Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
4
,
Decem
ber
201
9
, p
p.
713
~
718
IS
S
N:
22
52
-
8822
,
DOI: 10
.11
591/
ije
r
e
.
v
8
i
4
.
20294
713
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
The pr
eli
min
ar
y
study
on invert
ed probl
em
-
based
learning
in
bi
ology
amon
g scien
ce foun
dation students
Az
li
na
h Ma
taw
ali
,
Sitty
Nur
Sya
fa Bakri,
N
ur
Ramz
iah
raz
an
ah
Ju
m
at, Iz
ian
a
H
an
i
Ismail,
Sa
z
mal Ef
fen
di Arsh
ad, W
ardatu
l
A
k
ma
m D
in
Prepa
rat
or
y
Cen
t
re
for
Scie
n
ce a
n
d
Technol
og
y
,
U
nive
rsiti Mal
a
y
s
i
a
Sabah
,
Ma
lay
s
ia
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
A
ug
20
,
201
9
Re
vised
Oct
2
5
, 2
01
9
Accepte
d
Nov
3
0
, 201
9
The
emerge
n
t
of
Scie
nce,
Technol
og
y
,
Eng
i
nee
ring
and
M
at
hemat
ic
s
(STEM)
Educ
ati
on
in
Malay
si
a
has
embarke
d
challe
ng
es
in
highe
r
educ
ation
s
y
stem.
Conventional
teac
h
ing
m
et
hods
ofte
n
ca
u
se
lower
le
arn
in
g
gai
n,
fear
and
bad
per
ce
pt
ions
among
s
st
udent
s.
Th
e
old
ini
tiati
v
e
m
a
y
al
so
be
th
e
ca
use
of
students
’
demotiva
ti
on,
lower
int
ere
st
i
n
le
arn
ing
a
subject
or
eve
n
dropouts.
Thi
s
stud
y
was
cond
uct
ed
to
evalua
te
the
eff
e
ct
iv
e
ness
of
an
inve
rt
ed
class
room
by
using
th
e
proble
m
-
base
d
m
et
hod
in
Biolo
g
y
subje
c
t
among
scie
nce
f
oundat
ion
stude
nts.
Student
s
we
re
divi
d
ed
int
o
t
wo
groups;
expe
riment
al
(
E
G)
and
cont
ro
l
(CG)
group.
A
topi
c
in
Biol
og
y
h
ad
be
en
sele
c
te
d,
and
an
assess
m
ent
pape
r
was
give
n
to
b
oth
groups
bef
ore
a
nd
af
ter
the
interve
nt
ion
sess
ion.
The
E
G
would
expe
rie
nce
self
-
learni
ng
through
give
n
m
at
er
ia
ls
and
aske
d
to
co
nduct
a
probl
em
-
base
d
learni
ng
stud
y
c
ase
.
Mea
nwhile,
th
e
CG
would
obey
th
e
conv
ent
io
nal
t
ea
ch
ing
m
e
thod
bef
ore
give
n
a
sim
il
a
r
stud
y
c
ase
.
The
result
rep
or
te
d
signifi
c
ant
impr
ovement
in
assess
m
ent
m
ark
s
for
EG
grou
p
compare
d
to
the
CG
group.
The
student
s’
compari
son
betw
ee
n
the
pre
-
a
nd
post
-
te
st
im
pli
es
tha
t
th
e
y
have
show
n
positi
ve
improve
m
ent
in
under
sta
nding
the
con
te
n
t
of
the
subje
ct
t
este
d.
Thi
s
findi
ng
will
serv
e
as
a
primar
y
p
la
tform
to
improvise
and
enha
nc
e
te
a
chi
ng
and
l
ea
rning
m
ethodolog
y
in
biolog
y
subject
for
f
oundat
ion
le
v
el.
Ke
yw
or
d
s
:
Mi
tosis
Me
iosis
Pr
oble
m
-
based le
arn
i
ng
Scie
nce
fou
nd
a
ti
on
Un
i
ver
sit
i M
al
ay
sia
Sab
a
h
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Azli
nah Ma
ta
wali
,
Pr
e
par
at
ory
Ce
ntre fo
r Sci
enc
e an
d
Tec
hnol
og
y,
Un
i
ver
sit
i M
al
ay
sia
Sab
a
h,
UMS
St
reet
, 8
8 400 K
ota K
i
nab
al
u,
Saba
h,
Ma
la
ysi
a.
Em
a
il
: azlinah@um
s.ed
u.m
y
1.
INTROD
U
CTION
Conve
ntion
al
t
eachin
g
strat
e
gi
es
beco
m
e
app
are
nt
to
be
te
acher
-
cent
red
and
discipli
ne
-
centre
d.
T
he
needs,
co
ncerns,
an
d
re
quir
e
m
ents
of
both
the
te
achers
and
stu
den
ts
are
no
t
co
nsi
der
e
d
fo
ll
owi
ng
th
e
discipli
ne
d
-
ce
nt
red
te
achi
ng.
S
ci
ence
te
achi
ng
does
not
only
require
th
e
at
te
ntion
of
the
co
ur
se
bu
t
al
so
con
ce
r
ns
the
va
lue
of
stu
de
nt
inp
ut
in
un
derst
at
ing
the
pro
cess
of
m
ov
in
g
stu
den
ts
f
rom
their
init
ial
sta
te
of
knowl
ed
ge
a
nd
underst
an
ding
to
t
he
desire
d
le
vel.
I
ncr
ea
sing
i
nterest
in
le
arn
e
r’
s
in
div
id
ual
di
ff
e
rence
s
ha
d
dev
el
op
e
d d
ue t
o
the c
ha
ng
e
f
ro
m
the trad
it
ion
al
teac
her
-
ce
ntre
d
to st
ud
e
nt
-
centre
d
a
ppr
oa
ch
[
1
]
. Beside
s,
the
academ
ic
achi
evem
ent
of
stud
e
nts
is
al
so
known
t
o
be
directl
y
influe
nced
by
in
div
id
ual
dif
fer
e
nce
s
.
Aw
a
re
ness
of
le
arn
i
ng
sty
le
s
and
their
r
oles
in
acad
em
ic
ac
hievem
ent
can
be
nef
it
e
du
cat
ion
al
ps
yc
holo
gists
,
te
achers
a
nd
re
searche
rs [
2
].
