Research Article
5E Learning Cycle: Enhancing Student Active Learning in Strategy and Marketing
Analysis Class
Yaty Sulaiman1*, Maria Abdul Rahman2, Nik Kamariah Nik Mat3
1,2,3School of Business Management, College of Business, Universiti Utara Malaysia, Kedah,MALAYSIA
Corresponding Author: 1*yaty.sulaiman@yahoo.com
Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021;
Published online: 05 April 2021
Abstract:5E learning cycle is proposed to be a good choice for students‟ learning and has brought a positive impact on
students learning education theoretically and practically. This method of learning is a student‟s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. The elements of 5E learning cycle are engagement, exploration, explanation, elaboration, and evaluation. Research here intended to identify students‟ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student‟s active learning. The study was conducted at Universiti Utara Malaysia. This study uses qualitative approach with classroom action research. The discussion is based on the information gauged from 42 undergraduate students who enrolled in BPMM3043 Strategy and Marketing Analysis class in UUM. Data had been collected qualitatively from various sources such as students‟ reflections, lecturer‟s reflections, peer feedback, lecturer‟s feedback, and focus group interview. The results showed that the 5E learning cycle mayenhanced students active learning in Strategy and Marketing Analysis class.
Keywords:5E learning cycle, student active learning, strategy and marketing analysis, classroom action research
1. Introduction
Over the years, education has much more than the presentation of a concept, process, or skills. The on-going need for education and learning is obligatory with a continuous process, regardless of age. Learning is the most basic activities in the whole process of education. An education goals depends how students are experiencing learning process in the classroom. Active learning and classroom participation are concurrent. Most of the formal education learning activities are conducted in a built-in environment which is the classroom.
These conventional approach was characterized by teacher-centered. Activities carried in the classroom being a golden opportunity for instructors to meet their students face to face.Teaching materials can be delivered effectively and make sure students are learning. Students will be required to attend the class on time. The will need to participate actively, seek and apply the skill and knowledge taught in the classroom. Conducive classroom environment will be generated when there is anengagement between lecturers and students (Abdullah, Abu Bakar and Mahbob, 2012).
In recent years, new methods and techniques have been flourished in education system construct and deliver knowledge in different situations for individuals of these modern technology equipped world. With the expansion of education all around the world with diversity, retention rates and life-long learning, it is good to know the nature of education in different learning styles. Many teaching learning patterned have engulfed the traditional learning. As of current, 5E learning cycle is utilized as it is, based on the activities.
The study is about enhancing student active learning in Strategy and Marketing Analysis class using 5E Learning Cycle. This research highlights that 5E Learning Cycle learning approach enhances student active learning in Strategy and Marketing Analysis class. Study aims to find out students‟ perceptions on 5E learning cycles to enhance their active learning. Besides that, it is also to acquire the impact of 5E learning cycles to students‟ active learning.
As mentioned earlier, the usage of traditional learning in the class has mostly inflicted students to be passive in class. Students lack motivation to participate in class. It is not unusual if students‟ are forced to participate actively in class. The usual method of teaching of lecturers has not gain students attention in the class. 5E Learning learning process will cultivate interest and motivation to students. 5E Learning mainly consists of inquiry based learning.
This teaching method improves students‟ enthusiasm for gaining knowledge because it is up to their expectations and inspires them to focus on active learning. Moreover, it is a version that utilizes skills and activities. It additionally offers students to learn the in depth. According to Bybee et. Al (1997), students will be
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able to define, organize, elaborate, and alter their existing thought thru self-reflection and interaction. This technique is known as five “E”s, constitute of engage, explore, explain, elaborate and evaluate (Bybee, 2001).
Evidence collected from instructor‟s observation indicated that majority of students in BPMM3043 Strategy and Marketing Analysis class are passive learning. A few students found not to be enthusiastic and directly involved in the learning process. Almost none of them willing to answer questions given by instructor voluntarily. By contrast, the lecturer needed to call the name of students to give their answer or opinion on case study given, in this case, the lecturer used Trulooks case study as a main case study which contained 30% of the total marks. This is happened due to a normal and traditional teaching method delivered by lecturer, for example, distribute case study, ask students to discuss, present case study and also submitted the reports at the end of semester. As a result, students feel bored and give their feedbacks or comments on teaching method delivered by the lecturer.
