MASTER OF EDUCATION

SEMESTER SUBJECT REGISTRATION PLAN AND STRUCTURE

OPTION
SCHOOL OF EDUCATION & COGNITIVE SCIENCE

intake
SEPTEMBER
2022
MASTER OF EDUCATION
Intake: SEPTEMBER 2023
You are allowed to take NOT more than 3 courses (or more than 11 credit hours). You have to decide whether you
want to take 3 courses per semester depending on your busy schedule. You have the option to take 1 or 2 courses
per semester. This structure is a suggestion only, please write to School for further clarification

STRUCTURE A STRUCTURE B STRUCTURE C

all 3 subjects any 2 subjects from Structure A any 1 subject from Structure A
ACADEMIC SEMESTER SUBJECT SEMESTER SUBJECT SEMESTER SUBJECT
YEAR
YEAR 1 | SEP 2023 1. EQL671 SEP 2023 1. ELC612 SEP 2023 1. EPS613
SEMESTER 1 2. ELC612 2. EPS613
3. EPS613
YEAR 1 | JAN 2024 4. ESM641 JAN 2024 3. EEA622 JAN 2024 2. EPE642
SEMESTER 2 5. EPE642 4. EPE642
6. EEA622
YEAR 1 | MAY-2024 7. ESE633 MAY-2024 5. EMI643 MAY-2024 3. EIT632
SEMESTER 3 8. EMI643 6. EIT632
9. EIT632
YEAR 2 | SEP-2024 10. Subject A SEP-2024 7. EQL671 SEP-2024 4. ELC612
SEMESTER 1 (Specialisation) 11. Subject B (Specialisation) 8. Subject A
YEAR 2 | JAN-2025 12. Subject C JAN-2025 9. ESM641 JAN-2025 5. EEA622
SEMESTER 2 (Specialisation) (Project) (Specialisation) 10. Subject B
YEAR 2 | MAY-2025 11. ESE633 MAY-2025 6. EMI643
SEMESTER 3 (Specialisation) 12. Subject C
(Project)
YEAR 3 | SEP-2025 7. EQL671
SEMESTER 1
YEAR 3 | JAN-2026 8. ESM641
SEMESTER 2
YEAR 3 | MAY-2026 9. ESE633
SEMESTER 3
YEAR 4 | SEP-2026 10. Subject A
SEMESTER 1 (Specialisation)
YEAR 4 | JAN-2027 11. Subject B
SEMESTER 2 (Specialisation)
YEAR 4 | MAY-2027 12. Subject C
SEMESTER 3 (Specialisation) (Project)
STATUS Completed on time Completed in less than two years Completed within 4 years
NOTE 1. Please acknowledge School 1. Please acknowledge School
to opt for this structure to opt for this structure
2. 1st Semester only - Apply to 2. 1st semester only - Apply to
drop subject on MyAeU. drop subject on MyAeU.
3. 2nd semester onwards – 3. 2nd semester onwards –
Register only the required Register only the required
subjects. subjects.

NOTE

To register subject that is not offered/available in current semester, please email to School for assistance.

TO sislady.melinda@aeu.edu.my

Intake SEPTEMBER 2023 2

CC farihatun.razak@aeu.edu.my

LIST OF CORE SUBJECT

NOTE: COMPULSORY FOR ALL SUBJECTS

Continuous Assessment
Code of Credit Pre-
No. Subject Name of Subject Hour requisite Assignment Final Exam
1 ESM641 Research Methods in Education 3 None 70% 30%
2 ESE633 Statistics in Education 3 None 70% 30%
Qualitative Research Methods in
3 EQL671 Education 3 None 70% 30%
4 ELC612 Learning and Cognition 3 None 60% 40%
5 EEA622 Educational Assessments 3 None 60% 40%
Curriculum Design and
6 EPE642 Development 3 None 60% 40%
7 EMI643 Models of Instruction 3 None 60% 40%
Fundamentals of Instructional
8 EIT632 Technology 3 None 60% 40%
Philosophy and Sociology in
9 EPS613 Education 4 None 60% 40%
TOTAL (A) 28

