Executive Summary Pandemic Pedagogy

MINISTRY OF EDUCATION MALAYSIA
Action Research on Pandemic Pedagogy: Surviving

Distance Teaching and Learning challenges
in the era of COVID-19
Research report and compilation of abstracts

___________________________________________________________
Dr Zailah binti Zainudin

Dr Satirah binti Ahmad
Dr Mohd Syafiq Aiman bin Mat Noor
December 2020
Action Research on Pandemic Pedagogy: Surviving Distance
Teaching and Learning challenges in the era of COVID-19
About the Authors
The Researchers
Dr Zailah binti Zainudin
Dr Zailah binti Zainudin is a Lecturer (with Special Grade C) at Institute of Teacher Education,
Raja Melewar Campus. She graduated from Brock University, Canada in Physics, holds a
Masters degree in Education from University of Houston, United States and PhD in Science
Education from UKM. She involved in research projects at institutional, national and
international level. She is an EduTuber and action research activist who experienced
conducting various workshops and courses nationwide on professional development and school
leadership such as “Active, Fun and Thinking (AFT) Classroom”.
Dr Satirah binti Ahmad
Dr Satirah binti Ahmad is a Lecturer at Institute of Teacher Education, International Languages

Campus. She holds a doctoral degree of Education (TESL) from UUM, a Master of Arts
(Linguistics & English Language Studies) from USM and a Bachelor of Education (TESL)
degree from UKM. Her current research interests include ESL reading instruction, reflective
practice, researcher-teacher collaboration and teachers’ professional development. She is
currently completing her post-doctoral research in IIUM under RIGS post-doctoral grant.
Dr Mohd Syafiq Aiman bin Mat Noor
Dr Mohd Syafiq Aiman bin Mat Noor is a Postdoc at University College London (UCL) where
he completed his PhD. He is currently working for the Research 2 Practice Science Project,
funded by the Wellcome Trust. He previously worked for the STEM Funds of Knowledge
Project, funded by Education Scotland. His research interests lie in the field of science
education, with a particular interest in the pedagogical approach of “nature of science” and
“scientific inquiry”. He is also passionate about integrating research and classroom practices,
and promoting teachers’ engagement with research.
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The Participating Educators
Farah Damia binti Mohd Nasir
Farah Damia binti Mohd Nasir is a Mathematics lecturer in the Faculty of Education and
Humanities at UNITAR International University, Petaling Jaya, Selangor and has been
working in a higher education institution since 2015. She graduated her first degree from
University Malaysia Sabah in Mathematics with Economy and completed her Masters degree
in Education Management and Leadership at University College of Islam, Malacca. Her
research interests include pedagogy in mathematics, educational technology, structural
equation modelling, development and validation of instruments.
Zainoriza binti Zainun
Zainoriza binti Zainun merupakan guru Pendidikan Khas yang memulakan kerjayanya pada
tahun 2010. Berlatarbelakangkan bidang psikologi dari UKM dan pendidikan khas dari IPGM
Kampus Ipoh, beliau kini merupakan penyelaras kepada Program Pendidikan Khas Integrasi
(PPKI) di SMK Bandar Behrang 2020, Perak. Beliau juga merupakan penerima Anugerah Guru
Cemerlang Pendidikan Khas peringkat daerah Batang Padang tahun 2019, dan sedang
melanjutkan pengajian secara separuh masa di peringkat sarjana dalam bidang pendidikan khas
di UPSI.
Norsyazwani binti Muhamad Dah
Norsyazwani binti Muhamad Dah memulakan perkhidmatannya sejak tahun 2012 dan kini
berkhidmat sebagai guru mata pelajaran sains di SMA Repah, Negeri Sembilan. Beliau
mempunyai kelulusan Sarjana Muda Pendidikan Sains (Kimia) daripada UPSI dan Sarjana
Sains Kimia daripada UKM. Beliau pernah menerima Anugerah Perkhidmatan Cemerlang
(2017) dan kini merupakan Jurulatih Utama Negeri bagi program Inquiry Based Science
Education (IBSE) dan peserta Program Duta Guru, anjuran bersama Yayasan Petronas dan
KPM.
Nor Naimmah binti Othman
Nor Naimmah binti Othman merupakan seorang guru Pendidikan Khas di Program Pendidikan
Khas Integrasi (PPKI), SMK Kg. Dato’ Seri Kamaruddin, Seri Manjung. Beliau berkhidmat
sebagai guru sejak tahun tahun 2006 selepas menamatkan pengajian daripada UPM dan
Pendidikan Khas daripada IPGM Kampus Ipoh. Beliau merupakan penerima Anugerah Guru
Cemerlang PPKI (Inovasi) peringkat Negeri Perak dan Anugerah Guru Cemerlang Pendidikan
Khas peringkat daerah Manjung pada tahun 2019.
Daniel Lu Yew Ching
Daniel Lu Yew Ching merupakan guru Bimbingan dan Kaunseling di SMK Julau, Sarawak.
Beliau mempunyai kelulusan Sarjana Muda Ekonomi daripada UKM dan Diploma Pendidikan
Lepasan Ijazah (Bimbingan dan Kaunseling) daripada UPSI. Beliau merupakan Guru
Cemerlang DG44. Beliau juga merupakan penerima Anugerah Perkhidmatan Cemerlang (2010
dan 2018), Anugerah Guru Ikon (2016) dan Anugerah Penghargaan Khas Cemerlang (2018)
peringkat daerah Julau.
2
Muhammad Saffuan bin Jaffar
Muhammad Saffuan bin Jaffar memulakan kerjayanya sebagai guru matematik sejak tahun
2015 di Sarawak dan kini berkhidmat di Sekolah Kebangsaan Dato Sharif Hamid, Baram.
Beliau mempunyai kelulusan Ijazah Sarjana Muda Perguruan (Matematik Pendidikan Rendah)
daripada Institut Pendidikan Guru Kampus Pulau Pinang dan Sarjana Pendidikan (Matematik)
daripada Universiti Kebangsaan Malaysia. Beliau merupakan penerima Anugerah Ikon STEM
peringkat negeri Sarawak pada tahun 2018 dan Tenaga Pengajar Utama bagi Pembelajaran
Matematik Secara Inkuiri, sebuah program yang dikelolakan oleh Pusat STEM Negara.
Zachary Farouk Chai
Zachary Farouk Chai is an English language teacher at Sekolah Kebangsaan Bugaya,

Semporna, Sabah since 2018. He graduated from the Institute of Teacher Education Campus
Perlis in TESL and is currently a part-time Masters student at Universiti Malaysia Sabah. His
research interests include ESL vocabulary acquisition, ELT methodology and innovative
teaching practices. His Masters thesis is specifically concerned with enhancing ESL primary
school learners’ vocabulary acquisition using contextualisation, word recognition and visual
aids.
Jen Renita binti Mappah
Jen Renita binti Mappah has been teaching English language for more than ten years and
currently working at Sekolah Kebangsaan Merotai Besar, Tawau, Sabah. Previously she
worked at Sekolah Kebangsaan Sanglang, Pontian, Johor for six years. She completed her
Masters degree in Education from Open University, Malaysia. She is interested in undertaking
classroom action research to improve English teaching and learning among young learners.
She was awarded Gold Commendation at Creative Teacher Showcase organised by MELTA
and Innovative Teacher Award from Pontian and Tawau District Education Offices.
Kathiresan A/L Moorthy
Kathiresan A/L Moorthy merupakan guru Pendidikan Jasmani dan Kesihatan di Sekolah
Kebangsaan Bukit Ridan, Muadzam Shah, Pahang sejak tahun 2017. Beliau menamatkan
Ijazah Sarjana Muda Perguruan (Pendidikan Jasmani) daripada IPGM Guru Kampus Raja
Melewar, dan kini sedang melanjutkan pengajian di peringkat sarjana secara separuh masa di
UPSI. Beliau merupakan Penyelaras Jurulatih Utama Kajian Tindakan bagi daerah Rompin
dan pernah menerima anugerah Guru Ikon Inovasi peringkat daerah tersebut pada tahun 2020.
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Contents
Action Research on Pandemic Pedagogy: Surviving Distance Teaching and 6