Normally, for the Strategy and Marketing Analysis class, the students need to recommend different marketing strategies relating to situation faced by organizations, which is related to course learning outcome (CLO) stated in number three of BPMM3043 Strategy and Marketing Analysis syllabus. In order to achieve this CLO No. 3 (To recommend different marketing strategies relating to situation faced by organizations), the students need to become active learners. However, because they feel bored and demotivated during class delivering, therefore they become passive learners. Duran and Duran (2004) claimed that inquiry must be a central strategy of all curricula. Similarly, study by Soon, Meng and Jiong (2017) showed that the students active giving solutions on case given upon the 5E intervention. In other words, the students need to active learning in order to graduate as holistic graduates in future.
Therefore, the objective of this research being carried out is to enhance student‟s active learning via the use of 5E learning cycle in Strategy and Marketing Analysis classroom and also to acquire the impact of 5E learning cycles to students‟ active learning.
2. Literature Review Student Active Learning
Past studies indicate that students produced positive outcome when they were actively involved in their learning.
According to Zull (2002), active learning involves providing the students with a medium where they can meaningfully talk, listen, write, read and discuss or engage in completing tasks or solving problems while reflecting on the content of the subjects. Active learning strategies is an approach in language classroom based on the principle that students are dynamically, experientially and directly involved in the learning process (Richards, 2002). In a traditional classroom design where teacher-centered learning is implemented, students listen and depend on the teacher as the source of knowledge (ZaidatolAkmaliah, 2005). They however do not learn much as passive learners. The levels of the active learning will vary depending on the students‟ role and involvement in the activities (Zayapragassarazan& Kumar, 2012). Hence, it is crucial that active learning is introduced in language classroom to increase the students‟ academic performance particularly in helping them to improve their vocabulary and grammar knowledge which are critical for their overall level of proficiency.
There are variety of practical approaches in active learning such as through the implementation of games, technology-based activities, problem-based learning, theme-based learning, role play, drama, simulations and others (Zayapragassarazan& Kumar, 2012). The underlying foundation of these activities is that they involve active participation of students to perform the task and experience knowledge hands-on while simultaneously resulted on the content of the learning which will further increase their knowledge and promote their skills (Koksal, 2017).
This process will consequently promote higher thinking order such as analysis, synthesis and evaluation among the students (Bloom, 1956). When directly engaged in the knowledge through the activities that promote active learning, students will improve their critical thinking and mastery of the skills and content of the subject (Richards, 2002). As stated by Sweeney (2007), students develop their knowledge by connecting their available mental models with the new information acquired through interactions with friends and instructor. Through this process, students learn new skills or knowledge more effectively which will be retained in a longer period of time as oppose to passive learning (Sweeney, 2007). Active learning methodology has been widely adopted in higher education language classroom in Malaysia as it offers many advantages in terms of promoting the
students‟ self-directed learning. Students sufficiently acquire the knowledge, skills and attitude needed to improve their academic achievement particularly in vocabulary and grammar. In brief, by encouraging students to be independent learners who are responsible of their own learning process, the students‟ mastery of grammar and vocabulary has been effectively promoted. This study intends to investigate students‟ most preferred active teaching-learning methods to be used in classroom. The nine selected active teaching-learning methods we would like to implement here are comprised of (1) compare and contrast; (2) word wall; (3) note-taking and summarizing; (4) recitation; (5) cues, questions and activating prior knowledge; (6) role play; (7) non-linguistics representation; (8) homework and practice; and (9) analysis of students‟ work and discussion.
5E Learning Cycle
In Nigeria, Jack (2017) researched on "The effect of the learning cycle constructivist-based approach on students‟ academic achievement and attitude towards chemistry in secondary schools in the north-eastern part of Nigeria”. Post-test non-randomized control group quasi-experimental research design was used. Both instructional groups of learning cycle group and lecture group were the design of the study with two positive and negative attitudes and repeated testing (pre-test and post-test). Mixed senior secondary school class II (SS-II) of 120 students randomly drawn from the population were the sample of the study. Chemistry achievement test (CAT) and chemistry attitude scale (CAS) are the instruments used in collecting data. Covariance (ANCOVA) was used to analyze the data, mean, standard deviation and the positive and negative attitude with the experimental group.
Findings of the study specified that learning cycle had a great impact on students‟ success in chemistry.Students taught using learning cycle drastically accomplished better in chemistry Post-test than the ones taught using traditional technique, and a non-great difference existed in academic success among students with positive and negative mindset. Learning cycle technique appears to be the precise instructional model that may be useful to resolve the troubles of science teaching and learning because it complements students‟ success, helps to learn and its effectiveness isn't always restricted through attitude and mind-set.
