you give
instructions I will listen. They are like give and
take.
So thank you teacher for making time for us. Thank you very much.
INTERVIEWEE 3
Name of Interviewee: Madam Usha
Job of Interviewee: Secondary School Teacher at SMK Sungai Pari, Ipoh
Interviewer Name: Agihlan s/o Nithiya Nathan
Place of Interview: SMK Sungai Pari, Ipoh
Time: 10.00 a.m.
Interviewer: Agihlan Teacher: Madam Usha
One of the biology factor that influence Most probably yes it will definitely will effect
student’s behavior is gender determination. Do student’s behaviour. Many studies and
you think gender determination is the major researches also tell that gender determination
factor that influence student’s behavior? will influence a student’s behaviour.
Next, to what extend can gender determination Naturally male and female are different in
contribute to student behavior? many ways. They both behave differently. As
generally boy are very rude, though and very
aggressive compare to girls who are very soft.
But in sometime the situation is vice versa. It
is beyond the natural or hormone problems.
How can we address gender equality with In my teaching experiences definitely there is
teaching strategies? some differences among male and female
students in learning. She surely state that boys
are fast learner compare to girls while girls are
more to memorising.
Whom do you think more aggressive, male or Obviously male students are more aggressive.
female students? Why? I am a boy school teacher. In my experience I
have mate many aggressive discipline cases
among boys.
Do male and female students learn differently? Actually yes. In my experiences as a teacher
boys are more curiosity compare to girls.
So boys catch up everything very fast. I didn’t

said that girls are learning but i noticed that
they put they self in more complicated way to
learn for example they more to memorise not
learn and understand.

The second factor is inheritance personality or Yes, maybe it depend on the type of
temperament, does the inheritance personality inheritance problems. For example some
affect student’s behavior? parents are very quiet and patient while some
parents are more aggressive, so such things
will be inherited by their children.
How much do genes matter for a student? I have read an article, the article shows that
student’s genetic makeup can have strong
influence on their academic performance.
Are personality traits caused by genes or This is such complicated question, both factors
environment? are affects a person’s personality. We cannot
ignore one of this because sometime student’s
personality can be changed by environment,
their friends environmental zone, families all
this kind of matters will influences their
personality.
Can we use psychology training to enhance Yes surely. We can enhance student behaviour,
negative behavior of students caused by especially student who have discipline
biology? problem by psychology training. We also may
use psychology training to enhance the
negative behaviour of student caused by
biological factor. For example some student
biologically not very smart and perform well
in studies and to overcome their weakness they
are act very naughty and aggressive towards
other. So this kind of student can be motivated
and can be enhance their education level.
What are the differences between introvert Based on characteristics of students that i
personality and extrovert personality among noticed, there are two types of personality, that
students? is. Introvert and extrovert. When a person is
reserved and does not open up easily, he or she
is said to be an introvert. On the contrary, when
a person is social, talkative and makes friends
quickly, then his personality type is extrovert.
The third factor is hereditary disease, can Yes. Maybe.
hereditary disease influence student
behavior?
What are the common hereditary disease Hmmm. Like i have mention before this,
among the students? diabetic, talasiemia and asthma even we can
mention about hypertension, hyperactive and
there are many other.
Is the disease inherited can give a hard impact Yes of course it will. Disease means definitely
to student’s behavior? it will give a hard impact student’s behaviour.
If yes, is it a positive or negative impact? Surely it will give negative impact. The student
Why? will pass through a depression situation. So they
cannot concentrate in their studies.
Do you think inherited disease can be a Disability need not be an obstacle to success,’
barrier for a student to success in their life? said by Stephen Hawking first ever. So
inherited disease not be a barrier for a student to
success in their life.
The last factor is mental development, do you In my point of view, mental illness is one of the
think mental development is one of the factor main factor that affect student’s behaviour.
that affect student behavior? Mental illness like depression, feeling
loneliness, disability to perform well in studies
and many other mental illness may change
student’s behaviour and this problem will affect
student’s ability to learn because they will not
concentrate in studies instead they always think