Learning challenges in the era of COVID-19
Zailah binti Zainudin, Satirah binti Ahmad and
Mohd Syafiq Aiman bin Mat Noor
Initiating an action research culture among educators in Malaysia during the 21

COVID-19 pandemic
Zailah binti Zainudin
Virtual coaching educators in Malaysia to conduct action research projects 22

on pandemic pedagogy
Satirah binti Ahmad
Overcoming teaching and learning challenges during the COVID-19 23

pandemic through action research projects
The integration of web applications and technology devices to teach modern 24

geometry in synchronous learning
Meningkatkan kebolehpasaran murid orang asli Semai melalui projek jualan 25

produk bakeri semasa tempoh Perintah Kawalan Pergerakan (PKP)
Pemupukan pemikiran kritikal dalam pembelajaran inkuiri melalui 26

Investigable Questions Formulation Technique (IQFT)
Pembangunan pendekatan kata pandang melalui intervensi SiSiWord dalam 27

kalangan murid-murid sindrom Down
Pengintegrasian M-Learning dalam membimbing kemahiran komunikasi 28

PRS
Daniel Lu Yew Ching
Penglibatan ibu bapa dalam pembelajaran inkuiri matematik di rumah 29

semasa pandemik COVID-19
Developing a contextual approach in teaching English to promote ESL 30

learners’ engagement during the COVID-19 pandemic
Zachary Farouk Chai
4
The implementation of ELV-CAMP to create a motivated, meaningful and 31

memorable virtual learning environment
Kawalan gerak kaki dalam pembelajaran pendidikan jasmani secara tidak 32

segerak menggunakan templat Tapak Kaki Kathi (TKK)
Kathiresan a/l Moorthy
Kelulusan bersyarat untuk menjalankan kajian daripada Bahagian 33

Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan
Malaysia
5
Action Research on Pandemic Pedagogy: Surviving Distance Teaching and

Learning challenges in the era of COVID-19
Zailah binti Zainudin1, Satirah binti Ahmad2 and Mohd Syafiq Aiman bin Mat Noor3
1
Institute of Teacher Education Malaysia, Raja Melewar Campus, Negeri Sembilan
dr.zailah@ipgm.edu.my
2
Institute of Teacher Education Malaysia, International Languages Campus, Kuala Lumpur
satirahahmad@ipgm.edu.my
3
University College London (UCL), United Kingdom
m.noor.14@ucl.ac.uk
ABSTRACT
In the uncertain environment of the COVID-19 pandemic, it is important that

professional development for Malaysian educators continues, even if it cannot
happen in person. In response, we developed this study to deliver online Continuous
Professional Development (CPD) on action research among Malaysian educators.
The paper seeks to answer two main questions: (i) How do we promote and conduct
online CPD on action research during the movement control order (MCO)?, and (ii)
How do educators exhibit their professional development as a result of participating
in the online CPD? The study utilised action research as a model of CPD to impart
understandings about action research processes to the educators. In the initial
stages, we used social media platforms and mobile applications to promote and
create awareness of the online CPD. As a result, educators (n=215) from different
levels of education registered and participated in the online CPD on action research.
We then conducted a series of online CPD programmes on action research using
video conferencing tools. Our effort to provide online CPD on action research has:
(i) helped educators to develop new knowledge directly related to their teaching
practices, (ii) promoted reflective teaching and thinking, and (iii) expanded
educators’ pedagogical repertoire. The study also indicated that the participating
educators exhibited their professional development and deepened their knowledge
related to the four areas: pedagogical knowledge, pedagogical content knowledge,
content knowledge, and knowledge of learners and learning. It is therefore
suggested that action research as a model of CPD should be nurtured among
educators in Malaysia.
Keywords: Professional development, action research, COVID-19 pandemic
(This paper is presented at two conferences, New Academia Learning Innovation [NALI] on
the 7th-10th December 2020 organised by the Universiti Teknologi Malaysia and Seminar
Kolaboratif Pembangunan Minda Penyelidik [e-KPMP] on the 17th December 2020 organised
by the Institute of Teacher Education Malaysia, Raja Melewar Campus. The recorded
presentations can viewed at https://youtu.be/9asmSZQoVsA and
https://youtu.be/cqxhvYLN6gQ [14:23 - 22:24])
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INTRODUCTION
The Coronavirus (COVID-19) outbreak is causing various levels of disruption in

education globally. Malaysia announced school and other education institution closures on 18
March 2020, with less than 26 hours’ notice, in an attempt to slow the spread of the disease
(see PMO, 2020). This has impacted just below five million students in the country (MOE,
2019). The purpose of these school and other education institution closures is to prevent further
transmission of COVID-19 through self-isolation, shielding and social distancing during the
movement control order (MCO) (MOE, 2020). Despite the fact that schools and other education
institutions are disrupted by the COVID-19 pandemic, unlike any time in the past, we have the
ability to ensure that education can continue, even when schools and other education
institutions are closed. Thus, during the implementation of the MCO, the Ministry of
Education, Malaysia (MOE) and Ministry of Higher Education, Malaysia (MOHE) are
committed to ensuring that students are not left behind and are able to continue their learning
in a safe manner. They are doing so by urging all educators to carry out distance teaching and
learning. Assuming Malaysian parents, students and educators are ready for distance teaching
and learning, the question remains: how should it be delivered?
In an attempt to address this issue, we have come up with an initiative to provide online
Continuous Professional Development (CPD) to educators all over Malaysia in order to help
them see the relevance of action research in dealing with the challenges of distance teaching
and learning during the COVID-19 pandemic. The study employs action research, which offers
a systematic and intentional approach for educators to carry out research on their own
professional and pedagogical practices. Action research aims to change practices, people’s
understandings of their practices, and the conditions under which they practice (Kemmis, et
al., 2014). The transformation of practices involves transformations in how people e.g.
educators, understand their practices, what they do, and how they relate to one another in
practice. Our ways of saying, doing and relating can each be transformed, but always in relation
to other people. We argue that the educators involved in the action research processes will be
able to articulate their area of professional practice for development. For example, educators
could choose to transform a particular kind of educational practice (doing) — like the shift
from face to face teaching and learning to distance teaching and learning. They might also
embark on a paradigm shift from a conservative view of education as transmission of
knowledge, skills and values to a liberal view of education as self-formation (shifts in ways of
thinking, saying and relating, as well as in ways of doing).
This study was the sum of our efforts to help educators in their professional development.
The aim was to enable them to reflect on their own practice and hence improve the way they
conduct distance teaching and learning throughout the COVID-19 pandemic. It is important to
note that the study’s aim is not to provide online CPD for educators to design curriculum
instruction on distance teaching and learning for their students and to manage its technological
component. Rather, we invited educators to be involved in the action research process and to
carry out research into their own professional and pedagogical practices. The term action
research was introduced by Kurt Lewin (1948), who described it as a cyclical process of four
iterative research stages: reflecting, planning, acting, and observing. Action research for the
purpose of achieving social change has a longstanding association with development (see Fals-
Borda, 1987). There have also been recent significant shifts and innovations in practice, which
have emphasised action research is fundamentally concerned with changes in practice, in the
context of schools, workplaces, hospitals and other organisational contexts (Townsend, 2014).
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We attest that action research will enable educators to critically evaluate their own professional
and pedagogical practices in these unprecedented times.
Therefore, the study seeks to answer two main questions: (i) How do we promote and
conduct online CPD on action research during the movement control order (MCO), and (ii)
How do educators exhibit their professional development as a result of participating in the
online CPD?
LITERATURE REVIEW
Continuous Professional Development (CPD) can be structured and organised in a