The
em
erg
e
nt
of
Scie
nce
,
Te
chnolo
gy,
En
gi
neer
in
g
a
nd
Ma
the
m
a
ti
cs
or
ST
EM
im
ple
m
entat
ion
i
n
edu
cat
io
n
has
bee
n
em
ph
as
iz
ed
in
t
he
M
al
ay
sia
n
Ed
uc
at
ion
Dev
el
opm
ent
Plan
(MEDP
)
2013
-
2015
t
o
pr
e
par
e
stu
de
nt
s
for
21
st
ce
nt
ur
y
c
halle
ng
e
s.
Howe
ver
,
va
rio
us
st
ud
ie
s
re
ported
on
diff
ic
ulti
es
fac
ed
by
stud
e
nts
i
n
le
a
rn
i
ng
Bi
o
lo
gy.
G
e
netic
relat
e
d
to
pics
,
s
uch
as
m
i
tosis
an
d
m
ei
os
is,
gen
e
s
an
d
c
hrom
os
om
es,
and
Me
nd
el
ia
n
gen
et
ic
s
,
a
re
a
m
on
g
t
he
to
pi
cs
in
Bi
olo
gy
con
si
der
e
d
ha
rd
to
unde
rsta
nd
by
stu
den
ts
.
Ma
in
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
: 7
1
3
-
71
8
714
reasons
for
th
e
le
arn
in
g
di
ffi
culti
es
are
due
to
the
nat
ure
of
the
t
op
ic
,
te
achers
’
sty
le
of
te
achi
ng,
an
d
stud
e
nts’
le
ar
ni
ng
sty
le
s
and
at
ti
tud
e
toward
the
to
pic.
H
ence,
m
or
e
pract
ic
es
in
m
aking
Bi
ology
le
arn
i
ng
interest
ing
s
hould
be
prom
oted
no
t
only
to
overc
om
e
the
chall
en
ges
but
al
so
to
im
prov
e
Bi
ology
le
arn
i
ng
a
m
on
g st
u
de
nts
[3
-
5]
.
In
co
ntrast
with
the
tra
diti
onal
cl
ass
set
ti
ngs,
flip
pe
d
cl
as
sroom
is
a
pe
dago
gical
ap
proach
w
hic
h
inv
e
rts
the
c
on
ven
ti
onal
no
ti
on
of
t
he
cl
ass
r
oo
m
-
base
d
le
a
rn
i
ng.
S
tu
de
nts
are
int
rod
uced
with
t
op
ic
m
ater
ia
ls
befor
e
the
cl
as
s,
with
the
cl
a
ssro
om
tim
e
then
bein
g
us
ed
to
dem
on
strat
e
an
act
ive
le
ar
ning
act
ivit
y,
m
ai
nly
pro
blem
-
based
le
arn
in
g
act
ivit
ie
s.
To
fill
the
gap
re
gardin
g
the
sh
ifti
ng
na
ture
of
te
ache
r
-
to
stu
den
t
-
c
entre
d
appr
oach,
thes
e
act
ivit
ie
s
are
co
nducted
with
the
assist
ance
of
i
ns
tr
uc
tors
t
o
cl
arif
y
unfam
iliar
con
ce
pts
,
reso
l
ve
the
pro
blem
s,
or
po
se
new
qu
est
i
on
s
.
In
tr
oducin
g
th
e
con
te
nt
of
th
e
top
ic
involve
s
vid
e
o
le
ct
ur
e
s
and
read
i
ng
s
.
He
nc
e,
this
m
od
el
increase
s
the
i
nteracti
on
bet
ween
t
he
inst
r
ucto
r
an
d
st
udents
duri
ng
cl
ass
an
d
trans
fer
s
t
he
le
arn
i
ng
res
ponsi
bili
ty
and
ow
ner
s
hip
t
o
the
stud
e
nts
instea
d
of
by
pa
rtic
ipati
ng
i
n
inte
r
act
ive
act
ivit
ie
s
[6
,
7]
.
In
te
gr
at
in
g
fli
pp
e
d
cl
assr
oo
m
with
the
prob
le
m
-
based
l
earn
i
ng
in
ST
EM
relat
ed
ed
ucati
on
does
su
ggest
that
th
e
stud
e
nts’
le
a
rn
i
ng
sty
le
s
ha
ve
not
only
i
m
pro
ved,
but
it
m
ay
hav
e
subs
ta
ntial
influ
enc
es
on
their
academ
ic
perform
ance
[8
-
12]
.
Unfort
un
at
el
y,
stu
dy
fo
c
us
in
g
m
ain
ly
on
the
e
ffec
ti
ven
ess
of
f
li
pp
ed
cl
assroom
in
Bi
olo
gy
te
achi
ng
on
fou
nd
at
i
on
st
ud
e
nts
is
sti
ll
lim
i
te
d.
Hen
ce
,
the
ob
je
ct
ive
of
the
c
urren
t
stud
y
is
to
inve
sti
gate
the
effe
ct
iveness
of
i
nv
e
rted
pro
blem
-
based
le
arn
i
ng
cl
ass
room
(I
PBLC
)
a
ppr
oa
ch
in
Ce
ll
Division
top
ic
c
overe
d
in
Ce
ll
Di
ver
sit
y,
Re
pro
du
ct
io
n,
Ec
olo
gy
a
nd
Devel
op
m
ent
(S
B
0014
)
course.
T
his
c
urren
t
st
udy
is
al
so
carrie
d
ou
t
to
c
om
par
e
the
academ
i
c
perform
ance
betwee
n
the
con
t
ro
l
and
e
xp
e
rim
e
ntal
groups
of
sci
ence
f
ound
at
io
n
stu
de
nts
after
ex
posin
g
them
t
o
dif
fer
e
nt
le
arn
i
ng
sty
le
s,
resp
ect
i
vely
.
2.
RESEA
R
CH MET
HO
D
2.1.
St
ud
y desi
gn
A
total
of
75
pre
-
un
i
ver
sit
y
stu
den
ts
fro
m
the
Pr
e
pa
ra
tory
Ce
nt
re
of
Scie
nce
an
d
Tech
no
l
og
y,
Un
i
ver
sit
y
Ma
l
ay
sia
Sabah
pa
rtic
ipate
d
in
this
stud
y.
