Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.2
,
Jun
e
2
015
, pp
. 84
~88
I
S
SN
: 225
2-8
8
2
2
84
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Inves
t
igating S
A
TS-36 f
o
r a M
a
t
r
iculati
o
n Sample
Sar
a
s Krishn
an
1
, No
ra
ini Idris
2
1
INTI Inte
rnat
io
nal Univ
ersit
y
,
Mala
y
s
ia
2
Universiti
Pend
idikan
Sultan
Idr
i
s, Mal
a
y
s
ia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Apr 28, 2015
Rev
i
sed
May 10
, 20
15
Accepted
May 26, 2015
Students’ atti
tud
e
s towards statistics ha
ve been
more often negative due to
m
a
n
y
fa
ctors s
u
ch as ini
tia
l
percep
tion of
t
h
e subjec
t,
low abil
it
y in
mathematics an
d lack of motivation to
stud
y
s
t
atistics. Studies involving
SATS-36 included investigatio
n of th
e differ
e
nt factors in
relation to
students’ at
titud
e
towards st
atis
tics.
Other stud
ies hav
e
inv
e
sti
g
ated
th
e
structure of SATS-36 and the r
e
lations
hip betw
een th
e differ
e
nt components
of SATS-36. The researc
h
invest
igat
ed
the rel
i
ab
ilit
y and va
lidi
t
y
of SATS-
36 for a sa
mp
le of matriculation st
udents.
Results showed that while
reli
abil
it
y and v
a
lidi
t
y
is m
a
int
a
ined fo
r th
e inst
rum
e
nt, it
is not
the c
a
se for
the sample of
res
pondents.
Keyword:
M
i
sfi
t
or
der
R
a
sch m
odel
Reliab
ilit
y
Statistics
Valid
ity
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Saras Kris
hnan,
INTI In
tern
ation
a
l
Un
iv
ersity,
Persiaran
Nilai,
7
180
0 Nilai, M
a
laysia.
Em
a
il: saras.k
r
ish
n
a
n
@
n
e
winti.ed
u
.
m
y
1.
INTRODUCTION
Ov
er th
e p
a
st
6
0
years,
d
i
fferen
t surv
ey in
st
ru
m
e
n
t
s, with
v
a
rying
d
i
m
e
n
s
io
n
a
lity
,
ite
m
s
and
co
nstru
c
ts, h
a
ve b
een
d
e
v
e
l
o
p
e
d
with
th
e in
ten
tion
to
m
e
asu
r
e st
u
d
e
n
t
s’ attitu
d
e
to
ward
s statistics [1
]. Th
e
n
u
m
b
e
r
of item
s
in
th
ese in
stru
m
e
n
t
s are as m
i
n
i
m
u
m
as
fo
urteen item
s
(e.g
.,
Attitu
d
e
s
Toward
Qu
an
ti
tativ
e
Co
n
c
ep
ts (ATQC) [2
])
o
r
as m
a
n
y
as fo
u
r
ty-fou
r items (e.g
.,
Stud
en
ts’
Attitu
d
e
s an
d
C
o
n
cep
ti
o
n
s
i
n
Statistics (STACS) [3
]). So
m
e
u
s
ed
the 5-po
in
t
scale (e.g
., St
u
d
en
ts’ Attitu
d
e
s Toward St
atistics
Qu
esti
o
n
n
a
ire
(SATSQ) [4
])
wh
ile o
t
h
e
rs used
th
e 7-po
in
t
scale (e.g
., Surv
ey o
f
Attitu
d
e
s To
ward
Statistics
–
28
(S
ATS
-
2
8
)
[5]
)
a
nd s
o
on
.
Furt
her
,
som
e
of t
h
ese s
u
rve
y
i
n
st
rum
e
nt
s are avai
l
a
bl
e f
o
r
use (e
.g
., S
T
AC
S
an
d
SATS-28
)
wh
ile o
t
h
e
rs
are no
t read
ily av
ailab
l
e (e.g., Attitu
des Reg
a
rd
ing
Grad
uate Statistics
Scale
(AR
G
SS)
[6
])
an
d Bad Attitud
e
s Toward
Statistics (BATS) [7
]).