number of different ways, and for a number of different reasons. While most CPD experiences
might be considered as means of introducing or enhancing knowledge, skills and attitudes, it
cannot be assumed that this is uncontested (Kennedy, 2005). Research indicates that effective
CPD is sustained, content-based, contextually-situated, and educator-centred (Bissonnette &
Caprino, 2014). Successful CPD should be school-based and continuous because an absence
of sustained context, a lack of guidance, and follow-up sessions often result in a lack of
implementation (Blau, et al., 2011). Blau, et al. (2011) also emphasises that research on
educators CPD indicates the importance of intensive sustained, school-based programmes if
educators are to adopt new practices and redefine existing ones in significant ways. The
intensive, sustained, school-based CPD is possible with action research. Action research has
found favour with educators and teacher educators since its introduction into the educational
arena through the works of Carr and Kemmis, Elliott and Stenhouse (see Adelman 1993).
In education, action research can be defined as deep inquiry into one’s own practice: a
systematic, intentional, and reflective study by educators of their own classroom practice for
understanding and improvement of that practice (Carr & Kemmis, 1986; Cochran‐Smith &
Lytle, 2009). The process of action research has proven to be a powerful tool for educator CPD
(Zeichner, 2003). Research shows that training educators to function as action researchers in
their own practices has benefits for the educator themselves, their students, and the entire
school community (Cochran-Smith & Lytle, 1990; Llewellyn & Van Zee, 2010; Mertler,
2009). Action research is sustained, content-based, contextually-situated, and educator-
centred: all qualities of effective professional development. Educators become engaged in the
professional development process when it involves action research as it allows for explicit
discussion of the events, challenges, and successes in their own classroom. Professional
development becomes more meaningful when it involves action research because it allows for
the integration of a question directly related to the educator’s content (Cochran-Smith & Lytle,
1990).
Online platform is an option for CPD with lots of potential (Cornelius & Macdonald,
2008). Geographic boundaries are not a limiting factor with online CPD because online
platform is Internet based. Online CPD opens up opportunities for collaboration among
educators across states and districts regardless of distance (Gaumer et al., 2012). Online
platform allows options for selection of delivering tools. One example is that the online CPD
can be synchronous or asynchronous. Examples of synchronous include chat rooms, video and
conference technology. Examples of asynchronous learning include e-mail, threaded forums,
and news groups. Studies designed to examine the key components of effective online CPD
identify three primary types of interaction. These three types of interactions are educator to
teacher educator, teacher to teacher, and teacher to content (Nandi et al., 2012). Properly
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designed online CPD should be interactive, collaborative, interest-driven and differentiated,

ongoing, consisting of the proper resources, and properly implemented (Elliott, 2017).
METHODS
The study utilised action research as a model of Continuous Professional Development

(CPD) to impart understandings about action research processes to the educators. This model
has been acknowledged as being successful in allowing educators to ask critical questions of
their practice (Kennedy, 2005). Similarly, Burbank and Kauchack (2003) argue that this model
provides an alternative to the passive role imposed on educators in traditional models of
professional development. We also attest that this model has significant capacity for
transformative practice and professional autonomy in order to support educators to critically
reflect upon their pedagogical practices during the COVID-19 pandemic. Following an action
research model for continuous professional development, we applied the four phases of the
action research spiral in the study (as shown in the Figure 1 below), namely the development
of the online CPD, implementation of the online CPD, data collection processes from the online
CPD and reflection about the online CPD. The action research spiral offers us an opportunity
to review the processes of delivering online CPD at a higher level each time and thus to
progress towards better outcomes.
Figure 1. The four phases of the action research spiral employed in the study.
We employed mixed methods action research when we collect, analyse, and integrate
both quantitative and qualitative data within the study to generate practical knowledges
(Ivankova & Wingo, 2018). Mixed methods and action research share a number of conceptual,
philosophical, and procedural characteristics, which make a meaningful integration of these
two research approaches justifiable and advantageous (Ivankova, 2015). We have collected
quantitative and qualitative data from the needs assessment in the beginning of the study to
determine the appropriate contents and approaches to be adopted in the online CPD. In the final
phase of the study, we conducted a quantitative and qualitative evaluation survey about the
online CPD, to gather information from the participating educators and evaluate the educators’
understanding of action research. The quantitative data collected in the study was analysed
using a simple descriptive statistics (May, 2017) in allowing us to describe, organize, and
summarize data in a meaningful way. We also did not intend to make presumptive conclusions
about the participating educators. The qualitative data collected in the study was analysed using
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a thematic approach (Mills et al., 2010) in allowing us to identify themes of patterns of

contextual meaning.
In this paper we present the study using a narrative approach to describe action research
processes on: How do we promote and conduct online CPD on action research during the
COVID-19 pandemic? We chose narrative style writing as this approach is very important for
developing and writing up action research experiences by paying due attention to the main
issues in the process of narrative knowing (making) and narrative telling (communicating)
(Taledano & Anderson, 2020). McNiff (2007) makes explicit the links she sees between
narrative approach and action research. Narrative approach and action research are linked as
research that enables practitioner researchers to tell their stories of how they have taken action
to improve their situations by improving their learning: they explain how reflecting on their
action can lead to new learning, which can inform future learning and action (McNiff, 2007).
Similarly, Whitehead (1989) emphasises practitioner researchers’ stories comprise their
description and explanations of practice and, through these stories, these living educational
theories of practice, they are able to show how they hold themselves accountable for what they
are doing and why they are doing it. Therefore, we applied first person narration in this paper
is to reflect the use of narrative approach in the study.
DISCUSSIONS
How do we promote and conduct online CPD on action research during the movement
control order (MCO)?
Our efforts to promote online Continuous Professional Development (CPD) began

with a presentation of our idea to the Director of the Institute of Teacher Education, Raja
Melewar Campus. He supported the idea, and the online CPD for the study was registered
officially as part of the Online CPD Programme of the Institute. Thus, educators who
participated in the online CPD will receive an official Sistem Pengurusan Latihan KPM
(SPLKPM) merit from the Ministry of Education (MOE). Soon after the approval, we began
to advertise the online CPD. It was promoted through an informative digital poster that was
created to attract the attention of educators, primarily primary and secondary school
teachers. The digital was based on the AIDA Model, a promotional theory in marketing
developed by an American advertising and sales pioneer, St Elmo Lewis in 1898, which
emphasises attention, interest, desire and action. We adapted the concept of infomercials
in marketing (Lee & Hoffman, 2015) as an innovative educational tool to promote the
online CPD to the educators in a convincing way. This was achieved through the creation
of an informative digital poster and short videos, and the choice of social media platforms,
notably Facebook and Instagram. Numerous empirical studies coincide in indicating that
social media can be a useful communication platform and serve as open and rich digital
spaces for professionals to exchange information, opinions and ideas (Bruguera, 2019).
We engaged a professional graphic designer to create a digital poster (as shown in

Figure 2) which contains the name and theme of the online CPD, as well as relevant images
and information. We clearly included our positions and qualifications as action research
instructors in an attempt to create a good image. The digital poster also contained
information about who we are and our role as action research instructors for the online
CPD. The underlying principles sought to ensure that our target educators felt supported
and connected. We wanted to put forward action research as a support system for educators
who were struggling with distance learning challenges. We clearly indicated that the
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number of participants was limited to encourage them to register. The digital poster,
together with short videos promoting the online CPD, were widely shared via social media
platforms, which are Facebook and Instagram, and mobile applications, namely WhatsApp
and Telegram. Our choice to promote the online CPD was in line with the Social Media for
Learning (SM4L) Framework of Middleton and Bengkingham (2015) (as shown in the
Table 1 below). One of the advantages of using social media to promote online CPD during
the movement control order (MCO) was to support open access, through geographically
extended, democratic, inclusive, user-controlled, free, open and accessible content. Social
media also accommodate common interests among learners and enable the discussion of
diverse topics.
Figure 2. The digital poster used to promote the online CPD programs.
Table 1. Social Media for Learning (SM4L) Framework.