They
wer
e
the
n
bein
g
assig
ned
int
o
2
groups
eq
ua
ll
y
to
facil
it
at
e
the
cl
assroom
act
ivit
ie
s
with
dif
fe
ren
t
a
ppr
oache
s;
the
E
xp
e
rim
ental
gro
up
e
xperie
nced
a
flipp
e
d
cl
assroom
(F
C),
i
nteg
rated
w
it
h
the
pro
ble
m
-
based
le
ar
nin
g
(
FC
-
PBL
)
wh
il
e
t
he
C
on
t
ro
l
with
t
he
t
ra
diti
on
al
te
aching
m
et
ho
ds
(T
)
with
th
e
prob
le
m
-
bas
ed
le
ar
ning
(T
-
PBL).
All
the
par
ti
ci
pa
nts
ha
d
first
e
xp
e
rien
ced
th
e
FC
-
PBL
a
nd
T
-
PBL
for
tw
o
sessi
on
s
,
onl
y
then
to
be
r
andom
ly
assig
ned
t
o
the
c
on
trol
an
d
e
xp
e
ri
m
ental
gro
up
s
.
I
n
ex
pe
rim
ental
treatm
ent,
the
resea
rch
e
r
physi
cal
ly
interven
e
d
to
al
te
r
the
con
di
ti
on
s
ex
per
ie
nc
ed
by
the
EG
(e
.g.,
t
hey
we
re
pro
vid
ed
with
onli
ne
res
ources
i
nc
lud
in
g
rec
orde
d
le
ct
ures,
t
heoreti
cal
sli
des,
c
hap
te
r
exer
ci
ses
a
nd
qu
iz
zes
as
wel
l
as
chat
room
discuss
i
on
with
their
le
ct
urer
s
durin
g
the
F
C
session).
T
he
othe
r
gro
up
receive
d
a
le
ct
ur
e
–
th
e
tradit
io
nal
f
orm
of
instr
uction
in
t
he
cl
ass
of
the
sim
il
ar
top
ic
for
a
t
wo
-
hour
session.
T
heor
et
ic
al
sli
des
and
exe
rcises
w
e
re
pro
vid
e
d
to
this
gro
up
duri
ng
t
he
cl
ass
pe
rio
d.
T
he
PBL
was
cond
ucted
to
a
ssess
the
stud
e
nts’
un
der
sta
ndin
g
towa
rd
th
e
top
ic
le
arn
e
d
after
the
exp
e
rim
ental
treatm
ent,
thu
s
both
groups
w
ere test
ed wit
h
an
i
de
ntica
l prob
le
m
an
d exp
ect
e
d
to
present thei
r fin
di
ng
s at the e
nd
of
t
he
sessions
with
only
a team
o
f
fi
ve
in
each
gr
oup.
2.2.
Data c
ollec
tio
n
In
this
e
xperi
m
ent,
the
sta
ti
sti
cal
com
par
ison
s
wer
e
util
iz
ed
am
ong
the
two
gro
ups
on
each
of
t
he
two
te
sts;
the
pr
e
-
an
d
post.
The
CG
a
nd
E
G
receive
d
the
pr
e
-
te
sts
befo
re
the
resea
rchers
m
anipu
la
te
d
th
e
treatm
ent
conditi
on
s
.
The
post
-
te
sts
we
re
then
adm
inist
ered
to
assess
t
he
stu
den
ts
’
unde
rstan
ding
on
the
sel
ect
ed
top
ic
after
the
PBL
sess
ion
e
nded
.
Both
te
sts
we
r
e
si
m
il
ar
in
quest
ion
a
nd
c
onsist
ent
in
form
at
.
The
pr
et
est
-
postt
est
com
par
iso
n
w
ou
l
d
e
valuate
t
he
e
ff
ect
of
dif
fer
e
nt
te
achi
ng
m
et
ho
ds
,
t
hus
m
anifested
th
r
ough
the
academ
ic
perform
ances
of
t
he
stu
de
nts
in
the
post
-
te
st.
Be
fore
hand
,
a
sur
vey
was
co
nducted
t
o
al
l
the
par
ti
ci
pa
nts
to
address
t
he
Bi
ology
grades
s
cor
e
d
durin
g
t
he
O
-
le
vel
e
xa
m
inati
on
or
pr
om
inently
kn
own
a
s
Sijil
Pelaja
ran
Ma
la
ysi
a (S
P
M).
2.3.
Data anal
ys
is
A
Ma
nn
-
Wh
it
ney
U
te
st
was
us
e
d
to
a
naly
s
e
the
dif
fer
e
nc
e
of
m
ean
sc
o
r
es
f
or
pr
e
-
te
st
and
po
st
-
te
st
of
E
G
an
d
CG
resp
ect
ively
.
A
sta
ti
sti
cal
so
ftwar
e
pac
kage,
SPSS
ver
si
on
23,
was
us
e
d
fo
r
t
he
analy
s
is
and
sta
ti
sti
cal
sign
ific
ance
was se
t at
Sig. val
ue<
0.05.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Th
e
pr
el
imi
na
r
y stu
dy on i
nve
rte
d problem
-
base
d
le
arnin
g
i
n biolo
gy a
mong scie
nce
…
(
Azli
nah
M
ata
w
ali
)
715
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
3.1.
Sa
mple
s
b
ackgro
und
“Peo
ple
fact
or”
m
a
y
introdu
c
e
threats
that
i
nf
l
uen
ce
the
outc
om
e,
su
c
h
a
s
sel
ect
ing
in
div
id
uals
w
ho
are
br
ig
hter
or
m
or
e
rece
ptiv
e
to
a
treat
m
e
nt
f
or
the
EG
.
Th
us
,
co
nduc
ti
ng
a
surv
ey
to
ide
ntify
in
di
vidual
Bi
olo
gy
grade
s
scor
e
d
for
th
e
Sijil
Penilai
a
n
Ma
la
ysi
a
(S
PM)
exam
co
uld
ru
le
out
this
factor
w
hich
m
igh
t
influ
e
nce
the
ou
tc
om
e
of
t
his
ex
per
im
ent.