In
Tab
l
e
1
can b
e
seen
t
h
e Su
rv
ey of
Attitu
d
e
s To
ward
Statistics th
at was
first d
e
sign
ed in
19
95
(SATS-28
) and
con
t
ain
e
d
twen
ty eig
h
t
ite
ms an
d
four s
ubscales [5
]. Th
e fou
r
sub
s
cales are affect, cogn
itiv
e
com
p
et
ence, di
ffi
cul
t
y
an
d va
l
u
e. T
h
e 2
0
03
versi
on
(S
ATS
-
3
6
)
was
up
dat
e
d wi
t
h
a
n
ot
he
r t
w
o
su
bscal
e
s
t
h
at
are in
terest and
effo
rt an
d
con
t
ain
e
d th
irty
six
ite
m
s
a
lto
geth
er
[8
]. Tab
l
e 1
p
r
ov
id
es t
h
e
d
e
scri
p
tio
n
for th
e
su
bscales in
SA
TS-2
8
and SA
TS-3
6.
The
six subscales
in SAT
S
-36
m
eas
ures si
x
di
ffe
rent
as
p
ect
s of
u
n
d
e
rgradu
ate stu
d
e
n
t
s’ attitu
d
e
to
ward
s statistics. Th
ere
are two
v
e
rsion
s
o
f
SATS-36
th
at is th
e p
r
e-co
urse
versi
on a
n
d the post
-
course versi
o
n.
It is a Likert-type instrum
e
nt with
seve
n options for each item
r
a
ngi
ng
fr
om
st
ron
g
l
y
di
sa
gree
(c
od
e 1
)
t
o
st
r
o
n
g
l
y
agree
(c
ode
7
)
. T
h
e i
n
st
r
u
m
e
nt
and
sc
ori
n
g
g
u
i
d
es
c
a
n
be
o
b
t
ain
e
d
fro
m
h
ttp
://www.evalu
atio
n
a
nd
statistics.co
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Invest
i
g
at
i
n
g S
A
TS
-3
6
f
o
r a Mat
r
i
c
ul
at
i
o
n
Sa
m
p
l
e
(
S
ara
s
K
r
i
s
hn
a
n
)
85
Tabl
e 1. SAT
S
-2
8
a
n
d
S
A
TS
-
3
6
First v
e
rsio
n
SAT
S
-
28
(
28 item
s
)
Four
subscales
Af
f
ect
(6 ite
m
s
)
Students’ feelings
about statistics, whether positive
feelings or
negativ
e feelings.
Cognitive co
m
p
ete
n
ce
(6 ite
m
s
)
Students’ attitudes about
intellectual knowledge and
skills applied to statistics that
is how
well they are able
to
m
e
ntall
y
co
m
p
rehend statistics.
D
i
ffic
u
lty
(7 ite
m
s
)
Students’ attitudes about the difficulty
of statistics as a
subject.
Value
(9 ite
m
s
)
Students’
per
ceptions about the use
f
ulness,
r
e
levance
and wor
t
h of statistics in per
s
onal and pr
ofessio
n
al life.
Second ver
s
ion
SATS-36
(
36 item
s
)
Additional two
subscales
In
terest
(4 ite
m
s
)
I
ndividual stude
nt’
s
inter
e
st in statistics.
E
ffor
t
(4 ite
m
s
)
Am
ount of wor
k
needed in lear
ning statistics.
2.
LITERATU
R
E
REVIE
W
SATS-3
6
h
a
s
b
een
u
s
ed
to
in
v
e
stig
ate th
e in
flu
e
n
ce of b
i
o
g
rap
h
i
cal v
a
riab
les on
stud
en
ts’ attitu
d
e
s
to
ward
s
statistics [9
], th
e rel
a
tio
n
s
h
i
p
b
e
tween
stud
en
ts’
co
n
c
ep
tu
alizatio
n
of statistics an
d th
eir attitu
d
e
s
to
ward
s
statistics [10
]
, and
stu
d
e
n
t
s’ attitu
d
e
s toward
s statistics
th
at
fun
c
tion
as b
a
rriers fo
r
acqu
iring
q
u
a
n
titativ
e skills in
th
e lo
n
g
run
[1
1
]
.