Characteristics that generate learning opportunities
1. Support access to new ideas
2. Expand learners’ communication and facilitate interaction and sharing
3. Enable connections through social, professional and learning networks
4. Support and expand ‘traditional’ learning or professional development
5. Promote self-direction, self-regulation, self-expression, enjoyment and confidence of
students
6. Support open access (geographically extended, democratic, inclusive and user-
controlled; free, open and accessible content)
7. Support and validate learning through communities of practice
8. Accommodate common interests among learners and enable discussion of topics
9. Facilitate asking for help or just-in-time information
We promoted the online CPD to educators nationwide through social media

platforms, regardless of their background, level of education or teaching experiences. This
was part of our effort to promote social justice among educators in Malaysia. Brydon‐Miller
and Damons (2019) emphasised that educational action research should not only provide
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professional development, but also should address larger structural issues. Thus, social
justice is embedded within the study process, which began within the community itself, and
focused on ensuring that all educators could express their interest by registering for the
online CPD. As a result, 215 educators registered via Google Forms after two weeks of
promoting the online CPD (as shown in the Figure 3 below). At the beginning of the study,
we primarily targeted in-service primary and secondary school teachers as we sought to
deliver online CPD to these target educators. Interestingly, educators from higher education
intuitions also registered for the online CPD, including teacher educators (n=17), pre-
university lecturers (n=7), and university lecturers (n=3). The majority of the educators
registered for the online CPD were school teachers, including primary school teachers
(n=117) and secondary school teachers (n=65). The remaining educators were education
officers (n=4) and school administrators (n=1).
Figure 3. Registered educators in the online CPD.
In the development of the online CPD, we conducted quantitative and qualitative needs
assessments to gather information from the registered educators and to determine the
appropriate contents and approaches to be adopted in the online CPD (Rothery & Tutty, 2001).
We used a quantitative needs assessment to gather data that are translated into numerical form
and are described using simple statistics. We also utilised a qualitative needs assessment to ask
questions that tend to be more open-ended and to allow the educators to describe in detail the
complexities of the needs at hand. The 48-item needs assessment was distributed to the
registered educators in the online CPD using Google Forms and 33 of them were completed.
A quantitative analysis of this needs assessment summarised in the Table 2 below. The study
found that only 12 educators (36.4%) have received training on action research and have been
involved in action research projects. The remaining 21 educators (63.6%) have not received
any training on action research and have not been involved in any action research projects. An
analysis of the qualitative needs assessments indicated that most educators expressed an
interest in and hope for the online CPD to be used to enhance knowledge. Four kinds of
knowledge summaries can be drawn from the needs assessments, which are also necessary for
teaching practices (Johnson, 2019), namely pedagogical knowledge, pedagogical content
knowledge, content knowledge, and knowledge of learners and learning.
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Table 2. Summarised quantitative responses from the needs assessment.

Responses (n=number of educators)
‘How much do you agree with
Disagreed
disagreed
Strongly
Strongly
Neutral
Agreed
agreed
this statement?’ items
1. “Action research practice 23 9 1

improves the overall (69.7%) (27.3%) (3%)
educational quality at
institutional level”
2. “Action research helps 27 5 1
educators to analyse their (81.8%) (15.2%) (3%)
own teaching practice”
3. “Action research on 27 4 1 1
teaching improves (81.8%) (12.1%) (3%) (3%)
student’s learning”
4. “Successful 27 5 1
implementation of action (81.8%) (15.2%) (3%)
research depends upon a
educator’s individual
desire to learn and
implement new skills
during teaching”
5. “Support from senior 21 9 3 (9.1%)
management is a crucial (63.6%) (27.3%)
factor for implementing
action research practice”
From the needs assessments, we developed the contents and approaches for the online
CPD. It was divided into three workshops and a webinar. The workshops are: (i) An
introduction to action research, (ii) Methodological approaches for action research, (iii) Writing
an action research report. The first workshop focused on the main ideas, aims and goals of the
study. We offered explanations as to why educators need to carry out action research during
these unprecedented times, and described action research processes, in particular how to begin
their action enquiry by identifying a research focus. The second workshop highlighted how to
formulate research questions, develop an intervention in action research, collect data and
analyse data systematically. The third workshop outlined some of the key features of an action
research report, and explained how the content and form of action research reports are different
from traditional research reports. Meanwhile, the webinar on a living educational theory
approach to action research and pedagogical practices was conducted with Professor Dr Jack
Whitehead from the University of Cumbria, United Kingdom (as shown in Figure 4). This
webinar aimed to share his original ideas on living educational theory, as the conceptual
framework that enables individual educators to locate their enquiries within this research
approach.
13
Figure 4. Webinar screenshot on the YouTube site via the link

https://www.youtube.com/watch?v=v4v6EyfUkfI
The online CPD utilised video conferencing tools, notably Google Meet, to deliver all
the three workshops synchronously, and Zoom to conduct a webinar. We chose Google Meet
to deliver the three workshops as all educators had been provided with a G Suite Education
account from the Ministry of Education (MOE) during the movement control order (MCO) to
conduct distance teaching and learning during. Within the G Suite Education, we also created
and used Google Classroom (as shown in Figure 5) as a collaborative space for the instructors
and the registered educators, and for the registered educators amongst themselves. This
asynchronous learning space was also employed to post announcements, organise and manage
tasks given during each workshop, and to share resources with participating educators. The
combination of online learning approaches, synchronous and asynchronous learning, provided
us with two ways to engage the educators. However, we found that the synchronous virtual
environment worked more effectively in workshop discussions, as compared to the
asynchronous learning environment. On the other hand, we chose Zoom to organise a webinar
because of its relative ease of use, cost-effectiveness, data management features, and security
options (Archibald, et al, 2019). The webinar was streamed live to YouTube to gather a greater
number of educators, so that they could also benefit from the online CPD apart from the
registered educators.
14
Figure 5. Google Classroom screenshot that can be browsed through the class code
“suygim5”.
How do educators exhibit their professional development as a result of participating in the

online CPD?
In the final phase of the study, we conducted an evaluation survey about the online CPD,
to gather information from the participating educators, by adapting the protocol of the CPD
Evaluation Framework of Goodall et al. (2005). The participating educators in the study were
invited to complete a 27-item questionnaire via Google Forms. As a result, the study recorded
28 responses. The questionnaire gathered a mixture of quantitative and qualitative data. There
were also a few close-ended questions, followed by largely open-ended questions, to afford
greater freedom to the participating educators in the ways they choose to answer. A quantitative
analysis of this evaluation survey summarised in the Table 3 below. Most interestingly, 20
educators (71.4%) strongly agreed and 7 educators (25%) agreed with the statement number
four: “The online CPD stimulated my interest in action research”. This was evident that action
research interest among educators was being translated into practice, as 17 educators (60.7%)
stated that they were conducting action research projects during the pandemic COVID-19.
Some of the action research projects described by the educators are: (i) The integration of web
applications and technology devices to teach modern geometry in synchronous learning, (ii)
Parental involvement in mathematics learning at home during the movement control order
(MCO), and (iii) Creating a motivated learning environment in asynchronous learning.
15
Table 3. Summarised quantitative responses from an evaluation survey of the study.