The
stu
den
t
s,
w
ho
ra
ndom
ly
assigned
to
the
con
tr
ol
a
nd
exp
e
rim
ental
g
rou
ps
,
both
s
howe
d
no
rm
al
distrib
ution
c
urve
w
hic
h
i
m
plied
that
their
abili
ti
es
in
Bio
lo
gy
su
bject
wer
e
e
ven
ly
distrib
ut
ed
a
nd the
re
w
as not a
ny ob
vio
us bias
f
act
or
in term
o
f
st
udent sele
ct
ion.
Figure
1
sho
w
s
the
distri
bu
ti
on
of
stu
den
ts
’
Bi
olo
gy
gr
a
de
s
for
SPM
2017.
Of
t
he
31
st
ud
e
nts
f
r
o
m
the
CG,
stu
de
nts’
gr
a
de
is
i
n
de
scen
ding
order
;
B+
>
A
-
>B
>C
+>A>A
+>C
.
O
n
the
oth
e
r
ha
nd,
16
stud
e
nts
from
the
EG
gro
up
sc
or
e
d
B+
.
G
rad
i
ng
f
or
E
G
group
is
a
s
f
ol
lowing
desce
nd
i
ng
or
der
;
B+
>A
-
>B
>C
+>A>A
+>C
+.
T
hus
, t
he
sam
ple stud
y i
s
pro
ve
n
to
be
well
d
ist
ri
bute
d base
d on th
e d
at
a c
ollec
te
d.
(a)
(b)
Figure
1.
N
orm
al
d
ist
ribu
ti
on
gr
a
phs
on bo
th
(a)
Ex
per
im
ental
g
r
oup (
b) Co
ntr
ol grou
p
3.2.
Int
er
venti
on u
sing
IPBL
C
m
eth
od
To
a
ns
we
r
the
researc
h
qu
es
ti
on
deali
ng
w
it
h
the
ef
fecti
ven
e
ss
of
the
flipp
e
d
cl
assr
oom
on
th
e
stud
e
nts’
aca
dem
ic
per
form
a
nce,
the
cha
pte
r
of
Ce
ll
Divis
ion
de
sig
ned
f
or
the
c
ollege
fou
nd
at
io
n
le
ve
l
was
sel
ect
ed.
Ce
ll
c
yc
le
,
m
it
os
is,
m
ei
os
is,
an
d
a
pp
li
cat
io
n
in
c
el
l
div
isi
on
we
re
a
m
on
g
the
c
on
te
nt
of
this
chap
te
r
.
The
par
ti
ci
pa
nt
s
wer
e
as
ked
to
an
swe
r
tw
o
set
s
of
quest
ion
s
(t
he
pr
e
-
and
post
-
te
st
)
befor
e
an
d
aft
er
the
interve
ntio
n
pe
rio
d.
T
wo
Bi
ol
og
y
le
ct
urers
holdin
g
Ma
ste
r
’
s
and
PhD
de
grees
te
achin
g
Bi
olo
gy
s
ubj
ec
t
with
a
m
ini
m
u
m
te
a
chin
g
e
xp
e
rien
ce
of
th
ree
ye
a
rs
r
at
ed
t
he
sa
m
ples.
The
M
ann
-
Wh
it
ney
U
Test
was
e
m
plo
ye
d
for
the
data
an
al
ysi
s
and
Figu
re
2
s
hows
th
e
m
ean
between
the
stud
e
nts’
pr
e
-
te
st
an
d
post
-
te
st
scor
e
s.
There
was
a
sig
nific
ant
im
pr
ov
em
ent
obser
ve
d
i
n
the
E
G
as
the
m
ean
m
ar
ks
inc
rease
d
f
ro
m
21
.
53±
4.15
t
o
25.64
±3.42
aft
er
post
-
te
st.
F
ur
t
her
m
or
e,
th
e
dip
in
sta
nd
ard
dev
ia
ti
on
value
de
m
on
strat
es
an
im
pr
ov
e
d
consi
ste
ncy
of
the
m
ean
m
ark
s.
Like
the
EG,
the
m
ean
diff
e
ren
ce
betwee
n
the
two
te
st
scor
es
of
the
CG
al
so
ind
ic
at
ed
a
pos
it
ive
i
m
pr
ove
m
ent,
al
though
the
value
was
sti
ll
sign
ific
ant
ly
lower
t
han
the
E
G.
As
t
he
Figure
ind
ic
at
es, the
re
w
as 3.6
613 p
oi
nts incr
em
ent o
nly f
ro
m
the p
re
-
te
st, w
it
h
s
li
gh
tl
y i
ncr
ease
d
sta
ndar
d dev
i
at
ion
values
which
im
pl
ie
d
the less
consist
encies
of the m
ark
s
re
cei
ved
by st
udents.
Figure
2.
A
verage m
ark
s
between E
G
a
nd
CG af
te
r
im
ple
m
entat
ion
of
I
PBLC
m
et
ho
d
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
: 7
1
3
-
71
8
716
In
bio
l
og
y,
st
udents
’
pe
rfo
rm
ance
in
few
c
ha
ll
eng
in
g
to
pic
s
ha
d
bee
n
we
ll
-
stud
ie
d
f
or
e
xam
ple
in
cel
l
div
isi
on,
orga
nelle
s,
ge
netic
inh
e
rita
nc
e,
D
NA
re
plica
ti
on
c
on
ce
pt
,
cl
onin
g,
plant
ti
ssu
e
c
ultu
re
an
d
os
m
os
is
[13
-
18]
.
S
om
e
of
t
he
m
isc
on
cept
ion
s
ab
out
Bi
ology
s
ubj
ect
had
al
so
be
en
ide
ntifie
d,
suc
h
as
i
n
Me
nd
el
ia
n
ge
ne
ti
c,
Ce
ll
li
fe
cy
cl
e
and
Re
pro
du
ct
io
n
[19
-
20]
.
In
Ce
ll
Di
vis
ion
t
op
ic
,
stu
de
nts
usual
ly
f
ound
it
chall
eng
i
ng
to
gr
as
p
the
c
on
ceptual
unders
ta
nd
in
g
a
bout
sex
ual
an
d
ase
xu
al
c
on
c
epts,
m
it
os
is
and
m
ei
os
is
processes
,
chrom
os
om
al
m
e
chan
ic
s
a
nd
la
te
r
exp
a
ndin
g
their
know
le
dg
e
in
Ce
ll
Division
to
Me
nd
el
ia
n
Gen
et
ic
s
[19]
.
