The Challenges of Implementing Higher Order Thinking Skills in Online Distance Learning
Soo Kum Yoke [email protected]
Khairon Nisa Shafeei [email protected]
Hazwati Hashim [email protected]
Universiti Teknologi Mara (UITM) Negeri Sembilan Branch, Rembau Campus, Malaysia
Abstract
While there has been a lot of emphasis on nurturing students to become critical thinkers, it has been found that overall, Malaysian students are still lacking in this skill. The current pandemic situation has posed a problem in promoting HOTS especially when teachers and students have to adapt to online learning. This paper thus, explores the challenges faced in implementing higher order thinking skills for online distance learning. This conceptual paper focused on studies related to challenges of online learning during the pandemic, the development of HOTS and the implementation of HOTS in Malaysia.
Based on the various studies related to the issue, conclusions were drawn that there is a need for suitable materials to develop thinking skills and there is also a need for change in the exam-oriented culture affecting teaching and learning. Future studies are recommended on the perceptions of teachers and students towards the implementation of HOTS for ODL.
keywords: HOTS; Online learning; pandemic; thinking skills; ODL.
INTRODUCTION
Living in the Covid-19 pandemic era in this 21st century, has brought a lot of changes in the world especially in the educational system. As such, it has affected the overall teaching and learning process in Malaysia. Due to the pandemic, schools and the educational sectors were forced to close (Othman, Kadar, Umar, & Ahmad, 2020). The students were all unable to attend physical classes due to the lockdown operation by the government (Ahmad et al., 2019; Hasan & Bao, 2020). To tackle the situation, the Ministry of Education announced that Online Distance Learning (ODL), also known as Home-based Online Learning, would replace the physical classes. This sudden move had caused some unrest among teachers, parents and students as they were ill-prepared to cope with the situation.
According to Fuller (2020), online learning is able to universally provide flexibility to educators and learners. In effect, the government in Malaysia through the
Malaysian Education Blueprint (MEB) 2013-2025 has put great emphasis on HOTS (Higher Order Thinking Skills). In light of 21st-century education, a lot of thought has been put into cultivating thinking skills. However, studies indicate that there are issues raised regarding HOTS that have to be addressed (Sulaiman et al., 2017). The post-PISA (Programme for International Student Assessment) 2009 conducted by the Organisation for Economic Cooperation and Development (OECD) revealed that Malaysian secondary school students lacked higher order thinking skills and their performance ranked bottom three (Abu Hassan, Mohamad, Ajmain, and Yusof Azuddin, 2020). The result reflected on the state of the country’s performance in education internationally and Malaysia fared third last among total participating countries in the world (MOE MEB 2013-2025; OECD, 2010). The poor performance indicated that Malaysian students are weak in problem solving and higher order thinking skills.
In addition to this, the current situation of sudden change from physical classrooms to online learning has caused students and teachers to be struggling to cope with the dissemination of knowledge via online distance learning (ODL) during this pandemic. To implement HOTS in the lessons prior to the pandemic had already been difficult but to do it during the pandemic is even worse (The Star, March 3, 2019; The Star, April 8, 2018; NST, March 5, 2020). Hence, there is an urgent need to address the matter. The gap of improving the education system to suit the goals of MEB and to address a more workable implementation of HOTS for ODL among students needs to be addressed to develop holistic thinking citizens of the future. There is a need to attune learning towards developing young thinking individuals who can think out of the box and solve problems independently. Traditionally, Malaysian students are said to be spoon fed with information and therefore are not able to survive in real life situations because they have not been taught to think for themselves. Hence, creating a learning experience for young minds to develop thinking skills has become a must. The gap of lack of thinking skills at the current state of implementation in schools is especially threatening in times of the lockdown where home-based learning through online lessons are applied. Thus, this paper will consider the following research questions with regards to challenges of integrating HOTS for online distance learning:
1. What are the challenges faced during the pandemic in the implementation of online distance learning (ODL)?
2. How can Higher Order Thinking Skills (HOTS) be implemented during the ODL?
CHALLENGES OF ONLINE DISTANCE LEARNING DURING THE PANDEMIC
The concept of ODL or online learning is actually not something new in Malaysia. In 1997, the Ministry of Education initiated the Smart School education and later in 2012, Frog VLE was introduced to schools. With the end of the Frog VLE agreement, and just prior to the lockdown in 2019, the government was moving towards platforms like Google Classroom for schools. With the lockdown since 18 March 2020, many more platforms for education have been utilised such as Microsoft Teams, Webex Cisco, Padlet and some home-grown customised video platforms have also been done.