Responses (n=number of educators)
“How much do you agree with
Disagreed
disagreed
Strongly
Strongly
Neutral
Agreed
agreed
this statement?” items
1. “The online CPD was 20 8

useful to my (71.4%) (28.6%)
professionalism”
2. “Knowledge and 22 4 2
information gained from (78.6%) (14.3%) (7.1%)
participation at the online
CPD met my
expectations”
3. “Knowledge and 21 6 1
information gained from (75%) (21.4%) (3.6%)
CPD will be
useful/applicable in my
work”
4. “The online CPD 20 7 1
stimulated my interest in (71.4%) (25%) (3.6%)
action research”
5. “I look forward to 20 7 1
participating in the similar (71.4%) (25%) (3.6%)
CPD in future”
6. “My perception towards 18 7 3
action research has (64.3%) (25%) (10.7%)
changed from
CPD”
7. “From the online CPD, I 17 8 3
found that the (60.7%) (28.6%) (10.7%)
methodological approach
of action research is
different to conventional
research”
8. “In the context of 20 7 1
education, action research (71.4%) (25%) (3.6%)
is aimed at improving
teaching/pedagogical
practices”
16
From the qualitative data, we evaluated the educators’ understanding of action research
through open-ended questions such as: (i) “What is your current understanding of action
research?” and (ii) “In what ways the methodological approach of action research differs from
traditional research?” Similar to the results of Feldman et al.’s (2018) work, which sought to
improve action research practice, most of the educators stated that the importance of engaging
in action research during these unprecedented times was to critically evaluate and improve their
practice. The educators also stated that critical reflection is an important process in action
research to find a solution to a particular issue related to teaching practice. In action research,
critical reflection is taken to a deeper level. The question of “how” to critically reflect is an
important consideration that could be prefaced by the question “can it be learnt?” (Coghlan &
Brydon-Miller, 2014). Furthermore, most educators in our study stated that they realised that
when conducting a piece of action research, the subject of the research itself is themselves,
rather than the students, as in conventional classroom-based research. The educators also
agreed that they are now able to see that action research is a legitimate form of research.
From the qualitative analysis of this evaluation survey, we attested that the participating
educators exhibited their professional development and deepened their knowledge related to
the four areas: pedagogical knowledge, pedagogical content knowledge, content knowledge,
and knowledge of learners and learning. Firstly, pedagogical knowledge. Most of the
participating educators stated that the online CPD has made them think critically on the
knowledge of general teaching strategies to impart information, teach skills, or enhance
learning. This includes teaching strategies in the middle of pandemic COVID-19 such as
distance teaching and learning, blended learning and hybrid learning. Secondly, pedagogical
content knowledge. The educators stated that they have identified teaching strategies to teach
specific content or skills. For example, a special educational needs teacher described that sight
words is the best teaching strategy to teach children with down syndrome to read. Thirdly,
content knowledge. This is a body of knowledge related to the subject matter that is to be
taught. Most of the participating educators stated that the online CPD has guided them in
deciding what is taught and in what order. Finally, knowledge of learners and learning. The
educators stated the importance of the learning process, learning theories, and human
development and it relation to the social, emotional, intellectual, moral, and personal
development.
CONCLUSION
Since the beginning of the movement control order (MCO), the number of students in
Malaysia who have not been able to attend or have missed school or university because of
COVID-19 has been soaring. As teacher educators, we invested in our study in the form of
providing an online CPD on action research to educators to keep education going through
distance teaching and learning. The study indicated that social media platforms, which are
Facebook and Instagram, and mobile applications, namely WhatsApp and Telegram, act as
strong tools to promote and create awareness of the online CPD during these unprecedented
times. We attested that synchronous (via Google Meet and Zoom) and asynchronous (via
Google Classroom) learning approaches are the best possible platform to deliver online CPD
to educators in Malaysia. The main purpose of these social media platforms, mobile
applications and video conferencing tools is to support open access to educators, in the form
of geographically extended, democratic, inclusive, user-controlled, free, open and accessible
content, during the COVID-19 pandemic.
17
Most importantly, the study supported the idea of action research as a systematic
approach to initiate professional development among educators to reflect and improve their
pedagogical practices during these times. In this study, we encouraged educators to engage in
action research, as this systematic inquiry can offer a powerful form of professional
development for educators (Johnson & Button, 2000). In this regard, our effort to provide
online CPD on action research has: (i) helped educators to develop new knowledge directly
related to their teaching practices, (ii) promoted reflective teaching and thinking, and (iii)
expanded educators’ pedagogical repertoire. Furthermore, the participating educators
exhibited their professional development and deepened their knowledge related to the four
areas: pedagogical knowledge, pedagogical content knowledge, content knowledge, and
knowledge of learners and learning. Based on these findings, we attested that action research
acts as a systematic approach to initiate professional development among educators. It is
therefore suggested that action research as a model of CPD should be nurtured among educators
to solve educational issues, notably distance teaching and learning.
ACKNOWLEDGEMENT
The online CPD conducted in the study is officially registered as part of the Online Continuous
Professional Development (CPD) of the Institute Teacher Education, Raja Melewar Campus.
The study has been reviewed and approved by the Educational Planning and Research Division
(EPRD), Ministry of Education, Malaysia (Ref: KPM.600-3/2/3-eras(7416)). We thank to
Susan Noffke Action Research Foundation, United Kingdom for providing a small award to
aid local translation and dissemination of this study.
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20
Initiating an action research culture among educators in Malaysia during

the COVID-19 pandemic
Zailah binti Zainudin

Institute of Teacher Education Malaysia, Raja Melewar Campus, Negeri Sembilan
dr.zailah@ipgm.edu.my
In the uncertain environment of the COVID-19 pandemic, it is important that professional

learning for Malaysian educators continues, even if it cannot happen in person. In response, we
developed an action research project on pandemic pedagogy to promote action research
practices among Malaysian educators, and to support them to critically reflect upon their
pedagogical practices during these unprecedented times. The purpose of this nationwide
research project is to document the teaching and learning conducted during the COVID-19
pandemic, using an action research approach. Ultimately, it seeks educators to gain a deeper
understanding of action research processes. The research seeks to answer two main questions:
(i) How do we create and promote awareness of action research?, and (ii) How do we
collaboratively conduct online action research workshops with educators in Malaysia? In the
initial stages, we used social media platforms and mobile applications to create awareness of
the project. We then conducted a series of online action research workshops/webinars using.
As a result, hundreds educators demonstrated their commitment to participate in the series of
online action research workshops/webinars. Nine educators were finally selected to receive
special support from a Critical Friends Group (CFG), in order to document the teaching and
learning they had conducted during the COVID-19 pandemic.
Keywords: Professional development, action research, COVID-19 pandemic.
(This paper is presented at Collaborative Action Research Network [CARN] Virtual

Conference on the 24th October 2020. The recorded presentation can be viewed at
https://youtu.be/R7B0bHBkQuQ [01:05 - 11:04])
21
Virtual coaching educators in Malaysia to conduct action research projects

on pandemic pedagogy
Satirah binti Ahmad

Institute of Teacher Education Malaysia, International Languages Campus, Kuala Lumpur
satirahahmad@ipgm.edu.my
Since the beginning of the Malaysia Movement Control Order (MCO) in response to the
COVID-19 pandemic, we have developed the concept of pandemic pedagogy to support
educators in conducting action research projects. This presentation is a continuation of the
previous presentation on “Initiating action research culture among educators in Malaysia
during the COVID-19 pandemic”. It aims to highlight: (i) the virtual processes undergone in
supporting nine educators to plan, implement and report their action research projects, and (ii)
the advantages and challenges of virtual coaching. The coaching processes employed, situated
within a critical friend framework, involved building rapport, providing guidance by
identifying challenges and their root cause, clarifying the research focus, planning
interventions, collecting and analysing data systematically, writing action research reports, and
disseminating action research. Despite various challenges, such as internet connectivity and
time constraints, the educators greatly benefitted from the coaching processes. This was
demonstrated through their commitment and enthusiasm as they conducted their own action
research projects, bringing them to completion. Equally, these collaborative virtual coaching
processes have provided an opportunity for us as researchers to further clarify our
understandings of action research and the ways that educators in Malaysia have coped with
teaching and learning during the COVID-19 pandemic.