The
c
omm
on
pr
ec
oncepti
on
about
cel
l
div
i
sion
is
c
om
pli
cat
ed
an
d
pro
bl
e
m
at
ic
as
well
as
al
l
the
m
isc
on
cept
ion
s
re
porte
d
earli
er.
The
c
om
m
on
pr
ec
on
c
eptions
m
ade
t
his
top
ic
intere
sti
ng
to
be
ass
esse
d
a
m
on
g t
he p
re
-
un
i
ver
sit
y st
ud
ents at
Un
i
ver
s
it
i M
al
ay
s
ia
Sab
ah
.
As
the
c
onve
nt
ion
al
te
achin
g
m
et
ho
d
had
l
ess
i
m
pr
essive
i
m
pact
to
ov
e
rco
m
e
the
m
is
con
ce
ptio
n
[21]
,
at
tem
pting
to
integ
rate
act
ive
le
arn
in
g
strat
egies
into
the
le
ssons
cou
l
d
be
highl
y
ben
efici
al
f
or
the
le
arn
er
s.
Im
ple
m
enting
act
iv
e
le
arn
i
ng
int
o
Bi
ol
og
y
co
urse
had
been
extensi
vely
stud
ie
d
t
o
inc
re
ase
the
le
arn
in
g
outc
om
es
a
m
on
g
stu
den
ts
c
om
par
e
d
t
o
t
rad
it
io
nal
chalk
an
d
ta
lk
m
e
tho
d
[
15
]
.
On
e
of
the
stra
te
gies
in
act
ive
le
a
rn
i
ng
f
or
bio
lo
gy
sub
j
ect
is
t
hro
ugh
pro
blem
-
based
le
a
rn
i
ng
[
22
]
.
I
nverted
c
la
ssroom
,
pr
im
aril
y
thr
ough
a
case
stud
y
or
prob
le
m
-
based
l
earn
i
ng
had
c
on
t
rib
uted
to
the
increasi
ng
nu
m
ber
of
stud
e
nts'
le
arn
in
g
gains
in
bi
ology
sub
je
ct
[17,
23]
.
St
ud
e
nts
work
in
gro
up
s
to
s
olve
the
real
c
omplex
sce
na
rios
us
in
g
their
pr
e
vious
knowle
dge
thought
in
cl
ass
thr
ough
inde
pe
nd
e
nt
disc
ov
e
r
y
and
inquiry
-
base
d
form
at
.
In
this
stud
y,
st
ud
e
nts
had
be
e
n
giv
e
n
a
case
st
ud
y
that
urge
d
the
m
to
app
ly
al
l
con
ce
pts
that
wer
e
le
a
rn
e
d
i
n
Ce
ll
Divisio
n
to
pic.
Hen
ce
,
this
ju
sti
fies
the
sel
ect
ion
of
cel
l
di
visio
n
to
pic
an
d
in
ver
te
d
cl
assroom
in
the
fo
rm
of
pro
blem
-
based le
arn
i
ng as t
he
assessm
ent top
ic
and teac
hi
ng m
et
ho
d
i
n
t
his stu
dy, respect
ively
.
In
te
rm
s
of
m
et
ho
dolo
gica
l
app
r
oac
h,
an
oth
e
r
researc
h
had
bee
n
pu
blishe
d
assessi
ng
this
Ce
ll
div
isi
on
to
pic
a
m
on
g
st
ud
e
nts
us
i
ng
var
i
ou
s
C
om
pu
te
r
-
Me
diate
d
Si
m
ula
ti
on
m
od
ule
[24,
25]
.
In
the
se
m
od
ules,
the
e
xp
e
rim
enta
l
gr
oup
al
s
o
s
how
s
sig
nificant
i
ncr
ease
sc
or
es
durin
g
pret
est
-
postt
est
eval
ua
ti
on.
Howe
ver,
the
dev
el
op
m
ent
and
exec
utio
n
of
the
m
odule
w
as
quit
e
dif
ficu
lt
,
involvin
g
m
or
e
t
oo
ls
or
f
ac
il
ities
su
c
h
as c
om
pute
rs,
a
nd s
om
e
m
od
ule w
as
r
e
stric
te
d
to
IBM
co
m
pati
ble com
pu
te
rs
only
.
Ther
e
f
or
e,
a
s
i
nd
ic
at
ed
by
the
data
analy
sis
i
n
this
researc
h
,
the
interve
ntio
n
us
in
g
I
PBLC
m
et
ho
d
in
Ce
ll
Division
hav
e
buil
t
up
a
posit
ive
im
p
act
wh
ic
h
was
m
anifested
th
rou
gh
t
heir
perform
ance
in
th
e
te
sts
.
The
res
ult
of
t
his
stud
y
w
a
s
by
the
assess
m
ent
rep
ort
ed
by
[17]
.
This
pap
e
r
ha
d
eval
uated
Ce
ll
Divi
sion
su
bject
es
pecia
ll
y
m
it
os
is
and
m
e
iosis
top
ic
s
,
an
d
t
he
resu
lt
s
we
re
f
ound
i
n
li
ne
with
Fig
ur
e
2.
U
nlike
[
17
]
,
wh
ic
h
repo
rted
a
bout
16.
0%
inc
rem
ent
of
m
ean
sco
re
betw
een
the
con
t
r
ol
a
nd
e
xperim
ental
gro
up
s
,
t
he
analy
sis de
rive
d from
this stud
y was
only
a
bout
13.
7%
i
ncre
m
ent.
Howe
ver,
this
fin
ding
sti
ll
re
vealed
a
sign
ific
a
nt
im
pro
vem
ent
in
the
stu
den
ts
’
aca
dem
ic
perform
ance
and
com
pr
eh
en
sion,
th
us
e
ncour
a
ges
e
ducat
ors
a
nd
te
st
pr
a
ct
it
ion
ers
to
pr
ov
i
de
m
or
e
ef
f
ect
ive
edu
cat
io
nal t
ools for a
n
e
ff
ect
i
ve
st
ud
e
nts’ en
gag
em
ent in t
he
classr
oo
m
.
4.