On
th
e o
t
h
e
r h
a
nd, p
a
st stud
ies o
n
SATS-36
as an
in
stru
m
e
n
t
h
a
ve
in
clu
d
e
d
inv
e
stig
atin
g
th
e rel
i
ab
ility an
d
v
a
lid
ity o
f
SATS
-3
6
o
n
a sam
p
le o
f
stud
en
ts [9
], and
inv
e
stig
ating
t
h
e u
n
d
erl
y
i
n
g
st
ruct
u
r
e
of
S
A
TS-
3
6
an
d t
h
e
fu
nct
i
o
ni
n
g
of
i
ndi
vi
dual
i
t
e
m
s
i
n
t
h
i
s
s
u
r
v
ey
q
u
est
i
o
nnai
r
e
[1
2]
.
St
udi
es
ha
ve
em
pl
oy
ed
vari
ous
a
n
al
y
s
i
s
m
e
t
hods
an
d t
echni
que
s i
n
cl
udi
ng
co
n
f
i
r
m
a
t
o
ry
f
act
o
r
anal
y
s
i
s
[9]
,
[
1
2]
, or
di
na
ry
l
east
squa
res re
g
r
essi
o
n
[
11]
, t
i
ght
dat
a
a
n
al
y
s
i
s
app
r
oac
h
[
10]
an
d M
a
r
d
i
a
’s t
e
st
for m
u
ltiv
ariat
e
n
o
rm
al
ity [1
3
]
. Besid
e
s inv
e
stig
ating
d
i
fferen
t g
r
ou
p
s
o
f
stud
en
ts such
as th
e edu
c
atio
n
a
l
scien
ces stud
en
ts [12
]
, indu
strial an
d
org
a
nizatio
n
a
l p
s
ych
o
l
o
g
y
stud
en
ts [9
] and
po
litical scien
ce stu
d
e
n
t
s
[1
4]
,
past
st
u
d
i
e
s ha
ve i
n
v
o
l
v
ed st
ude
nt
s
fr
o
m
vari
ous c
o
u
n
t
r
i
e
s s
u
c
h
as
So
ut
h
A
fri
ca
[
9
]
,
U
n
i
t
e
d
St
at
es [
10]
an
d Au
stralia
[1
3
]
.
Am
ong t
h
e i
m
po
rt
ant
fi
n
d
i
n
gs
fr
om
t
h
ese st
u
d
i
e
s i
s
t
h
a
t
st
ude
nt
s a
r
e
i
n
t
e
rest
ed
i
n
s
t
at
i
s
t
i
c
s and
bel
i
e
ve st
at
i
s
t
i
c
s i
s
wo
rt
h st
u
d
y
i
ng
des
p
i
t
e
havi
ng
pe
rcei
v
e
d st
at
i
s
t
i
c
s as a di
ffi
c
u
l
t
su
bj
ect
[9]
.
I
n
ad
di
t
i
on, i
t
was
foun
d
t
h
at
in
terest in
statistics is in
flu
e
n
ced b
y
t
h
e ex
ten
t
to wh
ich qu
an
titativ
e
material is u
s
ed
[11
]
.
Intere
stingly, study by
Slootmaeckers (2
012)
reve
aled tha
t
although attit
ude
s towards statistics have an effe
c
t
o
n
th
e learn
i
ng o
f
statistics, n
e
g
a
tiv
e attitu
des are n
o
t
alwa
ys a b
a
rrier fo
r learn
i
ng
[11
]
. Th
e find
ing
s
of two
sep
a
rate stud
ies o
n
th
e attitu
d
e
s of
m
a
le st
u
d
e
n
t
s and
female s
t
u
d
e
n
t
s sh
owed
th
at
male stu
d
e
n
t
s d
i
sp
layed
m
o
re p
o
s
itiv
e feelin
g
s
[9
] and m
a
le stu
d
e
n
t
s
are m
o
re confid
en
t
[1
5
]
.
Th
e
resu
lts
o
f
th
e p
a
st
stud
ies led
to th
e
n
e
ed
to cond
u
c
t
o
t
h
e
r stud
ies i
n
vo
lv
i
n
g d
i
fferen
t
aspects
with respect to the use of SATS-
36 a
nd students’ attitude towa
rds sta
tistics. For instanc
e
, Coetzee and Van
d
e
r
Merw
e (20
10)
[
9
] suggested
in
v
e
sti
g
atin
g
th
e r
e
lat
i
o
n
s
h
i
p
b
e
tw
een
g
e
n
d
e
r
and
ag
e in
inf
l
uen
c
ing
statistics at
titu
d
e
s
wh
ile th
e stu
d
y
b
y
B
o
nd
,
Perk
in
s an
d Ramirez (20
1
2
)
[1
0
]
inv
e
stig
ated
if st
u
d
e
n
t
s’ attitu
d
e
towa
rds m
a
thematics
influences their attitu
de towa
rds
statistics.