Followed by, a non-equivalent control group design quasi-experimental research on "The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry" research conducted by SenandOskay (2016). 34 undergraduates voluntarily participated in this study as the study sample. Two groups were designated, one with the 5E Inquiry Learning Activities which is the experimental group and traditional lecture-based activities which implemented to the control group. Same instructors, same books were used for both the groups. Both groups undergo the Attitude toward the Subject of Chemistry Inventory (ASCI) and Chemical Equilibrium Concept Test (CECT) were applied as their pre-test and post-test. Based on the results, 5E inquiry learning activities being more effective towards their achievement in chemical equilibrium compared to lecture-based traditional activities.
Apart from that, Siddiqui (2016) had done a research on “Effectiveness of 5E Learning Cycle Model of Constructivist Approach on Ninth-Grade Students‟ Understanding of Colloids”. This paper investigated the effects of teaching one of the most fundamental concepts of Chemistry „Colloids‟ using Traditional Instruction (TI) and 5E Learning Cycle Model of Constructivist Approach (LCMCA) on students‟ achievement in Chemistry. 60 students from ninth-grade participated in this control group quasi-experimental pre-test and post-test study. Control Group (n = 30) turned into taught by TI, while the 2 Experimental Groups EG (n = 30) became subjected to LCMCA. An analysis of covariance on Chemistry achievement from post-test results with students‟ pre-test results because the covariate confirmed that LCMCA becomes extra effective in improving the students‟ achievement in Chemistry than TI. It is, therefore, advised 5E version is a great technique of teaching Chemistry.
Alkhaldi (2017) detects the influence of modified learning cycle strategy on howhabits, mind and critical thinking in the “Islamic Education‟ subject for 10th grade students in Jordan works. Semi-experimental approach were used to divide students into experimental group and control group. Each group has (31) students. The changed learning cycle become implemented to educate experimental group and traditional approach to the control group.
A measure of behavior and thoughts involving (25) paragraph, and crucial thinking skills test with (28) paragraph were prepared by researcher. Both tools had been implemented after assuring their validity and reliability. Findings found a statistically great distinction in using modified learning cycle approach in the improvement of behaviour of thoughts and skills of critical thinking for experimental group students compared to
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the control group students. Thus, study stresses the importance to use modified learning cycle to teach Islamic Education‟ subject because of its effectiveness in growing behaviour of thoughts and skills of critical thinking. Additionally, in Indonesia 4 researchers namely Putra, Nurkholifah, Rusilowat, Subali (2018) have conducted more or less similar research on “5E-learning Cycle Strategy; Increasing Conceptual Understanding And Learning Motivation”. 5E learning cycle approach became students centre orientated learning model. The learning system turns into extra meaningful, which can be prioritizing student‟s experience, make students to actively participate, capable of critical thinking abilities and creatively.
Objective the study was also to increase learning motivation and conceptual understanding through discover learning. Studies were carried out at SMA Tenku Umar Semarang. Qualitative approach was used in the study of classroom action research (CAR). Statistics analysis technique used per cent of learning motivation and students' understanding. Per cent implemented discovery learning through both primary CAR cycles is 78% and the subsequent CAR cycle is 92%. Conceptual understanding proven higher in the 2nd CAR cycle. Effectiveness of discovery learning may interpreted from normalized advantage. Score of normalized advantage is 0.52. Normalized advantage is a medium advantage. Students' motivation became expanded through both the first cycle is 62% and the second cycle is 82%. 5E learning cyclehelps students‟ motivation to learn and understand the concept and transfer it.
In 2016, another research was carried out in Indonesia by Cahyarini, Rahayu and Yahmin (2016) entitled “The Effect of 5E Learning Cycle Instructional Model Using Socioscientif Issues (SSI) Learning Context on Student‟s Critical Thinking. This study analyze the effect of 5E learning cycle instructional version using socioscientific issues (SSI) learning context on students‟ critical thinking skills of acid-base. This research used quasi-experimental post-test to control group design. It has 3 classes as the sample which had been XI MIA-4class (n = 32) that learned the use of 5E LC model, XI MIA-five class (n = 33) that learned the use of 5E LC+SSI, and XI MIA-6 class (n = 32) that learned through the traditional method. Samples was chosen through convenience sampling technique. 15 multiple choice questions involved in the test which had been valid and reliable (r = 0.806). Statistics had been analyzed using one way ANOVA test and LSD post- test. 5E LC+SSI version showed more levels of critical thinking skills (x = 74,95) than each the student who learned by 5E LC version ( x = 74,17) and student who learned with traditional method ( x = 68,96). Based on records analysis, there have been enormous variations on students‟ critical thinking among students taught using traditional method and students taught either the use of 5E LC+SSI model and 5E LC model. Nevertheless, no variation on students‟ critical thinking skills among 5E LC+SSI model students and students taught using 5E LC model were found.