Teachers who initially were weary of the new technology, finally found themselves self-
learning the technology to better serve their students. In a way, the new norm of ODL has also proven beneficial where teachers and students have become more computer savvy and are willing to try the technology in a flexi timetable of asynchronous and synchronous environment.
According to Schumaker (2020), ABC News reported that the COVID-19 outbreak has reached all parts of the globe and in a report for OECD (Organisation for Economic Co-operation and Development), Schleicher (2020) stated that the impact of COVID-19 on Education at a glance in 2020 had been severe as universities closed their premises and countries shut down their borders as a preventive measure against the spread of the virus. The sudden announcement that schools in Malaysia would shut down on 18 March 2020 in order to contain the spread of the coronavirus caused some commotion among students, teachers and parents who became anxious as to the fate of education.
To arrest the matter, online distance learning (ODL) was introduced. In this way, it is thought that students can still continue their education without let-up via the internet.
A number of issues arose including whether there was strong internet accessibility, whether teachers are competent enough to teach using the internet, whether the home environment is conducive for teaching and learning, whether students can focus when learning online and whether they can understand the directives from their teachers (The Star, May 31,2020). In a survey of 3584 students conducted 2 months after the lockdown was announced in Malaysia, it was found that 49.3 percent of students did not enjoy online classes, 12.1 percent did not have internet accessibility and 44.5 percent were stressed when studying online. Further, 28.4 percent said they were not ready for online learning (The Star, May 31, 2020). This shows the great challenge for ODL that students have to cope with and the amount of stress that they have to face due to the current pandemic.
Nevertheless, even with the fact that teachers and students have become more computer literate, conducting online distance learning (ODL) has not been easy for the teachers and students. Teachers from the old school system resist the change while students who have fallen behind in their lessons lack motivation to continue their studies.
This has resulted from their inability to follow the online learning system as ODL is perceived to be more towards self-learning or independent learning. News reported in the Malay Mail (May 30, 2020) stated that students who lacked discipline tend to be absent from attending the online classes and have given their teachers lame excuses such as poor internet connection. Additionally, some have been said to give the excuse of preferring physical classes rather than ODL. It is undeniable that physical classes are more convenient and straightforward; thus this has put teachers to double or triple their efforts as such to make it easier for the students to learn. Some of the teachers have put a lot of effort into making the teaching and learning more creative and interesting for the students. One such effort reported in NST (July 9,2021) is the ‘Cikgu Linda’ youtube channel which gained popularity involving ODL lessons.
In relation to the poor internet coverage, some students have been found to have low motivation levels as they do not have the desire to ask questions during online classes as the topic has been covered earlier. This has made them to depend on their friends who joined the Online Meet sessions. Moreover, some have been using the
reason of having poor internet coverage as the main reason for not joining the ODL classes. This situation is also connected to the absence of appropriate devices for ODL and it is related to the family income. The Department of Statistics Malaysia (DOSM) 2014 (press release 22 June 2015) reported that the family income in Malaysia ranged from bottom 40 percent (B40), middle 40 percent (M40) and top 20 percent (T20). The B40 family earnings fluctuate below RM3860, M40 family earnings is between RM3860 to RM8319 while the T20 income group is categorized as greater than RM8319 (Thangiah et al., 2020 cited in Siti Subaryani, Suhaili, Maisarah and Nur Hazrini, 2021).
According to the report by the DOSM 2014 (DOSM, 2015), as Malaysians are mostly categorized under B40, most of them were not able to purchase online devices for their children. The situation becomes worse when they have to share the device with other siblings who are attending the online classes as well. Some were just using their mobile phone and depending on the internet data from their phone. This has contributed to the lag of internet connection as the speed of the internet data does not support the usage of the application. Additionally, the low internet speed has not only occurred in rural areas but also in urban areas.
Having said that, the low speed of internet data has not only added to the stressful situation of adapting to online learning but it has also demotivated the students to continuously stay in the online session. Additionally, as for the B40 family, it is mostly not affordable to purchase the different devices for the children which has resulted in 37 percent of students not having proper devices for their lessons.