22
Overcoming teaching and learning challenges during the COVID-19

pandemic through action research projects

University College London (UCL), United Kingdom
m.noor.14@ucl.ac.uk
Over the past six months, since the beginning of the Malaysia Movement Control Order
(MCO), we have actively promoted action research among educators in Malaysia. We have
also coached nine educators who were exclusively selected for the project, to conduct their own
action research projects during the COVID-19 pandemic. This presentation offers a
continuation of the others titled “Initiating an action research culture among educators in
Malaysia during the COVID-19 pandemic” and “Virtual coaching educators in Malaysia to
conduct action research on pandemic pedagogy”. Thus, this presentation aims to illustrate: (i)
the concept of pandemic pedagogy, as illustrated through action research projects undertaken
by the nine educators, and (ii) the main findings of this nationwide research project. The nine
selected action research projects traverse various academic disciplines, namely Mathematics,
Science, English as a Second Language, Physical Education, Guidance and Counselling, and
Special Educational Needs, from primary level to higher education. The educators showcased
a genuine understanding of the action research processes through the high quality of their action
research projects. Furthermore, we found that a combination of social media platforms, mobile
applications and video conferencing tools offered an effective method to promote and coach
action research approaches during these unprecedented times.

23
The integration of web applications and technology devices to teach

modern geometry in synchronous learning

UNITAR International University, Selangor
farah_damia@unitar.my
In the beginning of Movement Control Order (MCO), I had not been able to teach modern
geometry in synchronous learning successfully. I decided to engage myself in action research
to critically reflect my practice and find ways to overcome the challenges of teaching modern
geometry. Therefore, this action research describes in what ways did I improve my pedagogical
practices of teaching modern geometry by integrating web applications and technology devices
during COVID-19 pandemic. Web applications: Microsoft teams and GeoGebra Apps, and
technology devices: XP Pen and Tablet were used to teach modern geometry in synchronous
learning. Action research processes of planning, action, observe and reflect were applied to
critically reflect my pedagogical practices in integrating those web applications and technology
devices. Data was collected using direct observations, formative and summative assessments,
and journal reflections. The data was analysed through descriptive and narrative methods to
illustrate how the intervention was implemented in synchronous learning to improve the quality
of modern geometry teaching. As a result, my students were able to understand and apply the
theory of modern geometry. Most importantly, I was able to improve my educational and
technological skills as I underwent the process of reflective practice in this study.
Keywords: Modern geometry, synchronous learning, web applications, technology devices.
(This paper is presented at Action Research on Pandemic Pedagogy Online Showcasing [Part
1] on the 9th July 2020. The recorded presentation can be viewed at
https://youtu.be/l44u1lecwE4 [01:06:01 - 01:18:54])
24
Meningkatkan kebolehpasaran murid orang asli Semai melalui projek

jualan produk bakeri semasa tempoh Perintah Kawalan Pergerakan (PKP)

Sekolah Menengah Kebangsaan Bandar Behrang 2020, Perak
g-02172937@moe-dl.edu.my
Kebolehpasaran merupakan kemahiran asas pekerjaan yang amat penting bagi murid orang asli
Semai dan kemahiran ini diterjemahkan sebagai kebolehan teras yang terkandung dalam
kurikulum vokasional. Semasa Perintah Kawalan Pergerakan (PKP), saya tidak dapat
menjalankan pengajaran secara dalam talian dan telah mengambil inisiatif menjalankan projek
jualan produk bakeri di kediaman saya. Justeru, soalan kajian ini ialah: Bagaimana saya boleh
menambah baik amalan saya sebagai guru kemahiran vokasional spesifik (pembuatan roti)
dalam meningkatkan kebolehpasaran murid orang asli Semai melalui projek jualan produk
bakeri? Projek jualan produk bakeri merupakan intervensi dalam kajian ini yang
menggabungjalinkan dua sukatan mata pelajaran yang dilaksanakan sebanyak dua kali pada
hujung minggu. Data telah dikumpul melalui rancangan pengajaran pembuatan roti, dokumen
perniagaan, rakaman video dan foto. Dapatan dibincangkan secara naratif tentang bagaimana
saya telah menggabungjalinkan dua sukatan mata pelajaran dalam projek jualan produk bakeri
yang mengandungi dua belas langkah utama. Projek jualan produk bakeri bukan sahaja
mendedahkan murid kepada persekitaran pekerjaan, malah saya telah dapat meningkatkan
kemahiran dalam membina sesebuah pengajaran yang bermakna.
Kata Kunci: Kebolehpasaran, kemahiran vokasional, murid orang asli.
https://youtu.be/l44u1lecwE4 [41:24 - 59:51])
25
Pemupukan pemikiran kritikal dalam pembelajaran inkuiri melalui

Investigable Questions Formulation Technique (IQFT)

Sekolah Menengah Agama Repah, Negeri Sembilan
Penyoalan merupakan salah satu proses yang penting dalam pembelajaran inkuiri ke arah
merangsang pemikiran kritikal dalam kalangan murid, namun ianya merupakan satu proses
yang kompleks yang memerlukan pendekatan yang sistematik. Justeru, saya telah menjalankan
kajian tindakan ini bagi membolehkan murid menghasilkan soalan yang berbentuk
penyiasatan. Soalan kajian ini adalah: Bagaimana saya boleh menambah baik amalan saya
dalam aspek pemupukan pemikiran kritikal dalam pembelajaran inkuiri melalui Investigable
Questions Formulation Technique (IQFT)? IQFT merupakan intervensi dalam kajian ini yang
merangkumi lapan langkah utama yang direka bentuk selepas beberapa kitaran yang
melibatkan proses: (i) merancang, (ii) bertindak, (iii) memerhati dan (iv) mereflek.
Memandangkan pelaksanaan intervensi dijalankan semasa pandemik COVID-19, ciri-ciri
pendekatan pedagogi penjarakan fizikal telah dipenuhi. Data telah dikumpul secara kualitatif
termasuklah pemerhatian tidak berstruktur semasa intervensi dijalankan, rakaman video dan
foto serta dokumen-dokumen kerja murid. Data telah dianalisis secara naratif yang
menjelaskan bagaimana saya telah menambah baik amalan pembelajaran inkuiri melalui proses
membimbing murid dalam menghasilkan soalan yang berbentuk penyiasatan menggunakan
intervensi IQFT. Meskipun pemupukan pemikiran kritikal merupakan proses yang kompleks,
murid-murid telah dapat menghasilkan soalan yang berbentuk penyiasatan melalui intervensi
IQFT yang telah dibangunkan hasil daripada penglibatan saya dalam kajian ini.
Kata Kunci: Teknik penyoalan, pembelajaran inkuiri, pemikiran kritikal, sains sekolah
menengah.
3] on the 16th September 2020. The recorded presentation can be viewed at
https://youtu.be/A9bw8oJFon8 [00:52:55 - 01:03:54])
26
Pembangunan pendekatan kata pandang melalui intervensi SiSiWord

