The purpose of this study was to explore challenges public elementary school teachers faced when conducting emergency remote teaching during the pandemic in Malaysia. The scope of the study was limited to remote teaching which was conducted between Mar 2020 and December 2020, when Malay-sia government urged an emergency national lockdown to stop the spread of coronavirus in the country. This study adopted qualitative, case study re-search design. 10 public elementary school teachers were sampled using a purposive sampling method. Semi-structured interviews were employed to gain the insights of teachers’ challenges in implementation of emergency re-mote teaching. The data were analysed using thematic analysis and a facilitation of Nvivo 12 programme. There were six main themes emerged on teachers’ challenges, which were (1) Directing gateway; (2) Lack of skill and knowledge; (3) Unable to meet all needs; (4) Unable to engage students; (5) Lack of support from parents; and (6) Had no proper guideline. As teachers were the key persons in determining the functionality, effectiveness and de-velopment of future remote teaching, hence it was extremely crucial to listen to teachers’ voices and figure out how these educators could be supported in the future to benefit the learners and communities.

This study was conducted to identify the effect of learning methods using the Edpuzzle interactive video application on students' interest, engagement, and achievement in science subjects. The purposive sampling technique was used in this study to select the sample. A total of 40 students were selected as a sample in this study. The selected sample is students from a primary school in the Batu Pahat Johor district. The sample was selected from two classes of year 2 students who had similar ICT backgrounds in primary school. Pre-tests, post-tests, checklists, and questionnaires were used as instruments in this study. This study's objectives are to identify the effectiveness of the use of the interactive video application, Edpuzzle in increasing students' interest, engagement, and achievement in science subjects. The data were analysed through inferential statistics using Statistical Package for Social Science (SPSS) software. The data analysis results show significant differences in the level of interest, engagement, and achievement of primary school students in science subjects when using the EdPuzzle application. This suggests that the use of interactive video in the classroom has a promising approach to improve the quality of teaching and learning (TnL) among science teachers. However, considering the limitations of the research, specifically in relation to the context and the period of application, more studies are needed with different methodological approaches and in extended periods and samples.

Speaking skills is a crucial element which all students in Malaysian polytechnic should master. The new English syllabus introduced in Polytechnic is aimed at building confidence and fluency in English for students as well as enabling them to function effectively at the workplace. Majority of the Communicative English assessment requires students to communicate in English either as individuals or in groups, but many students are still reluctant to speak in front of the classroom and have a very low level of confidence. Thus, Video Project Assignment (VPA) is implemented to boost the achievement of students in the field of Communicative English. The aims of this study are 1) to analyse the student’s perception on the use of Video Project Assignment (VPA) in Communicative English subject, 2) to examine students’ engagement level towards the use of Video Project Assignment (VPA) based on emotional engagement and cognitive engagement and 3) to identify students’ achievement in DUE3012 Communicative English 2 subject. A set of questionnaire was used to gather data from thirty-three respondents from one of the polytechnics in Johor. Descriptive analysis technique was used to analyzed the data gathered from questionnaire. Result of the study indicates that by generating Video Project Assignment (VPA), students demonstrate positive perception, engagement, and achievement. This study also provides the students, lecturers, and potential researcher with a good inference.

Critical thinking skills are one of essential employability skills for graduates when entering the workforce. The lack of critical thinking skills among Malaysian graduates is a concern as these skills are important for success in the 21st century. Therefore, this paper aims to study the effects of online reciprocal peer tutoring (RPT) through Facebook discussion on students’ critical thinking. In this study, the online RPT approach in Facebook was used to nurture students to think critically. In RPT, the tutor role is switched between participants in each task, giving equal opportunities to all learners to benefit from the tutor and tutee role. This approach was integrated into their learning for 4 weeks to increase students' critical thinking. During the learning process, they need to involve in 4 critical thinking tasks based on Bloom's taxonomy. 29 undergraduate students from the school of education, Faculty of Social Sciences and Humanities at Universiti Teknologi Malaysia completed the validated instrument, Watson-Glaser Critical Thinking Appraisal test (inference, assumption, deduction, interpretation, evaluation arguments) before and after the treatment. The findings show that it is significantly different in making inference (Z=-3.85, p=.000<*.05) and deduction (Z=-3.627, p=.000<*.05) criterion in post-test. These revealed that students who engaged in the online RPT environment showed positive improvements in those criteria in critical thinking after the treatment. In conclusion, students’ critical thinking can be taught to students using Facebook with active learning strategies such as online RPT.

HRMARS is well established journal publisher based in Pakistan. It is publishing prominent journals in social sciences since 2011.

Higher Order Thinking skills (HOTs) are important thinking skills for lifelong learners, active social responsibility and proactive employees in the 21st century. The rapid development of technology in education has made learning anywhere and anytime possible. This study was conducted to investigate the effect of the integration of peer instruction in online social network could on students ability to answer HOTs questions. Peer instruction is one of the learning techniques that promote HOTs in a cooperative learning setting. It promotes students’ participation in class and increasestheir learning engagement. This study applied repeated measures one group pre-post test design which was carried out among 20 students (purposive sampling technique) in higher education institution. It was carried out in 3 different sessions. Students have to answer HOTs questions in the form of multiple choices using an online quiz system, while peer instruction activities were carried out using and online social network app. Findings show that there is significant effect of peer instruction activities on students quiz scores and no significant difference of students peer instruction activities among the 3 learning sessions.