Another constraint of implementing ODL during the Pandemic is the unconducive home-environment. It has been reported that students feel demotivated as they did not get the support from family members especially their parents. Some parents do not understand how online distance learning is conducted and failure to explain to them has caused the students to discontinue their studies. There are students who have quit studying due to this reason. When they are at home, they need to divide the time for house-chores and for studying and this has made them not know how to prioritize the tasks. A study in Africa found that besides insufficient data and unstable network connection, unconducive home environments and loneliness has been found to greatly diminish chances of success for most students struggling with remote and online learning (Matarirano, Gqokonqana and Yeboah, 2021).
THE DEVELOPMENT OF HIGHER ORDER THINKING SKILLS
Developing thinking skills can be derived from the Bloom’s Taxonomy Model that promotes knowledge and the shaping of skills through cognitive domains such as remembering, understanding, applying, analysing, evaluating and creating (Zaharin, Sharif and Mariappan, 2018). When students are able to understand concepts, generate knowledge and solve problems, this marks their level of thinking competency. Soo et al.
(2021) further explained that Bloom's Taxonomy, introduced by Benjamin Bloom in 1956, followed a hierarchical order and this was later revised by Anderson and Krathwohl in 2001. The taxonomy is divided into two main levels: (1) higher order thinking skills (HOTS) and (2) lower order thinking skills (LOTS). LOTS consists of the levels of remembering, understanding and applying knowledge while HOTS
encompasses analysing, evaluating and creating levels of knowledge. Figure 1 shows that shift of the Bloom’s Taxonomy model and the levels involved adapted from Soo et al. (2021).
Figure 1. Revision of Bloom’s Taxonomy Model and the levels of thinking skills involved. (Adapted from Soo et al., 2021)
The model has been widely used in 21st century learning to promote higher order thinking skills. Currently, most education systems have gone online due to the Covid-19 pandemic and therefore, it is even more interesting to see if HOTS can be implemented to develop critical thinking skills through online learning.
IMPLEMENTING HIGHER ORDER THINKING SKILLS IN MALAYSIA
As indicated by the Bloom Taxonomy model, Higher Order Thinking Skills (HOTS) refer to the ability to apply knowledge, skills and values in reasoning, reflection, problem solving, decision making, innovating and creating something new (Ministry of Education, 2013). Wang (2012) and Hung, Hwang and Huang (2012) suggested that critical thinking is the ability to identify problems and generate solutions, using imagination to produce new ideas, to learn from experience, and relating it to new situations. In 21st century education, elements of HOTS are expected to be inculcated to encourage critical thinking among students (Sulaiman et al., 2017; Ahmad et al., 2019).
It is undeniable that thinking skills should be developed starting from the first step of education (Kirmiza et al., 2015). Hence, schools act as the training ground to develop thinking skills and prepare the students to become effective thinkers. The MEB 2013 to 2025 put great emphasis on HOTS (MOE, MEB 2013-2025). When it was first implemented many were apprehensive as this major transformation would affect
teaching and learning methods as well as how assessments are carried out. The Star (March 3,2019) reported that teachers need to familiarise themselves with HOTS before they can implement it to their students. It also stated that according to the Minister of Education, there may be 60 percent of new jobs created that have not yet been heard of today and children in future need to handle them by teamwork, decision-making skills and problem-solving skills. Teaching them to think for themselves and to think outside the box will enable them to apply themselves to their future needs.
Sulaiman et. al (2017) conducted a study on the implementation of HOTS in the teaching of science. The study found that while teachers were aware of HOTS as stipulated in the MEB 2013-2025, there were constraints such as the teachers’ knowledge skills and lack of experience, large class size which impedes the learning process and lack of continuous monitoring and improvement of the initiative. Daud, Rahman and Ensimau (2019) conducted a study on HOTS and found that there were several issues in the Malaysian education system such as the examination-oriented learning system which requires teachers to complete the syllabus on time to prepare for examinations and how school teachers failed to apply HOTS in their teaching although it is the national education agenda. One of the pedagogical limitations identified in a teacher-centered institution, like most primary schools in Malaysia, is that it emphasized a passive acquisition of knowledge (Zakaria & Iksan, 2007). Students passively receive information and thus, resort to rote learning (Soo, Hasan, Jangga & Mat Kamal, 2015).