Furthe
r, Coetzee
and Van
der
Merwe (2010)
[9], and Vanhoof et al., (2011)
[12] feel that
m
o
re studies involvi
ng st
udents from
other academ
ic field
s
and
statistics co
u
r
ses n
e
ed
t
o
b
e
co
ndu
cted
b
e
si
des stud
ies to inv
e
stig
ate th
e reliab
ility an
d
v
a
lid
ity o
f
SATS-36
.
3.
METHOD
3.
1. Ob
jecti
v
e
of
St
ud
y
Th
e obj
ectiv
e
o
f
th
is st
u
d
y
is to
d
e
term
in
e t
h
e reliab
ility an
d
v
a
lid
ity o
f
SATS-3
6
for a Malaysian
sam
p
le. Th
is is p
r
im
arily sin
ce p
a
st stud
ies in
vo
lv
ing
a
Malaysian
sa
mp
le of
stud
en
ts (
e
.g
.,
[
1
6
]-[
18])
h
a
ve
n
o
t
attem
p
ted
to
inv
e
stig
ate t
h
e reliab
ility an
d
v
a
lid
ity o
f
SATS-36
.
3.
2. Sam
p
l
e
of
Resp
on
den
t
s
Th
is stud
y invo
lv
ed
6
7
stud
en
ts fro
m
a m
a
t
r
icu
l
atio
n program
fro
m
a h
i
g
h
e
r learn
i
ng
i
n
stitu
tio
n i
n
M
a
l
a
y
s
i
a
. The M
a
l
a
y
s
i
a
n stude
nt
s i
n
t
h
i
s
pr
o
g
ram
woul
d ha
ve com
p
l
e
t
e
d y
ear el
ev
en o
f
t
h
ei
r sc
ho
ol
i
n
g
p
e
ri
o
d
wh
ile
stu
d
e
n
t
s fro
m
o
t
h
e
r cou
n
t
ries will h
a
v
e
an
equ
i
v
a
len
t
en
try req
u
i
remen
t
. Th
e sam
p
le o
f
resp
o
nde
nt
s i
n
t
h
i
s
st
udy
co
n
s
i
s
t
s
of M
a
l
a
y
s
i
a
n st
ude
nt
s o
n
l
y
.
The
m
a
t
h
em
at
i
c
s sy
l
l
a
bus i
n
conce
r
n cont
ai
n
s
ten
ch
ap
ters. Statistics is co
v
e
red
i
n
two
chap
ters and
is
tau
g
h
t
in
t
h
e seco
nd
sem
e
ster. Mo
st stud
en
ts
in
th
is
p
r
og
ram
fou
nd th
e top
i
c to be ch
alleng
ing
p
a
rticu
l
arly
b
e
cau
se t
h
ey are requ
ired
t
o
interp
ret t
h
e
resu
lts of
their statistical analyses in the c
ont
e
x
t
s
of t
h
e p
r
o
b
l
e
m
.
More
o
v
er, a
nu
m
b
er of st
ude
nt
s ex
hi
bi
t
e
d
n
e
gat
i
v
e
attitu
d
e
towards m
a
th
e
m
a
tics in
g
e
n
e
ral.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
4
,
N
o
.
2
,
Jun
e
201
5 :
8
4
– 88
86
3.
3.
D
a
t
a
An
a
l
ysi
s
Rasch
Mod
e
l was u
s
ed
to
determin
e th
e reliab
ility
an
d
v
a
lid
ity o
f
SATS-3
6
i
n
th
is
stu
d
y
. Th
e
au
tho
r
s
h
a
v
e
discu
ssed
th
e reason
s for u
s
i
n
g Rasch
an
alys
is in
in
v
e
stig
atin
g
th
e qu
ality
o
f
an
in
st
ru
m
e
n
t
, and
th
e criteria to
estab
lish
reliabilit
y an
d
v
a
lid
i
t
y o
f
an
in
strumen
t
u
s
ing
Rasch
an
alysis in earlier pub
licatio
n
s
(e.
g
.,
[
19]
-
[
21]
).
4.