dalam kalangan murid-murid sindrom Down

SMK Kg. Dato’ Seri Kamaruddin, Perak
Murid sindrom Down membaca menggunakan kemahiran memori visual memandangkan

mereka mempunyai masalah menggabungkan bunyi perkataan. Pada pengajaran yang lepas,
saya telah melaksanakan pengajaran membaca bahasa Inggeris menggunakan kad imbas kata
pandang bergambar animasi. Namun, saya mendapati bahawa aktiviti ini tidak membantu
murid untuk mengecam, menyebut dan memahami satu-satu perbendaharaan kata. Justeru,
kajian tindakan ini menjelaskan bagaimana saya membangunkan pendekatan kata pandang
dalam mata pelajaran bahasa Inggeris untuk murid sindrom Down yang dinamakan SiSiWord
semasa tempoh pandemik COVID-19. Intervensi SiSiWord direka bentuk daripada aktiviti
mengenal perbendaharaan kata melalui kad imbas kata pandang bergambar kontekstual, kata
pandang dengan bahasa isyarat, aktiviti pengayaan melalui roda perkataan dan sistem ganjaran
menggunakan tabung perkataan. Data telah dikumpul secara kualitatif termasuklah
pemerhatian tidak berstruktur, perbualan dengan ibu bapa murid, rakaman video dan foto serta
senarai semak penguasaan perbendaharaan kata bahasa Inggeris murid. Data dianalisis secara
naratif yang menjelaskan bagaimana saya telah menambah baik amalan pengajaran saya dalam
proses membimbing murid membaca perbendaharaan kata bahasa Inggeris menggunakan
intervensi SiSiWord. Murid-murid sindrom Down telah dapat mengecam, menyebut dan
memahami perbendaharaan kata bahasa Inggeris menggunakan pendekatan kata pandang
melalui intervensi SiSiWord. Pendekatan ini perlu dilakukan secara berulang, diberikan masa
menunggu yang sesuai dan menggunakan arahan yang jelas serta ringkas.
Kata Kunci: Sindrom Down, perbendaharaan kata, kata pandang, kemahiran membaca.
https://youtu.be/4LciIaNgrX8 [00:41:21 - 01:02:38])
27
Pengintegrasian M-Learning dalam membimbing kemahiran komunikasi

PRS
Daniel Lu Yew Ching

Sekolah Menengah Kebangsaan Julau, Sarawak
Kursus kemahiran komunikasi merupakan sebahagian daripada kurikulum Pembimbing Rakan

Sebaya (PRS). Namun, Perintah Kawalan Pergerakan (PKP) telah mengekang pelaksanaan
kursus ini secara bersemuka. Justeru, saya telah mengambil keputusan untuk menjalankan
kursus ini secara dalam talian, menggunakan teknologi mudah, telefon mudah alih kerana ahli
PRS mempunyai teknologi ini. Kajian tindakan ini dijalankan adalah untuk menjelaskan
bagaimana saya telah mengintegrasikan mobile learning (M-Learning) dalam kursus
kemahiran komunikasi PRS semasa pandemik COVID-19. Pengintegrasian M-Learning
merupakan intervensi dalam kajian ini yang melibatkan penggunaan WhatsAap Group, Google
Forms dan Wakelet. Model kajian tindakan teknikal yang terdiri daripada empat fasa yang
utama iaitu merancang, bertindak, memerhati dan mereflek telah diaplikasikan dalam kajian
ini sebanyak dua kitaran utama. Data telah dikumpul secara kualitatif iaitu melalui dokumen-
dokumen kursus komunikasi, pemerhatian tidak berstruktur, temubual dan rakaman video serta
audio. Data telah dianalisis secara naratif yang menjelaskan bagaimana saya telah
mengendalikan kursus kemahiran komunikasi kepada PRS melalui M-Learning.
Pengintegrasian M-Learning telah membantu saya melaksanakan kursus PRS sekaligus
meningkatkan penguasaan kemahiran komunikasi lisan dan bukan lisan PRS. Selain itu,
penglibatan saya dalam kajian ini semasa pandemik COVID-19 telah memberikan ruang dan
peluang kepada saya untuk perlu menguasai aplikasi teknologi dalam proses memudahcara
pembelajaran dalam apa jua keadaan sekalipun.
Kata Kunci: M-Learning, kemahiran komunikasi, pembimbing rakan sebaya.
https://youtu.be/4LciIaNgrX8 [01:14:34 - 01:30:02])
28
Penglibatan ibu bapa dalam pembelajaran inkuiri matematik di rumah

semasa pandemik COVID-19

Sekolah Kebangsaan Dato Sharif Hamid, Sarawak
Pembelajaran inkuiri matematik memerlukan pelaksanaan aktiviti secara amali iaitu murid
meneroka sesuatu bidang dalam membina pengetahuan melalui bimbingan guru secara
bersemuka. Sesi pengajaran dan pembelajaran tidak dapat dilaksanakan secara bersemuka
semasa Perintah Kawalan Pergerakan (PKP), saya telah mengambil inisiatif merancang
pengajaran secara jarak jauh dengan melibatkan ibu bapa murid. Justeru kajian tindakan ini
dijalankan untuk menjelaskan bagaimana saya telah melaksanakan pembelajaran inkuiri
matematik di rumah melalui penglibatan ibu bapa semasa pandemik COVID-19. Intervensi
dirancang menggunakan model pembelajaran inkuiri 5E yang menggalakan murid meneroka
bentuk dua dimensi. Ibu bapa mendapat arahan pengajaran bagaimana untuk melaksanakan
pengajaran seterusnya membantu anak-anak mereka melaksanakan pembelajaran secara amali
di rumah. Data telah dikumpul secara kualitatif melalui senarai semak penglibatan murid,
gambar hasil kerja murid, temubual bersama ibu bapa dan rakaman video. Data tersebut
kemudiannya di analisis secara naratif yang menjelaskan bagaimana pembelajaran inkuiri
matematik boleh dilaksanakan di rumah melalui penglibatan ibu bapa berdasarkan model
pembelajaran inkuiri 5E. Penglibatan saya dalam kajian ini telah memberikan ruang kepada
saya untuk memperbaiki amalan dalam pembelajaran inkuiri matematik yang memerlukan
penglibatan ibu bapa dalam pengajaran jarak jauh secara tidak segerak.
Kata Kunci: Inkuiri matematik, model pembelajaran inkuiri 5E, penglibatan ibu bapa.
https://youtu.be/4LciIaNgrX8 [05:57 - 23:40])
29
Developing a contextual approach in teaching English to promote ESL

learners’ engagement during the COVID-19 pandemic
Zachary Farouk Chai

Sekolah Kebangsaan Bugaya, Sabah
Since the cancellation of the national examination, notably the Primary School Achievement
Test as a result of COVID-19 pandemic, my ESL learners did not see the importance of learning
English during these unprecedented times. When schools reopened, I decided to come up with
an intervention to regain my learners’ engagement using a contextual approach. A contextual
approach draws upon learners’ diverse skills, interests, experiences, and cultures and integrates
these into what and how learners learn and how they are assessed. Therefore, the purpose of
this action research is to describe the processes of developing a contextual approach in teaching
English using Sabahan songs to Year 6 ESL. The intervention consists of certain steps: (i)
choosing favourite Sabahan song, (ii) translating song lyrics, (iii) correcting the translated
lyrics, (iv) practicing singing and performing the song. Data was collected using a multimodal
approach including video-based observations, semi-structured interviews, teaching artifacts
and learners’ written works. The data was analysed narratively to describe the journey
undergone by both my learners and I throughout the intervention. Throughout the study, it was
observed that my learners’ participation increased and my lesson became more engaging. I
have learned how to plan, implement and evaluate a contextual approach integrated with
Aligned Curriculum and all language skills namely reading, writing, speaking and listening in
the new norms.
Keywords: Contextual approach, engagement, ESL learners.
30
The implementation of ELV-CAMP to create a motivated, meaningful and