In such an environment, students rarely ask questions and are constantly required to verify previously introduced concepts rather than thinking more productively and generate new ideas (Wan Yusoff & Embong, 2017). In the teaching of modern mathematics, it was found the main problem revolved around HOTS not readily available among students as a fundamental skill and students had low levels of HOTS (Mustapha, Rosli and Saleh, 2019).
Not many studies were found in relations to HOTS for ODL. In a study conducted by Poppy Yaniawati (2013), online learning and blended learning proved better than conventional learning in improving the HOTS of students learning the Mathematics subject. Further studies by Pratama and Retnawati (2018) reiterated that Higher Order Thinking Skills (HOTS) is a skill that is essential in 21st century education. In their study of HOTS content in mathematics textbooks, it was found that the more HOTS content is exposed to students, the greater the probability of HOTS can be trained to the students.
Similarly, Mustapha, Rosli and Saleh (2019) found that an online learning environment with suitable inquiry pedagogical overlay has potential to solve problems related to HOTS. These studies mainly focused on the Mathematics subject and the results were encouraging and positive. This shows that although there are many constraints due to the pandemic, utilising HOTS for ODL can still be implemented.
The persisting low HOTS among Malaysian students shows that there is an urgent need for change. Although ODL provides its challenges, the studies show that there is potential in implementing HOTS for ODL. However, proper structure and framework on how to carry out HOTS for ODL has to be carefully planned. Ganapathy, Singh, Kaur and Liew (2017) found that there are challenges faced in ESL teaching and learning in higher education especially in using ICT to promote HOTS and the success lies in the given tasks that are appropriately designed for promoting HOTS in the content.
The study found that ESL lecturers had a hard time facilitating the learning process with the integration of ICT as a supplementary tool in promoting HOTS.
Johansson (2020) studied the use of e-assessment tasks that focus on HOTS in the EFL environment and found that not many studies have been conducted on how thinking skills are assessed in online EFL courses. Based on the classification of Bloom’s Taxonomy, it was found that the majority of the courses focused on HOTS rather than LOTS and thus, collaborative e-assessments are more common for HOTS. In another study, Setyarini and Ling (2019) used storytelling to promote HOTS to young adolescents. Various strategies were used such as questioning, mind-mapping, brainstorming, role-playing, discussing and creating new ideas. The study found that students enjoyed the lessons and could deliver their ideas critically without worry.
Teachers however, had some difficulties due to lack of experience and linguistic competence in implementing HOTS.
CONCLUSION
The purpose of the study was to investigate the challenges faced during the pandemic in the implementation of online distance learning (ODL) and to determine how Higher Order Thinking Skills (HOTS) can be implemented during the ODL. An understanding of the challenges and its implementation is vital to improve students’
learning experience during the pandemic and to provide a basis for future teaching plans in light of an emergency like that of the current education situation.
Based on the discussion, several conclusions can be made with regards to challenges faced during the pandemic in the implementation of ODL. Firstly, the sudden close of schools due to the spread of covid-19 has caused anxiety among parents, teachers and students. Secondly, the studies also show that the introduction of ODL was not easily accepted as students were found not to enjoy ODL classes, were not ready to accept ODL, and they were stressed. Other challenges include internet accessibility, teacher competency and the unconducive home environment. Furthermore, teachers from old school resist change and students who have internet problems fall behind in their lessons.This causes students to have low motivation to learn through online classes.
In the case of B40 families it is difficult for them to afford online devices and family members have to share devices.
This paper also investigated the implementation of HOTS in Malaysia, it was found that HOTS has been an integral part of the Malaysian Education Blueprint since 2013 and has been part and parcel of 21st century education. The government has been aggressively promoting HOTS by providing training for teachers and also by promoting students to think out of the box. However, a number of challenges have arisen in the implementation of the HOTS even before the pandemic where lessons were held in physical classrooms. This is because of the Malaysian Education System that emphasized on examinations. Because of the exam-oriented culture, teachers have been found to focus on finishing the syllabus and students have been found to concentrate on answering exam questions rather than understanding the lessons. Nevertheless, the implementation of HOTS during ODL for the teaching of Mathematics have been found to be successful in several recent studies.