CONCL
US
I
O
N
Inver
te
d
pro
ble
m
-
based
le
ar
ning
cl
ass
roo
m
(I
PBLC
)
m
et
ho
d
has
pro
ve
n
to
im
pr
ov
e
stu
de
nts'
achievem
ents
a
m
on
g
Scie
nce
Foundati
on
st
ud
e
nts
at
the
Un
i
ver
sit
y
of
Ma
la
ysi
a
Sabah
.
T
o
f
ur
t
her
e
la
borate
on
the
e
ff
ect
iv
eness
of
this
m
et
hod,
a
series
of
s
urvey
on
stud
e
nts’
per
ce
pt
ion
sho
uld
be
cond
ucted
to
de
fine
the
correla
ti
on
between
le
ar
ni
ng
gai
ns
with
stud
ents
’
pe
rfor
m
ance
in
the
te
sts.
Hen
ce,
the
validit
y
of
the
resu
lt
s
al
so
co
uld
be
e
nh
a
nce
d
by
us
i
ng
var
i
et
y
and
m
or
e
chall
eng
i
ng
t
op
i
cs
in
Bi
olo
gy
s
ubj
ect
.
F
or
inst
ance;
Gen
e
and
D
N
A,
Me
ndel
ia
n gen
et
ic
s a
nd B
iochem
ist
ry.
ACKN
OWLE
DGE
MENTS
This
w
ork
was
su
pport
ed
by
the
U
niv
e
rsity
of
Ma
la
ysi
a
Sabah
Re
sea
rch
Gr
a
nt
Schem
e
(S
G
PU
M
S
)
from
Un
iversit
i
Ma
la
ysi
a
Sa
bah
(S
B
K
0294
-
S
SI
-
20
16).
The
a
uthors
al
so
would
li
ke
to
ack
nowle
dge
th
e
assist
ance a
nd
gu
i
dan
ce
fro
m
Ms. Elnett
hra
Fo
ll
y El
dy (U
ni
ver
sit
i M
al
ay
sia
Sab
a
h) thro
ugho
ut the resea
rch.
REFERE
NCE
S
[1]
Et
orbo,
A.
B
.
& F
abi
nu,
E,
"
Student
s’ pe
r
ce
p
ti
ons
of
diff
ic
u
lt
concept
s in
Biol
og
y
i
n
Senior
Se
cond
ar
y
Schools
in
La
gos Sta
te,
"
Gl
obal
Journal
of
Educ
ati
ona
l Re
s
earc
h
,
vo
l. 16, p
p.
139
-
147
,
201
7.
[2]
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Zoubi
,
S.
M.
&
Younes,
M.
A.
B,
"
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Aca
demic
Achie
ve
m
ent
:
Causes
and
result
s
,
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ic
e
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n
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s
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kka
y
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Biol
og
y
conc
ep
ts
per
ceiv
ed
as
diffi
cult
by
Turki
sh
High
School
Student
s,
”
Hace
ttepe
Univ.
J.
Educ
.
,
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.
21
,
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145
-
150,
20
01.
[4]
Çim
er,
A,
"
W
hat
m
ake
s
b
iol
og
y
learni
ng
d
iffic
ult
and
eff
ectiv
e:
Stude
nts’
vi
e
ws
?
,
"
Educ
a
ti
on
al
R
ese
arch
an
d
Re
v
ie
w
,
vol
.
7
,
n
o.
3
,
pp
.
61
-
71
,
2012.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Th
e
pr
el
imi
na
r
y stu
dy on i
nve
rte
d problem
-
base
d
le
arnin
g
i
n biolo
gy a
mong scie
nce
…
(
Azli
nah
M
ata
w
ali
)
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ahi
d,
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T.
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alib,
O
,
"
Stem
int
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in
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assroom
pra
ctice
s
among
biol
og
y
te
ac
h
er
s
in
Mara
Junio
r
Scie
nc
e
Coll
ege
(MJ
SC
),
"
Inte
rnational
Journal
of
Ac
ad
emic
Re
s
earc
h
in
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s
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e
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"
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and
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t
ive
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l
e
arn
ing
ex
ercises
in
a
“
Flippe
d
Cla
ss
room
”
mode
l
of
a
r
enal
phar
m
ac
othe
r
ap
y
m
odul
e
,
"
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rican
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utical Educ
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"
Flippi
ng
engi
ne
eri
ng
proba
bil
i
t
y
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s
ta
ti
st
ic
s
-
le
ss
ons
le
arn
ed
for
f
ac
u
lty
conside
r
ing
t
he
sw
it
ch
,
"
2014
ASE
E
Annual
Confe
renc
e
&
Ex
po
siti
on
,
Indi
anapoli
s,
Indian
a.
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]
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able:
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p
:/
/p
eer.a
see
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org/20507
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[Acc
essed
Sep
2
019]
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Z
.
,
Din,
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sin,
M,
"
Eff
e
ct
iv
enes
s
of
Flippe
d
c
l
assroo
m
in
Ph
y
sics
educat
ion
o
n
Pala
stin
ia
n
Hi
g
h
School
Studen
ts’
ac
h
i
ev
ement,
"
J
ournal
of
Pe
rs
onali
zed
Learning
,
vol.
2
(
1
)
,
pp
.
73
-
85,
2016
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[9]
Luo,
J.,
Li
n,
T.,
Zou,
Y.,
Li
u,
X.
,
Zuo,
C.
&
Zhon
g,
Y,
"
Inte
gra
ti
n
g
a
fli
pped
c
la
ss
r
oom
and
proble
m
-
base
d
le
arn
in
g
int
o
ophth
al
m
ol
og
y
educat
ion
,
"
Y
an
Ke
Xu
e Bao
,
vol
.
32
(
1
)
,
pp
.
25
-
32,
2017
.
[10]
Praset
y
o
,
B
.
D.
,
Suprapto,
N
.
&
pud
y
astomo,
R.
N.,
"
The
eff
e
ct
iv
ene
ss
of
fli
p
ped
class
room
le
arn
ing
m
ode
l
i
n
sec
ondar
y
ph
y
si
cs
class
room
setting
,"
Journal
of
Phy
sics:
Con
fe
r
enc
e
Seri
es
,
vo
l.
997,
pp
.
012037
,
2018.
[11]
Le
e
,
C.
&
Kim
,
S.
W
.
,
"
Eff
ecti
vene
ss
of
a
Flippe
d
cl
assr
oom
in
le
arn
ing
per
iodont
al
d
ia
gnos
is
and
tre
a
tment
pla
nning
,
"
Journ
al
of
Dental E
du
cat
ion
,
vol
.