memorable virtual learning environment

Sekolah Kebangsaan Merotai Besar, Sabah
ELV-CAMP is referred to English Language Virtual Classroom of Arts and Music Project, as
a pedagogical approach on how to conduct a virtual learning during the Movement Control
Order (MCO) of COVID-19 pandemic. The purpose of this action research was to solve the
teacher’s problem in managing tasks for the pupils and to create a motivated, meaningful and
memorable virtual learning environment. To make learning accessible and to facilitate
communication between teachers, parents, and learners; simple technologies such as
WhatsApp Group as virtual classroom, Padlet as virtual classroom boards, QR reader and codes
for different activities in a form of project-based learning approach for the level two primary
school pupils were utilized. Data was collected via document observation (the pupils’ finished-
tasks and photo-video-taking), unstructured interview (Google Forms and short conversation
via WhatsApp Group) and direct observation (sharing & feedback in WhatsApp Group and
Padlet comments). The study has helped the teacher to design and implement an engaging
virtual learning. Pupils were also more motivated to learn as the learning environment was
meaningful and memorable to them.
Keywords: Pandemic pedagogy, virtual learning, project-based learning, classroom action

research.
3] on the 16th September 2020. The recorded presentation can be viewed at
https://youtu.be/A9bw8oJFon8 [12:53 - 31:24])
31
Kawalan gerak kaki dalam pembelajaran pendidikan jasmani secara tidak

segerak menggunakan templat Tapak Kaki Kathi (TKK)
Kathiresan A/L Moorthy

Sekolah Kebangsaan Bukit Ridan Muadzam Shah, Rompin, Pahang
Kawalan gerak kaki merupakan kemahiran yang sangat penting dalam permainan bola jaring
kerana ia mempengaruhi kesalahan gerak kaki. Semasa dalam tempoh Perintah Kawalan
Pergerakan (PKP), saya telah menjalankan kajian tentang kawalan gerak kaki dalam
pembelajaran pendidikan jasmani secara tidak segerak. Kajian ini bertujuan untuk menambah
baik amalan pengajaran dan pembelajaran saya dalam membantu murid-murid tahun lima
memperbetulkan kawalan gerak kaki mereka menggunakan templat Tapak Kaki Kathi (TKK).
Lapan orang murid telah dipilih untuk terlibat dalam kajian ini disebabkan mereka mempunyai
masalah kawalan gerak kaki semasa mendarat dalam permainan bola jaring. Data telah
dikumpul melalui menggunakan borang skor gerak kaki, analisis rakaman video dan senarai
semak bersama murid bagi membantu saya mengukuhkan teknik pengawalan gerak kaki murid.
Data dianalisis secara diskriptif untuk menilai kebolehan murid dalam menguasai kemahiran
gerak kaki dan naratif untuk menjelaskan bagaimana templat TKK digunakan dalam
pembelajaran pendidikan jasmani secara tidak segerak. Murid bukan sahaja menguasai
kemahiran gerak kaki yang betul melalui templat TKK, malah saya telah dapat menguasai
kemahiran pedagogi dalam merancang, melaksanakan dan menilai pembelajaran secara tidak
segerak.
Kata Kunci: Kawalan gerak kaki, permainan bola jaring, pendidikan jasmani, pembelajaran
tidak segerak.
https://youtu.be/l44u1lecwE4 [22:52 - 36:58])
32
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Executive Summary Pandemic Pedagogy

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Executive Summary Pandemic Pedagogy

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MINISTRY OF EDUCATION MALAYSIA

Action Research on Pandemic Pedagogy: Surviving

Research report and compilation of abstracts

Dr Zailah binti Zainudin

About the Authors

Dr Zailah binti Zainudin

Dr Satirah binti Ahmad

Dr Satirah binti Ahmad is a Lecturer at Institute of Teacher Education, International Languages

Dr Mohd Syafiq Aiman bin Mat Noor

The Participating Educators

Farah Damia binti Mohd Nasir

Zainoriza binti Zainun

Norsyazwani binti Muhamad Dah

Nor Naimmah binti Othman

Daniel Lu Yew Ching

Muhammad Saffuan bin Jaffar

Zachary Farouk Chai

Zachary Farouk Chai is an English language teacher at Sekolah Kebangsaan Bugaya,

Jen Renita binti Mappah

Kathiresan A/L Moorthy

Action Research on Pandemic Pedagogy: Surviving Distance Teaching and 6

Initiating an action research culture among educators in Malaysia during the 21

Virtual coaching educators in Malaysia to conduct action research projects 22

Overcoming teaching and learning challenges during the COVID-19 23

The integration of web applications and technology devices to teach modern 24

Meningkatkan kebolehpasaran murid orang asli Semai melalui projek jualan 25

Pemupukan pemikiran kritikal dalam pembelajaran inkuiri melalui 26

Pembangunan pendekatan kata pandang melalui intervensi SiSiWord dalam 27

Pengintegrasian M-Learning dalam membimbing kemahiran komunikasi 28

Penglibatan ibu bapa dalam pembelajaran inkuiri matematik di rumah 29

Developing a contextual approach in teaching English to promote ESL 30

The implementation of ELV-CAMP to create a motivated, meaningful and 31

Kawalan gerak kaki dalam pembelajaran pendidikan jasmani secara tidak 32

Kelulusan bersyarat untuk menjalankan kajian daripada Bahagian 33

Action Research on Pandemic Pedagogy: Surviving Distance Teaching and

In the uncertain environment of the COVID-19 pandemic, it is important that

Keywords: Professional development, action research, COVID-19 pandemic

The Coronavirus (COVID-19) outbreak is causing various levels of disruption in

Continuous Professional Development (CPD) can be structured and organised in a

designed online CPD should be interactive, collaborative, interest-driven and differentiated,

The study utilised action research as a model of Continuous Professional Development

a thematic approach (Mills et al., 2010) in allowing us to identify themes of patterns of

Our efforts to promote online Continuous Professional Development (CPD) began

We engaged a professional graphic designer to create a digital poster (as shown in

Table 1. Social Media for Learning (SM4L) Framework.

We promoted the online CPD to educators nationwide through social media

Figure 3. Registered educators in the online CPD.

Table 2. Summarised quantitative responses from the needs assessment.

1. “Action research practice 23 9 1

Figure 4. Webinar screenshot on the YouTube site via the link

How do educators exhibit their professional development as a result of participating in the

Table 3. Summarised quantitative responses from an evaluation survey of the study.

1. “The online CPD was 20 8

McNiff, J. (2007). My story is my living educational theory. In D. J. Clandinin (Ed.), Handbook

Initiating an action research culture among educators in Malaysia during

Zailah binti Zainudin

In the uncertain environment of the COVID-19 pandemic, it is important that professional

Keywords: Professional development, action research, COVID-19 pandemic.

(This paper is presented at Collaborative Action Research Network [CARN] Virtual

Virtual coaching educators in Malaysia to conduct action research projects

Satirah binti Ahmad

Keywords: Professional development, action research, COVID-19 pandemic.