Dalbey (2018) done “The Impact of The 5E Learning Cycle on 7th Grade Life Science Students‟ Learning and Retention of Science Concept‟‟. Students participated in 4 instructional devices associated with genetics and the human body. Two treatment devices have been designed using the 5E Learning Cycle while no treatment devices had been designed using greater traditional science teaching practices. Students‟ learning and retention of the science content material were compared pre-, post-, and delayed-post tests, overall performance assessments, and student-generated concept maps. Findings recommend that students gained with each educational methods however that there has been now no longer a clear difference among which instructional style (5E or non-5E) is the best.
There were many researchers conducted similar research by implementing 5E Learning cycle in terms of testing various other skills and learning. In Malaysia, Sulaiman, Rahman and Nik Mat (2020) have recently carried out similar topic to active learning among students using 5E learning cycles. 5E learning cycle becomes recommended alternative for students‟ learning and has added a high-quality effect on students learning education, especially with principle and practice components. This method of learning is the student‟s centred orientated learning which entirely prioritizes on students very own experiences, creates active participation and built creative critical thinking skills.
This observe is supposed to determine students‟ perceptions of 5E learning cycles of their learning activity and to discover the effect of 5E learning cycles in terms of student‟s active learning. Discussion is primarily based totally on the facts gauged from an estimated number of 42 undergraduate students who may be enrolling in BPMM3043 Strategy and Marketing Analysis class in Universiti Utara Malaysia. Data can be accumulated qualitatively from numerous assets including students‟ reflections, lecturer‟s reflections, peer feedback, lecturer‟s feedback, and focus group interview. Meanwhile, for a quantitative approach, a survey will be developed via Google form. The statistics will be analyzed by the using the transcribing method and regression analysis.
3. Theoretical Framework
Senturk andCamliyer (2016) found various fields of education especially in physical and technological educations, uses 5E learning cycles approach. Learners of 5E instruction through their experience says that 5E cycle carefully structures their learning (Bybee et al., 2006). The process is defined five “E” indicating the phases of learning process.
For this study, the 5 Es‟ were adopted. 5E Learning Cycle identified as an effective hands-on, inquiry-based scientific pedagogy, especially to enhance understanding (Bybee&Landes, 1988; Bybee et al., 2006; Stamp & O‟Brian, 2005). Each phase of 5E Models has their own function to formulate a better understanding of knowledge, skills and attitudes of the learners, as well for theinstructors‟ coherent instruction (Bybeeet al., 2006).These represent engage, explore, explain, elaborate and evaluate as shown in Figure 1 below.
Figure 1. The 5E Instructional Model by Duran & Duran, 2004
An instructional version for constructivism created via way of means of the investigator Roger Bybee in BSCS.Figure1, includes cognitive levels of learning which is engaging, explore, explain, elaborate, and evaluate. Bybee (1997) proclaims that “the usage of this approach, students redefine, reorganize, elaborate, and extrude their preliminary ideas thru self-reflection and interaction with their friends and their environment. Learners interpret items and phenomena and internalize those interpretations in terms of their modern conceptual understanding" (p. 176). Stage through stage, the knowledge was received. Sometimes, the portions have been related for better knowledge. When the portions did no longer in a perfect shape, the old knowledge had to be damaged and renewed.
The conceptual understanding becomes larger and large via the help of discussions and creative efforts. Teacher and curriculum builders may also combine or follow the version at numerous levels. The version may be the organizing sample of series of each day lessons, person units, or every year plans (Bybee, 1997).
Engagement
This is the first part of the cycle, teacher targets to assess student prior knowledge and/or identify possible misconceptions and students are concerned in the gaining knowledge of venture. This student-centred phase ought to be a psychological feature amount which will create a curiosity about the coming topics. This connects experiences and uncovered students‟ misconceptions; they need to serve to mitigate cognitive disequilibrium.