82
(
6
)
,
pp
.
614
-
620
,
2
018.
[12]
Le
ong,
J.
S.
,
Ca
nada
-
Can
ada,
F.
&
Gonza
l
ez
-
Go
m
ez
,
D.,
"
Th
e
st
ud
y
of
Flipp
ed
-
Cla
ss
room
for
p
re
-
service
sce
n
c
e
te
a
che
rs
,
"
Educ
a
ti
on
S
ci
en
ce
s
,
vo
l.
8
(
163
)
,
2018
.
[13]
Bowling,
B.
V.,
Acra
,
E.
E.,
W
an
g,
L
.
,
M
y
ers
,
M. F
.
,
Dea
n
,
G. E.
,
Markle
,
G.
C.
,
Mos
kal
ik,
C
.
L
.
,
&
Heuthe
r
,
C
.
A
,
"
Deve
lopment
a
nd
evalua
t
ion
of
genetic
s
li
t
erac
y
assess
m
ent
instrument
for
und
erg
rad
ua
te
s,
"
G
e
net
i
cs
Society
of
Ame
rica,
vol
.
17
8,
pp
.
15
-
22
,
20
08.
[14]
Sm
it
h,
M.
K.,
W
ood,
W
.
B.
,
&
Knight,
J.
K,
"
The
gen
et
i
cs
conc
ep
t
assess
m
ent
:
A
n
ew
con
ce
pt
inve
nto
r
y
f
or
gaugi
ng
stud
ent
under
standi
ng
of
genetic
s
,"
CB
E
-
Life Sc
i
ence Ed
ucat
ion
,
vol
.
7
,
p
p.
422
-
430
,
200
8.
[15]
Moreva
c,
M.
,
W
i
ll
i
ams
,
A.,
Anguila
r
-
Ro
ca
,
N.
,
&
O’D
owd,
D.
K,
"
Le
arn
bef
or
e
le
c
ture
:
A
strateg
y
th
at
improv
es
le
arn
ing
out
comes i
n
a la
rg
e
in
tr
oduct
or
y
b
iol
og
y
class
,"
CBE
-
L
if
e
Scienc
e
Edu
c
ati
on
,
vol. 9
,
pp
.
473
-
481,
2010.
[16]
Ables,
E
.
T
,
"
D
rosophila
ooc
y
t
e
s
as
a
m
odel
fo
r
under
stand
ing
m
ei
osis:
An
ed
uca
t
iona
l
primer
to
a
cc
om
pan
y
“
Coroll
a
is
a
n
ovel
prot
ei
n
that
cont
r
ibut
es
to
the
ar
chitecture
of
the
s
y
nap
ton
emal
complex
o
f
Dros
ophil
la
”
,
"
Gene
tics Soc
i
ety
of Americ
a
,
vo
l. 199, pp. 17
-
23,
2015.
[17]
Bonne
y
,
K.
M,
"
Case
stud
y
tea
c
hing
m
et
hod
i
m
prove
s
student
per
form
anc
e
an
d
per
c
ept
ions
of
le
arn
ing
g
ai
ns,
"
Journal
of
Mi
crobiol
ogy
and
B
i
ology
Educ
at
ion
,
v
ol
.
16
(
1
)
,
pp
.
21
-
28,
2015
.
[18]
Masnoddin,
M.,
Kira
m
,
J.
J.,
Ma
ta
wal
i,
A.
,
&
Jum
at
,
N.
R
,
"
Im
proving
pre
-
univ
e
rsit
y
student
s’
u
nder
stan
ding
of
basic
pl
ant
t
issue
culture
top
ic
t
hrough
la
bora
tor
y
t
eachi
ng:
A
c
ase
stud
y
of
UM
S,
"
Tr
an
sec
ti
o
n
on
Sci
en
ce
an
d
Technol
ogy
,
vo
l. 5
(
1
)
,
pp.
53
-
57,
2018.
[19]
Luksa,
Z.,
Rad
a
novic
,
I.,
Gar
asi
c,
D.
,
&
Sert
ic
Peric
,
M.
"
Misc
once
pt
ions
of
pr
imar
y
and
h
igh
school
student
s
rel
a
te
d
to
th
e
bi
ologi
c
al
con
ce
pt
of
hum
an
rep
roduc
ti
on
,
cell
life
c
y
cl
e
and
m
olecula
r
b
asis
of
her
edi
t
y
,
"
Tur
ki
sh
Sci
en
ce E
duca
tion
,
vol
.
13
(
3
)
,
p
p.
143
-
160
,
201
6.
[20]
Aw
ang
Kana
k,
F.,
Masnoddin,
M.,
Mata
wa
li
,
A
.
,
Daud,
M.
A.
,
&
Jum
at
,
N.
R,
"
Diffic
ul
ti
es
exp
e
rie
nc
ed
b
y
sc
ie
n
ce
founda
ti
on
stud
ent
s
on
basic
Mende
lian
genetic
s
topi
c
:
A
p
rel
iminar
y
stud
y
,
"
Tr
ansacti
on
s
on
Sci
enc
e
and
Technol
ogy
,
vo
l. 3
(
1
-
2
)
,
pp.
283
-
290,
2016
.
[21]
Baha
r,
M,
"
Misconce
pt
ions
in
bi
olog
y
educat
ion
and
concept
ua
l
cha
nge
st
r
at
eg
ies
,
"
Educ
ati
ona
l
Sci
en
ce
s:
Theory
&
P
racti
ce
,
vol
.
3
(
1
)
,
pp
.
55
-
64
,
2003.
[22]
Alle
n,
D.
&
Ta
n
ner
,
K,
"
Infusin
g
ac
ti
v
e
l
ea
rning
int
o
the
la
rge
-
e
nrolment
biol
og
y
c
la
ss
:
Seven
st
rat
eg
ie
s,
from
th
e
sim
ple
to com
ple
x,
"
C
el
l
Bi
o
log
y
Edu
cat
ion
,
vo
l
.
4
,
pp
.
262
-
268
,
2005.
[23]
Anderson,
W
.
L
.
,
Mi
tc
he
ll,
S.
M.,
&
Os
good,
M.