RECOMMENDATION
Based on the conclusions of the study, it is recommended that teachers take into account the suitability of the tasks given when implementing HOTS during ODL. To apply HOTS in ODL, teachers need to create teaching and learning materials which are suitable for ODL instead of focusing on completing the syllabus. By doing so, this will assist students to develop and think creatively instead of relying on rote learning and exam-oriented learning. In relation to the tasks assigned to the students, HOTS must be integrated so that students are able to apply problem-solving skills when they complete the assignments. In addition to this, the syllabus content has to be changed to provide room for the implementation of HOTS. E-assessment questions have to relate to HOTS to enable students to think out of the box.
Attitude of teachers in accepting change and adapting to the changing educational environment towards online learning and technology is inevitable. This will ensure students enjoy their learning experience and can be able to develop thinking skills for their future wellbeing.
Also, government support is crucial especially for B40 families to provide the necessary online devices so that students can have their lessons at home without worry.
Stress among students needs to be addressed as students face a lot of anxiety to complete their assignments and prepare for their exams. So, counsellors and teachers need to be alert to make the learning experiences enjoyable for students instead of stressful.
While this paper looked at the various studies on the challenges of implementing HOTS for ODL, in future it would be interesting to investigate the perceptions of teachers and students towards the implementation of HOTS for ODL in light of the challenges faced. Could the adaptation of the prolonged pandemic affect the landscape of teaching and learning for teachers and students and would this promote critical thinking skills are avenues that are yet to be explored.
REFERENCES
Abu Hassan, F.N., Mohamad, Q.A., Ajmain, T. & Yusof Azuddin, S.K. (2020). The Implementation of Higher Order Thinking Skills (HOTS) in Malaysia Secondary School: Post PISA 2009. International Journal of Psychosocial Rehabilitation.
Vol.24 (5).
Ahmad, S.A., Soo, K.Y., Mohamed Yunos, R. & Ahmad, J. (2019). Exploring Lecturers’
Readiness for 21st Century Education in Malaysian Higher Learning Institutions.
European Journal of Teaching and Education, 1(1) pp.15-29.
Ahmad, M. K., Adnan, A. H. M., Azamri, N. M., Idris, K. B., Norafand, N. N., & Ishak, N. I. (2019). Education 4.0 technologies for English language teaching and learning in the Malaysian context. Paper presented at the Proceedings of the International Invention, Innovative & Creative (InIIC) Conference, Series.
Daud, M.Y., Rahman, M.J.A., & Ensimau, N.K. (2019). Higher Order Thinking Skills and Collaborative Learning Approach among Secondary School Students.
International Journal of Academic Research in Business and Social Sciences, 9(11), 1520-1528.
Department of Statistics Malaysia (DOSM) (22 June, 2015). PRESS RELEASE REPORT OF HOUSEHOLD INCOME AND BASIC AMENITIES SURVEY
2014 retrieved from
https://www.dosm.gov.my/v1/index.php?r=column/pdfPrev&id=aHhtTHVWN VYzTFBua2dSUlBRL1Rjdz09
Fuller, M.T., “ISTE Standards for Students, Digital Learners, and Online Learning”, pp.
284–290, 2020.
Ganapathy, M., Singh, M.K.M., Kaur, S., & Liew, W.K. (2017). Promoting higher order thinking skills via teaching practices. 3L:Language, Linguistics and Literature, 23(1).
Hasan, N., & Bao, Y. (2020). Impact of ―e-Learning crack-up‖ perception on psychological distress among college students during COVID-19 pandemic: A mediating role of ―fear of academic year loss‖. Children and Youth Services Review, 118, 105355.
Hung, C.M., Hwang, G.J. & Huang, I. (2012). A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement. Educational Technology & Society, 15 (4), 368–379.
Kirmizi, Ö. (2015). The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education. Turkish Online Journal of Educational Technology, 14(1), 133-142. Retrieved from https://www.learntechlib.org/p/1 60578/.
Johansson, E. (2020). The assessment of higher-order thinking skills in online EFL courses: A quantitative content analysis. Nordic Journal of English Studies, 19(1), 224-256.
Malaysian Education Blueprint (MEB) 2013-2025. Retrieve 3 March 2016 from Ministry of Education official website www.moe.gov.m y/en/pelan- pembangunan-pendidikan-Malaysia-2013-2025
Malay Mail (May 30, 2020). Reality for Malaysia’s University Students: Online Learning Challenges, Stress, Workload: Possible Solutions for Fully Digital Future Until December.