Students are engaged to tricky conditions in some ways, such as asking a question, defining a problem, displaying a discrepant event and making them aware of the instructional phase. They may brainstorm a question or/ask themselves for example like; “What do I already understand from this topic?” Discrepant events, demonstrations, questioning, or graphic organizers similar to KWL charts which is commonly used to find out student‟s interest or generate curiosity. Basically, it is employed to the pre-assess student previous data and is often named throughout the length of the lesson. After a successful engagement, students will be related to mental and physical activity (Bybee, et al., 2006).
Explanation
In this phase, the act or process wherein ideas, processes, or abilities turn into a plain, understandable and certainly defines the word “explanation”. Explanation technique teachers and student to realize a common use of
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phrases.Students‟ interest precise involvement and exploration experiences as directed by the teacher. Students‟ will be requested to offer their explanations by the teacher.
This phase is about students‟ explanations. Explanations are certainly linked to experiences with engagement and 11 exploration phases of the instructional model. Presenting ideas, techniques or skills briefly, simply, genuinely and immediately transferring to the subsequent phase are the keys. Strategies and techniques to extract and broaden student motives will be utilized by teachers. Verbal explanations are normally utilized by educators; however, there are also several different techniques; which includes videos, movies and academic software. Technique of intellectual ordering maintains and phrases for explanations are provided. Gaining knowledge takes time, students will now no longer immediately explicit and implement the explanations (Bybee, et al., 2006).
Exploration
Exploration reports diagnosed student‟s concepts, processes, skills and the conceptual alternate identified. Purpose of this phase of exploration is for students to have concrete on passing formulating concepts, processes and competencies. Disequilibrium resulted through engagement and the manner of equilibration starts with exploration. This phase ought to be concrete.
Even though educational software program are used,they should be designed to assist the initial manner of formulating adequate and scientifically accurate concepts. Motive of exploration is to set up experiences that each student and instructors can use later to speak about concepts, procedures or competencies.While students are concerned within the activities, they have a psychological time to discover the ideas (Bybee, et al., 2006).
Elaboration
At this phase, students will be having their explanation and phrases for his or her learning tasks. Student‟s experiences, elaboration, ideas, strategies or skills are important. This section simplifies the ideas into new conditions.Misconceptions might be in a few situations, or they'll best understand an idea of exploratory experience. Time and experiences, contributes to master by elaboration activities.
Students will be able to explicit their difficulty and receive remarks from others who are at their very own stage of understanding. Student‟sinvolvement in new situations and issuesrequiredtransfer of identical or comparable explanations is also a chance in this phase. The first intention is the generalization of concepts, strategies and skills (Bybee, et al., 2006).
Evaluation
This phase motivates students to evaluate their knowledge and competencies and gives opportunities for teachers to evaluate student development towards reaching the academic goal. Students need to implement the skills they've received and evaluated their understanding. Remarks must be acquired on the adequacy of their explanations from the students. Although “evaluation” is offered at the final stage of the 5E learning cycle, it may arise at every stage of the instructional unit. It may be a spontaneous question from the teacher or a unit test and evaluation on particular information (Orgill & Thomas, 2007). Evaluation and assessment can occur in any respect stages of the everlasting educational process, as described in Table 1 below.
Table 1. 5E Learning Cycle
4. Research Framework
Figure 2 showed the research framework of the study.
No 5E Learning Cycle
1 Teachers take note on students' understanding regarding the concept before the learning process. 2 Purpose of teaching and learning materials explained by teachers to motivate students to engage in
critical thinking and finding the solution for the problem.
3 Teachers monitor students to determine and set the tasks related to the problem.
4 Teachers support students to collect appropriate information, conduct experiments, and seek explanations and solutions to problems.
5 Teachers guide students in designing and preparing the lesson.
6 Teachers help students to share their work with their peers, evaluate and compare their understanding with their prior knowledge.
Figure 2. Research Framework 5. Methodology
This study involves classroom action research where it consist of planning, implementation, observation, and reflection. The research experiment was conducted in two cycles as showed in Table 2 and Table 3.