P,
"
Com
par
i
son
of
student
p
erf
orm
anc
e
in
c
ooper
ative
le
arn
ing
and
tra
di
ti
ona
l
l
ec
tur
e
-
base
d
bio
che
m
istr
y
cl
asse
s,
"
Bi
oche
mistry
and
Mole
cul
ar
Bi
ology
Edu
cati
on
,
vol.
33
(
6
)
,
p
p.
387
-
393,
2008
.
[24]
W
eke
sa,
D.
W
.
,
W
eke
sa,
E.
W
.
,
&
Am
ada
lo,
M.
M,
"
A
computer
m
edi
ated
sim
ula
ti
on
m
odule
for
te
aching
cell
divi
sion
in
se
co
ndar
y
school
bi
olog
y
,"
Int
ernational
Jurnal
of
Educ
ati
ona
l
R
ese
arch
and
Dev
elopm
ent
,
vol
2
(
5
)
,
pp.
114
-
130
,
20
13.
[25]
Kiboss
,
J.
K.,
Ndira
ngu,
M.
,
&
W
eke
sa,
E.
W
,
"
Eff
ective
n
e
ss
of
a
compute
r
-
m
edi
at
ed
sim
ula
ti
ons
progr
am
in
school
bio
log
y
o
n
puoil
s’
le
a
rnin
g
outc
om
es
in
c
el
l
the
or
y
,"
Jurnal
of
Scienc
e
Ed
ucat
ion
nd
Tech
nolog
,
vo
l
13
(
2
)
,
pp.
207
-
213
,
20
04.
BIOGR
AP
H
I
ES
OF
A
UTH
ORS
Azli
nah
Mat
awa
li
is
cur
ren
t
l
y
a
Biol
og
y
lec
ture
r
at
Prepa
r
at
or
y
C
ent
r
e
for
Scie
nce
and
Te
chno
log
y
,
Un
ive
rsiti
Ma
lay
si
a
Sabah,
Mal
a
y
s
i
a.
Her
in
te
r
ests
are
m
aj
oring
in
nat
ura
l
produc
t
biot
e
chnol
og
y
,
ce
l
l
biol
og
y
an
d
ce
ll
signa
ll
in
g
int
eract
ion
,
as
well
as
biol
og
y
edu
ca
t
ion
for
col
l
ege
stud
ent u
sing i
nver
te
d
cla
ss
room
te
chni
qu
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
: 7
1
3
-
71
8
718
Sitt
y
Nur
S
y
af
a
Bakri
is
a
Biol
o
g
y
lectur
er
th
at
at
t
ac
hed
to
Prep
ara
tor
y
Cent
r
e
f
or
Scie
n
ce
and
Te
chno
log
y
(PP
ST),
Univer
si
ti
Malay
s
ia
Sabah
,
Sabah,
Mal
a
y
s
i
a.
She
is
expe
ri
e
nce
in
t
eachi
ng
Biol
og
y
for
fou
ndat
ion
stud
ent
for
al
m
ost
10
yea
rs.
R
ec
en
tly
,
she
and
her
tea
m
are
activ
e
l
y
invol
ved
in
a
ppl
y
ing
bl
ende
d
le
a
rning
in
teac
hin
g
Biol
og
y
inc
lu
ding
fli
p
class
room
and
onli
ne
m
edi
um
such
as
m
oodle
(Sm
art
2um
s)
for
SB
00
14
–
ce
ll
d
ive
rs
ity
,
r
epr
oduction
,
ec
o
log
y
and
deve
lopment
,
S
B0024
-
ph
y
sio
lo
g
y
and
g
enetic, S
B0011
and
SB
0021
-
pra
c
ti
ca
l
f
or
biol
og
y
.
Nur
Ramzia
hra
z
ana
h
Jum
at
is
a
Biol
og
y
l
ec
tur
er
at
t
ac
h
ed
to
Prep
ara
tor
y
C
ent
r
e
f
or
Scie
nc
e
and
Te
chno
log
y
,
Un
ive
rsiti
Mal
a
y
s
ia
Sabah,
Mal
a
y
s
i
a.
Her
in
te
rest
a
nd
expe
r
ti
se
cov
er
th
e
a
rea
of
imm
unobiol
og
y
,
im
m
unologi
ca
l
reg
ula
ti
on
,
m
edi
cal
biot
e
chnolog
y
and
as
well
as
biol
ogic
a
l
educ
a
ti
on
fo
r
fo
undat
ion
students
.
Izi
an
a
Hani
Ism
ai
l
is
an
Eng
li
sh
teac
h
er
a
ttache
d
to
Prep
a
rat
or
y
Cen
tre
f
or
Scie
nc
e
and
Te
chno
log
y
,
Uni
ver
siti
Malay
si
a
Sabah,
Ma
lay
si
a
.
She
is
cur
r
entl
y
pursuing
he
r
m
aste
r
stud
y
in
Te
a
chi
ng
English a
s Sec
ond
L
an
guage
(
TE
SL)
at Unive
rsit
i
Mal
a
y
sia
Sabah
.
Sazmal
Eff
endi
Ars
had
completed
his
PhD
at
Sh
eff
ield
Univer
si
t
y
,
UK
.
He
h
as
bee
n
working
as
le
c
ture
r
a
t
Facult
y
of
Sc
ie
nc
e
an
d
Natur
al
r
esourc
es.
Curre
n
tly
h
e
holds
the
posit
ion
as
Dire
ct
o
r
at
Prepa
r
at
or
y
Cent
re
for
Sci
e
nce
and
T
ec
hno
log
y
,
Univer
sit
i
Malay
s
ia
Saba
h,
Malay
si
a.
Hi
s
expe
rt
ise and
in
t
e
rest inc
lud
e
m
a
te
ri
al
s e
ng
ineeri
ng,
solid
sta
te
ch
emistr
y
and
biop
ol
y
m
ers.
W
ard
at
ul
Akm
a
m
Din
complet
e
d
her
PhD
at
U
nive
rsiti
Utar
a
Malay
s
ia
in
Ap
pli
ed
Li
nguist
ic
s
.
She
works
as
E
ngli
sh
lectur
er
a
t
Prepa
r
at
or
y
C
ent
re
for
Sci
ence
and
Technol
o
g
y
,
Unive
rsi
ti
Malay
s
ia Saba
h
,
Malay
si
a.
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