Matarirano, O., Gqokonqana, O., & Yeboah, A. (2021). Students’ Responses to Multi- Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution. Research in Social Sciences and Technology, 6(2), 199-218.
Ministry of Education (2013). Malaysia Education Blueprint 2013 - 2025 (Preschool to Post-Secondary Education). In the Ministry of Education Malaysia.
https://doi.org/10.1016/j.tate.2010.08.007,2013.
Mustapha, S., Rosli, M.S. & Saleh, N.S. (2019). Online learning environment to enhance HOTS in mathematics using Polya’s problem solving model. Journal of Physics:
Conference Series. Doi:10.1088/1742-6596/1366/012081
NST (March 5, 2020). SPM 2019 results: Decline in quality of HOTS answers.
NST (July 9, 2021). Online or Offline, Teachers are determined to make PDPR Interesting.
OECD. PISA 2009 Results: What Students Know and Can Do - Student Performance in Reading, Mathematics, and Science. https:// doi.org/10.1787/9789264188716- ar,2010.
Othman, J., Kadar, R., Umar, N., & Ahmad, N. (2020). Covid-19 Pandemic Effects In Teaching And Learning Methods During Movement Control Order (MCO).
Volume 1, September 2020, 1.
Pratama, G.S., & Retnawati, H. (2018). Urgency Of Higher Order thinking skills (HOTS) content analysis in mathematics textbook. In Journal of Physics:
Conference Series (Vol. 1097, no.1,p.012147). IOP Publishing.
Poppy Yaniawati, R. (2013). E-Learning to Improve Higher Order Thinking Skills (HOTS) of Students. Journal of Education and Learning. Vol.7 (2) pp. 109-120.
Schleicher, A. (2020) The Impact of Covid-19 on Education: Insights from Education at a glance 2020. OECD Publication. Retrieved from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights- education-at-a-glance-2020.pdf
Schumaker, E. (22 September 2020). Timeline: How coronavirus got started – ABC News. Retrieved from https://abcnews.go.com/H ealth/timeline-coronavirus- started/story?id=69435165
Setyarini, S., & LIng, M.A. (2019). Promoting higher order thinking skills in storytelling for teaching English to young adolescents in the 21st century. Kne Social Sciences, 155-164.
Soo, Kum Yoke and Hasan, Nor Haniza and Syed Ahmad, Tuan Sarifah Aini and Ismail, Noriah and Zainon, Saunah and Abdullah, Mohammad (2021) Exploring the design of online content for e-learning. In: Proceedings of International Conference on Language, Education, Humanities & Social Sciences (i- LEdHS2021), 22 Februari 2021, UiTM Cawangan Kelantan.
Soo, K.Y., Hasan, N.H., Jangga, R. & Mat Kamal, S.N. (2015). Innovating with HOTS for the ESL Reading Class. English Language Teaching 8(8).
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R. & Abdul Rahim, S.S. (2017).
Implementation of Higher Order Thinking Skills in Teaching of Science: A Case Study in Malaysia. International Research Journal of Education and Sciences Vol.1(1).
The Star (May 31,2020). Turned off by online classes.
The Star (March 3, 2019). HOTS must start with teachers.
The Star (April 8, 2018). Key to higher-order thinking skills.
Wan Yusoff, W.M. & Embong, R. (2017). Teachers Challenges in Teaching and Learning for Higher Order Thinking Skills (HOTS) in Primary School.
International Journal of Asian Social Science Vol. 7(7), pp. 534-545.
Wang, A. Y. (2012). Exploring the relationship of creative thinking to reading and writing. Thinking Skills and Creativity, 7(1), 38–47. Retrieved from http://doi.org/10.1016/j.tsc.2011.09.001
Zakaria, E. & Iksan, Z. (2009). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35–39. Retrieved from http://www.cimm.ucr.ac.cr/ojs/index.php /eudoxus/article/viewArticle/448
Zainol, S.S., Mohd Hussin, S., Othman, M.S. & Mohd Zahari, N.H. (2021). Challenges of Online Learning Faced by the B40 Income Parents in Malaysia. International Journal of Educational and Pedagogy. Vol. 3 (2) pp. 45-52.