their own problems.
Can you explain briefly, what kind of mental The main mental illness does student facing
problems does students face? now days is depression. This kind of student
seems to be always sad, feeling alone, feeling
hopeless.
Does mental development affect student’s Definitely mental illness affect student’s ability
ability to learn? to learn. Learning is a activity that have a
connectivity with mind or mental. A healthy
mind can absorb or learn more compare to the
problematic mind. So student who have mental
illness they surely cannot perform well in
learning activity.
What are the strategies can be taken to handle Reduce some classroom pressures. Break tasks
student’s mental problem? into smaller parts. Reassure students that they
can catch up. Provide step-by-step instructions
and be flexible and realistic with your
expectations. Help students use positive
statements about their performance and
encourage positive and realistic goal-setting.
Encourage gradual social interaction (i.e./ small
group work). Ask students who are more social
to help bring that student back into group
discussions. Ask parents what would be helpful
in the classroom to reduce pressure or motivate
the child. When students approach you about
their depression, ask questions to help
understand how they feel and what they are
experiencing. So these are strategies normally
all the teacher use of it.
How does the socialism influence student’s Is a student very socially mingle with other
mental development? friends, they can actually share their problems
and many other thing. So this will may help
them to reduce their depression.
INTERVIEWEE 4
Name of Interviewee: Sir Kalaiselvan
Job of Interviewee: Secondary School Teacher at SMK Sungai Pari, Ipoh
Interviewer Name: Agihlan s/o Nithiya Nathan
Place of Interview: SMK Sungai Pari, Ipoh
Time: 11.30 a.m.
Interviewer: Agihlan Teacher: Sir Kalaiselvan
One of the biology factor that influence Yes of course. In my opinion gender
student’s behavior is gender determination. Do determination definitely will effect student’s
you think gender determination is the major behaviour.
factor that influence student’s behavior?
Next, to what extend can gender determination Boys and girls do different in ways that parallel
contribute to student behavior? conventional stereotypes and that affect how
the gender behaviour at school.
How can we address gender equality with For me. There are no such different teaching
teaching strategies? strategies for girl and boys. They are same
actually, the way they study, depend on how
hard work they are.
Whom do you think more aggressive, male or Obviously male students are more aggressive.
female students? Why? I am a boy school teacher. In my experience I
have mate many aggressive discipline cases
among boys.
Do male and female students learn differently? No they absorb whatever they were given.
Whatever is given in the class, they absorb it
the same way.

The second factor is inheritance personality or Yes, maybe. It is depend on how serious their
temperament, does the inheritance personality inheritance problem.
affect student’s behavior?
How much do genes matter for a student? I have read an article, the article shows that
student’s genetic makeup can have strong
influence on their academic performance.
Are personality traits caused by genes or In my opinion, both factors are affects a
environment? person’s personality. Sometime student’s
personality can be changed by environment,
their friend’s environmental zone, families all
this kind of matters will influences their
personality.
Can we use psychology training to enhance Yes surely. We can enhance student behaviour,
negative behavior of students caused by especially student who have discipline
biology? problem by psychology training. Our school
have a very good counsellor and he provide a
good counselling service. By the good
counselling we have changed many bad
behaviour student to be a excellent student.
What are the differences between introvert Some people feels that introvert they are very
personality and extrovert personality among passive and can't do anything. They are not
students? talented. But extrovert people will speak up,
the good one. In the normal world that so what
people thinks like that.
The third factor is hereditary disease, can Yes. Maybe.
hereditary disease influence student
behavior?
What are the common hereditary disease Hmmm. Like diabetic, talasiemia, asthma even
among the students? we can mention about hypertension,
hyperactive and there are many other.
Is the disease inherited can give a hard impact You already mention that it is disease. If disease
to student’s behavior? means definitely it will give a hard impact
student’s behaviour.
If yes, is it a positive or negative impact? Surely it will give negative impact. The student
Why? will pass through a depression situation. So they
cannot concentrate in their studies.
Do you think inherited disease can be a They can overcome the problem they have.
barrier for a student to success in their life? They put aside about the problem they have, the
sickness they have, if they want to achieve
something in their life.
The last factor is mental development, do you In my point of view, mental illness was one of
think mental development is one of the factor the biggest problem the student face. It will may
that affect student behavior? cause death.
Can you explain briefly, what kind of mental The main mental illness does student facing
problems does students face? now days is depression. This kind of student
seems to be always sad, feeling alone, feeling
hopeless.
Does mental development affect student’s Definitely mental illness affect student’s ability
ability to learn? to learn. Learning is an activity that have a
connectivity with mind or mental. A healthy
mind can absorb or learn more compare to the
problematic mind. So student who have mental