Table 2.The First Cycle
CYCLE DESCRIPTION
Planning 1.Identify the problem of non-active learning among students 2. Select the topic with focus on CLO given in syllabus
3. Design instruments to observe the active learning among students Implementation 1.Give a Trulooks case study
2.Set a group of 6 students 3. Taught two online classes
Observation 1. Observe class activities using instruments that have been prepared 2. Ask peer to review the process of active learning
3. Lecturer reflection
Reflection 1. Conduct focus group
2. Evaluation process 3. Pre student reflection
Table 3.The Second Cycle
CYCLE DESCRIPTION
Planning 1. Repetition on identify the problem of non-active learning among students 2.Recheck the selected the topic with focus on CLO given in syllabus
3. Recheck the designed instruments to observe the active learning among students Implementation 1. Ask students to discuss a Trulooks case study using 5E learning cycle
2. Ask students to prepare the answers for all questions given in Trulooks 3. Taught another two online classes
Observation 1. Repetition on observe class activities using instruments that have been prepared 2. Ask another peer to review the process of active learning
3. Repetition on lecturer reflection Reflection 1. Conduct another focus group
2. Repetition on evaluation process 3. Post student reflection
6. Findings
Table 4 showed the results of pre reflection and post reflection on student activities. The data sample of the study was 42 students. The pre reflection score for Reflective Thinking element is 45% or 19 students, the pre
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reflection score for Analysis element is 50% or 21 students and the pre reflection score for the Making Connections element is 50% or 21 students. By contrast, post reflection score showed the increasing with 78% or 33 students for Reflective Thinking element, 88% or 37 students for Analysis element, and 93% or 39 students for Making Connections element
.
Table 4. Data Distribution Pre Reflection-Post Reflection Student Activities
Findings in Table 5 showed 5E learning cycle enhanced student active learning.Students' activity were observed to identify the problem, formulate,writing possible answer to the problem, determine alternative solutions, and writing the correct answers to the problem formulationas showed in Table 5. The percentage applied the 5E learning cycle for rated aspect of Identify the problem is 50 % or 21 students in the first cycle and increased to 74 % or 31 students in the second cycle. For rated aspect of Formulate the problem, it also showed the increasing from 55% or 23 students in the first cycle to 79% or 31 students in the second cycle. For rated aspect of writing the possible answer to the problem, it also showed the increasing from 52% or 22 students in the first cycle to 81% or 34 students in the second cycle. Rated aspect of writing the alternative solutions also showed the increasing from 57% or 24 students in the first cycle to 76% or 32 students in the second cycle.
Determine alternative solutions showed the increasing % from 69% or 29 students in the first cycle to 79% or 33 students in the second cycle. And for rated aspect of writing the correct answers to the problem formulation, it also showed the increasing from 57% or 24 students in the first cycle to 81% or 34 students in the second cycle, asshowed in Table 5. Therefore, it can be concluded 5E learning cycle strategy has enhancedthe number of student active learning from first cycle compared to the second cycle.
Table 5. Observations Student Activities
7. Conclusion
5E learning cycle were conducted on BPMM3043 Strategy and Marketing Analysis class at Universiti Utara Malaysia through case study discussion. Enhancing student active learning process involveshaving a better-quality student activity in the class. It is measured through assessment of student activity when the case study discussion takes place. In conclusion,5E learning cycle enhanced student active learning in the classroom.
8. Acknowledgement PRE REFLECTION NO. OF STUDENTS POST REFLECTION NO. OF STUDENTS Reflective Thinking Analysis Making Connections 45% 50% 50% 19 21 21 78% 88% 93% 33 37 39
No RATED ASPECT CYCLE 1 NO. OF STUDENTS CYCLE 2 NO. OF STUDENTS RESULTS 1 2 3 4 5 6
Identify the problem Formulate the problem Writing the possible answer to the problem Writing the alternative solutions
Determine one of the alternative solutions Writing the correct answers to the problem formulation 50% 55% 52% 57% 69% 57% 21 23 22 24 29 24 74% 79% 81% 76% 79% 81% 31 33 34 32 33 34 Increased Increased Increased Increased Increased Increased
Yaty Sulaiman, Maria Abdul Rahman and Nik Kamariah Nik Mat are Associate Professors and Professor of Marketing, School of Business Management, College of Business, Universiti Utara Malaysia 06010 Sintok, Kedah, Malaysia. The authors would like to thank the Ministry of Higher Education (MOHE) for granting this research under the Scholar of Teaching and Learning Grant Scheme (SOTL) and Research Innovation Management Centre (RIMC) Universiti Utara Malaysia. This article is under SOTL grant research, 2019 (S/O Code 14507).
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