RESULTS
Tabl
e
2 di
s
p
l
a
y
s
t
h
e s
u
m
m
a
ry
st
at
i
s
t
i
c
s whi
c
h
has
been
o
b
t
ai
ned
usi
n
g t
h
e
W
i
n
s
t
e
ps c
o
m
p
ani
on t
o
Bo
nd
and
Fox
(200
7) [22
]
. With
referen
ce to Fish
er’s (20
07) [23
]
in
stru
m
e
n
t
qu
ality criteria, an
alysis of d
a
ta
sh
owed
go
od
i
t
e
m
reliab
ility
(b
et
ween 0.81
an
d 0.90)
b
u
t
p
oor case
(o
r sa
m
p
le) reliab
i
l
ity (less th
an 0.67
).
Th
e item
sep
a
ratio
n is m
o
re
th
an
1
.
00
wh
ich
ind
i
cated
t
h
a
t
t
h
ere i
s
e
n
ou
gh
sp
rea
d
of i
t
em
s. Ho
we
ver
,
t
h
e
case separat
i
o
n
val
u
e o
f
0.
9
8
(l
ess t
h
an
1.
00
) su
gge
st
ed t
h
a
t
t
h
e i
n
st
rum
e
nt
i
s
not
abl
e
t
o
di
st
i
n
g
u
i
s
h
hi
g
h
an
d
low
pe
rf
orm
e
rs f
o
r t
h
is sam
p
le o
f
re
sp
o
nde
n
t
s.
Tab
l
e
2
.
Reliabilit
y an
d
fit indices
Ite
m
Case
Reliability 0.90
0.49
Separ
a
tion 3.
06
0.
98
I
n
fit M
N
SQ
1.
01
1.
01
S.
D. 0.
00
-
0
.
50
Th
e item
in
fit
m
ean
sq
u
a
re and
th
e case in
fit
m
ean squa
re
whi
c
h a
r
e bet
w
een
1
.
00
an
d
1.
20
in
d
i
cated
th
at th
er
e is no
pr
esen
ce of
r
e
d
undan
t
ite
m
s
in
th
e in
str
u
m
e
n
t
w
h
er
eb
y an
inf
it mean
sq
u
a
r
e
valu
e in
th
is ran
g
e
im
p
l
ies th
at th
e
resp
on
se
p
a
ttern
i
s
su
itab
l
e and
t
h
at th
ere is eno
ugh
v
a
riation in
th
e respo
n
s
es. In
ad
d
ition
,
th
e st
an
d
a
rd
d
e
v
i
atio
n
v
a
lu
es
o
f
0.0
0
an
d
-0.50
fo
r th
e item
s
an
d
th
e sam
p
le resp
ectiv
ely fulfille
d
th
e criteria
o
f
reliab
ility an
d
valid
ity th
at is th
e
v
a
lu
es are l
e
ss th
an
2
.
0
0
.
5.
D
I
SC
USSION AN
D CONCLU
S
ION
In
th
is stud
y, t
h
e reliab
ility a
n
d
v
a
lid
ity o
f
SATS-
3
6
h
a
ve b
een
estab
lished
u
s
i
n
g
Rasch an
alysis. To
t
h
e best
of t
h
e
aut
h
o
r
s
’
k
n
o
w
l
e
d
g
e suc
h
s
t
udy
has
not
been
con
d
u
c
ted yet. Th
is result is co
n
s
isten
t
with
pre
v
i
o
us st
u
d
i
e
s usi
n
g t
h
e or
i
g
i
n
al
versi
on
of S
A
TS
-3
6 (e
.g. [
9
]
)
an
d t
h
e
adapt
e
d
versi
on
of S
A
TS
-3
6 (e.
g
.
,
[14
]
).
Ho
wev
e
r, co
nd
itio
ns of reliab
ility an
d
v
a
li
d
ity were n
o
t
m
e
t fo
r
th
e sam
p
le o
f
respon
d
e
n
t
s in th
is
st
udy
. T
w
o f
act
ors c
o
ul
d
have
co
nt
ri
b
u
t
ed t
o
t
h
i
s
.
Fi
rst
,
S
A
TS
-3
6 wa
s de
vel
o
ped t
o
i
n
vest
i
g
at
e
u
n
d
e
rgradu
ate
stu
d
e
n
t
s’ attitud
e
s toward
statistics b
u
t
th
e sa
m
p
le o
f
respon
d
e
n
t
s in
th
is
stu
d
y
is fro
m
a p
r
e-
u
n
i
v
e
rsity prog
ram
th
at is an
ex
tern
al m
a
tri
c
u
l
atio
n
p
r
ogra
m
.