illness they surely cannot perform well in
learning activity.
What are the strategies can be taken to handle The problems we mostly have is too many good
student’s mental problem? students. Normally the weaker students, the
strategy we have to put extra because the good
one can survive anywhere, just need a guidance.
How does the socialism influence student’s Socialism is like communicate. How they
mental development? communicate.
KAHOOT QUESTIONS
RECIPIENT PICTURES OF KAHOOT WINNERS
Picture 1: First Place Prize Recipient Picture 2: Second Place Prize Recipient
Picture 3: Third Place Prize Recipient Picture: Fourth Place Prize Recipient
Picture 5: Fifth Place Prize Recipient

VIDEO (IN CD)

Topic: NO. Name Matrix No

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Topic: NO. Name Matrix No

Hochgeladen von

Copyright:

Verfügbare Formate

TOPIC

Chapter 5: Sociocultural Factors in the Learning Process

NO. NAME MATRIX NO.

Dr. Muhammed Yusuf

home, make decisions and study in college or work.

through biological, environmental, family, peer and school aspects

process. There are 4 objectives of this study:

peers and school.

Author: Latifah Abdul Majid

Tittle: A comparative study of psychological problems of children suffering from cancer,

Author: Ashiq Ali Shah, Azizah Othman

Tittle: Relationship of Spiritual Intelligence Components with Students’ Adjustment

Author: Morteza Mansouri, Mohsen Khorshidzade & Ali Asgari

Author Mirco Fasolo

Sansavini, Guarini, Alessandroni, Faldella, Giovanelli, & Salvioli, 2006; Sansavini,

Year Published: August 2010

Journal Title: Demography

Author: K. Paige Harden and Frank D. Mann

Year Published: December 2015

Journal Title: Child Dev Perspect

Adolescence is a time of increasing engagement in a variety of problem behaviors,

Author: Kaymarlin Govender, Gavin George & Jeff Gow

Ajjawi R, Higgs J. 2007. Using hermeneutic phenomenology to investigate how experienced

SUMMARY OF ARTCILES REVIEW

1. Interviewee and Location

COMPONENT 2: INHERITANCE PERSONALITY OR TEMPERAMENT

Environmental factors also play a role in temperament by influencing gene activity. In

COMPONENT 3: HEREDITARY DISEASE

Cognitive development is the changing process of thought, learning and perception as a

The biological factors include genetic, hereditary factors, physical appearance,

a) Boosting Your Child's Self-Esteem

b) Catch Kids Being Good

c) Set Limits and Be Consistent With Your Discipline

d) Make Time for Your Kids

e) Be a Good Role Model

f) Make Communication a Priority

g) Be Flexible and Willing to Adjust Your Parenting Style

Shah, A. A., & A. O. (2017). A comparative study of psychological problems of children

M. M., M. K., & A. A. (2016). Relationship of Spiritual Intelligence Components with

The factors that influence student’s behaviour are:-

2) Inheritance personality or temperament

when you call on students to participate in

2. Inheritance Personality or Temperament

Interview: Thinagariy d/o Pearanapan Teacher: Miss Jasmin Prera

environmental effects, have the largest

If yes, is it a positive or negative impact? We can’t call it as negative impact but

barriers for people with disabilities. There

teacher’s behavior. I students see their

girls. But when it comes to disciplinary

2. Inheritance Personality or Temperament

see his changes. Gene doesn’t affect the

football team, example a captain. He changed.

If yes, is it a positive or negative impact? It is a negative impact. If you keep on telling

problem they have, the sickness they have. If

their children to be one of the best among the

their own creativity. They are good observant.

So boys catch up everything very fast. I didn’t

2. Inheritance Personality or Temperament

concentrate in studies instead they always think

2. Inheritance Personality or Temperament

problematic mind. So student who have mental

RECIPIENT PICTURES OF KAHOOT WINNERS

Picture 5: Fifth Place Prize Recipient