Second, the pre
-
test
was not
c
o
nducted in
thi
s
st
udy
w
h
erea
s com
p
ari
ng t
h
e
resul
t
s
o
f
p
r
e-t
e
st
and p
o
st
-t
e
s
t
versi
o
ns o
f
SATS
-
36
wo
ul
d ha
ve gi
ve
n a
bet
t
e
r
in
sigh
t in
to th
i
s
respo
n
d
e
n
t
s’
attitu
d
e
towards statistics.
Ano
t
h
e
r facto
r
to
b
e
co
nsid
ered is th
at althou
gh th
ere
i
s
no
rest
ri
ct
i
o
n o
n
t
h
e
n
u
m
b
er o
f
st
u
d
ent
s
i
n
co
n
duct
i
n
g t
h
e R
a
sch a
n
al
y
s
i
s
, pre
v
i
ous st
udi
es i
n
v
o
l
v
e
d
l
a
rger
n
u
m
b
e
r
o
f
stud
en
ts
(e.g
., [15
]
,[2
4
]
,[25
]). In
ad
d
ition
,
st
at
istics were taug
h
t
t
o
th
e
samp
le of
respon
den
t
s i
n
th
is stud
y ov
er
a p
e
r
i
od
of
on
e w
e
ek
o
r
t
w
o
w
eeks wh
er
eas in
o
t
h
e
r do
cumen
t
ed
stud
ies, th
e cou
r
ses last f
r
o
m
few
wee
k
s (e.
g
., [2
4]
,[
2
6
]
)
to
fewsem
esters
(
e
.g.
,
[1
5]
,[
2
7
]
)
fo
r
in
stance.
ACKNOWLE
DGE
M
ENTS
Iw
oul
d l
i
k
e t
o
exp
r
ess m
y
heart
f
el
t
grat
i
t
u
d
e
t
o
D
r
C
a
n
d
ac
e Scha
u f
o
r g
r
ant
i
ngt
he
perm
i
ssi
on t
o
use
SATS
-36.
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BIOGRAP
HI
ES OF
AUTH
ORS
Saras Krishnan
obtain
e
d her do
ctorate degr
ee
in
Ma
them
ati
c
s
Ed
ucat
ion from
the
Univers
i
t
y
of
Malay
a
, Malay
s
ia in 2014. She h
a
s a BSc in In
d
u
strial Science
majori
ng in Mathematics and
MSc in Appli
e
d
Mathem
at
ics, b
o
th from
Univ
er
siti T
e
knolog
i
Malay
s
ia
, Malay
s
ia. She is
a
full t
i
m
e
te
achi
ng staff a
t
th
e I
N
TI Intern
ation
a
l Universi
t
y
in
Mala
ysia
and o
v
er the
ye
ars
have taugh
t diff
erent courses in
cluding calcu
l
us
, engine
ering m
a
them
at
ics
and m
a
them
atic
al
studies for v
a
rio
u
s programs. Her research
in
te
re
sts a
r
e a
sse
ssme
n
ts,
tea
c
h
ing and lea
r
ning,
and Ras
c
h
an
al
ys
is
.
E-mail: saras.kr
ishna
n@newinti.edu.m
y
Prof Dr Noraini Idris holds a BSc Ed. (Hons)
m
a
joring in Math
e
m
atics and Ph
y
s
ics and M.Ed
.
in Mathem
at
ics
Educa
tion from
the Universi
ti M
a
la
ya
, Ma
la
ysia
.
She went on to
obtain
a PhD
in M
a
them
ati
c
s
Educa
tion from
the Ohio S
t
ate U
n
ivers
i
t
y
in th
e
United S
t
at
es
of Am
erica. S
h
e
was awarded
th
e Distinguished
Diversity
E
nhancement Award
when she was
in USA for
organizing workshops to i
m
pro
v
e performance
of the minority
groups. She is also a gold
m
e
dal recipi
ent
at th
e Int
e
rnat
io
nal Innovation
and Invent
ion C
o
m
p
etition h
e
ld
at Gen
e
va,
Switzerland in
2
005.
E-mail: noridris
@
upsi.edu.m
y
Evaluation Warning : The document was created with Spire.PDF for Python.