Intake SEPTEMBER 2023 3

LIST OF SPECIALISATION SUBJECT
NOTE: SELECT ONLY ONE (1) SPECIALISATION PACKAGE

Continuous Assessment

Subject
Specialisation
Package Code of Name of Subject Credit Must
area
Subject Hour complete Assignment Final Exam
A ECS642 School Curriculum 3 All Cores 100%
Curriculum &
1 B ECF643 Curriculum of the Future 3 All Cores 100% No exam
Instruction
C EPC653 Project Paper in Curriculum & Instruction 6 All Cores 100%
A EBC642 Brain, Cognition and Education 3 All Cores 100%
Educational
2 B ELD643 Lifespan Development 3 All Cores 100% No exam
Psychology
C EPP653 Project Paper in Educational Psychology 6 All Cores 100%
A EWB642 Web-Based Learning 3 All Cores 100%
Instructional
3 B EID643 Principles of Instructional Design 3 All Cores 100% No exam
Technology
C EPT653 Project Paper in Instructional Technology 6 All Cores 100%
A ECI642 Clinical Teaching in Nursing 3 All Cores 100%
Nursing
4 B EPN643 Issues and Trends in Nursing Education 3 All Cores 100% No exam
Education
C EPN653 Project Paper in Nursing Education 6 All Cores 100%
Teaching Literature in English as a Second
Teaching A ETL642 Language 3 All Cores 100%
English as Issues and Methods in Teaching English as a
5 No exam
Second B EAM643 Second Language 3 All Cores 100%
Language Project Paper in Teaching English as Second
C EPE653 Language 6 All Cores 100%
Trends in the Teaching and Learning of
Science A ESC642 Science 3 All Cores 100%
6 No exam
Education B ESC643 Science, Technology and Society Education 3 All Cores 100%
C ESC653 Project Paper in Science Education 6 All Cores 100%
Educational Concepts and Theories in Educational
7 No exam
Management A EMA642 Management 3 All Cores 100%
 Emerging Perspectives in Educational
B EMA643 Leadership 3 All Cores 100%
C EMA653 Project Paper in Educational Management 6 All Cores 100%
Educational A EME642 Testing and Measurement 3 All Cores 100%
Assessment B EME643 Programme Evaluation in Education 3 All Cores 100%
8 No exam
and Project Paper in Educational Assessment and
Evaluation C EME653 Evaluation 6 All Cores 100%
Higher A ECH613 Counselling in Higher Education 3 All Cores 100%
9 Education B EAL632 Academic Leadership & Research Supervision 3 All Cores 100% No exam
Teaching C EHT653 Project Paper in Higher Education Teaching 6 All Cores 100%
Early A ECI613 Curriculum & Instruction in the Early Years 3 All Cores 100%
10 Childhood B ECH632 Introduction to Early Childhood Education 3 All Cores 100% No exam
Education C ECH653 Project Paper in Early Childhood Education 6 All Cores 100%
A EMM642 Curriculum and Assessment In Mathematics 3 All Cores 100%
Mathematics
11 B EMM643 Trends and Issues in Mathematics Education 3 All Cores 100% No exam
Education
C EMM653 Project Paper in Mathematics Education 6 All Cores 100%
Trends and Issues in Teaching Bahasa
Teaching A EBM642 Malaysia 3 All Cores 100%
12 Bahasa No exam
B EBM643 Literatures in Teaching Bahasa Malaysia 3 All Cores 100%
Malaysia
C EBM653 Project Paper in Teaching Bahasa Malaysia 6 All Cores 100%
TOTAL (B) 12

Requirement to graduate

1. Ensure all NINE (9) cores and 3 (THREE) specialization subjects are registered correctly (code subject as per in the list).
2. The total credit hours completed is 40 hours.
3. Achieved a final CGPA of at least 3.00.
4. No incomplete status.
5. No outstanding fees.

Intake SEPTEMBER 2023 5

1. ORAL EXAMINATION (VIVA VOCE) – Not applicable to all
Project Papers (Specialisation Subject C).
2. GRADUATION/ CONFERMENT REQUIREMENTS –
Achieved a final CGPA of at least 3.00.
3. TOTAL CREDIT HOURS – The total credit hours completed
must be 40 (Total (A) + (B) = 28 + 12 = 40)
4. MAX CREDIT HOURS per semester is ELEVEN (11).
5. ACADEMIC CALENDAR – Provide the date information of
the Study week, Revision week & Exam week. Available on
MyPLS.
6. TRI-SEMESTER PROGRAM TIMELINE – Provide details on
semester commencement, registration period, add and
drop subject application period etc. Available on MyPLS.
7. STUDY PLAN – Plan your subject registration in every semester. The structure can be 3, 2 or 1
subject to be registered per semester. Manage your study according to your workloads. Clearing
your incomplete status is most advisable before register any new subject(s). Please observe the
academic ruling for incomplete status.
8. INCOMPLETE RESULTS - A student with an ‘I’ status has up to TWO (2) consecutive semesters to
either submit the outstanding assignments or sit the examination to complete the grade for the
subject. Failure to do so will result in the student having to re-register for the subject(s) concerned
and redo the assignment and exam components as normally required. Fee is charged accordingly.
9. DEFER SEMESTER – Apply via the student portal, MyAeU. A fee amounting RM50 is charged upon
approval.
10. DEFER EXAMINATION – Re-sit of exam will be penalized RM90.00 per subject.
11. ADD & DROP SUBJECT REQUEST – Apply via the student portal, MyAeU.
12. PAST EXAM PAPERS – Available on AeU e-library. Contact the librarian for assistance.

GRADING SYSTEM
POINT
MARK GRADE STATUS
VALUE
80-100 A 4.00 Excellent
75-79 A- 3.75 Very Good
70-74 B+ 3.50 Good
65-69 B 3.00 Pass
60-64 B- 2.75
55-59 C+ 2.50
50-54 C 2.00 Marginal
45-49 C- 1.75 Pass
40-44 D+ 1.50
35-39 D 1.00
0-34 F 0.00 Fail
 Course Description (Core)

ESM641 RESEARCH METHODS IN EDUCATION (3 CREDITS)

This course examines the research methods in education focusing on experimental research
methodologies, the survey method and correlational methodologies. Also discussed is the research
process, which includes identification of the research problem, literature review, sampling techniques and
ethics.

On successful completion of these subjects, students will be able to:

1. Describe the steps involved in the research process

2. Identify the use of a particular type of research methodology in answering specific research
questions
3. Critically evaluate research articles and write a review of the literature.
4. Analyse data and present a comprehensive report

EQL671 QUALITATIVE RESEARCH METHODS (3 CREDITS)

The term 'qualitative research' is used to cover a wide range of approaches and methods. Although there
is still some debate, the general consensus is that qualitative research is a naturalistic, interpretative
approach concerned with understanding the meanings which people attach to actions, decisions, beliefs,
values, etc. within their social world. The course examines the differences between qualitative and
quantitative research and the different genres of qualitative research; such as ethnography, case study,
action research, and the generic method. The focus is on how to conduct research using observations, in-
depth interviews, analysis of documents and artifacts, and how to code the data collected. The issue of
validity and reliability is approached from the perspective of qualitative research, including the issue of
ethics in doing qualitative research.

Upon completion of this subject, students are expected to be able to:

1. Compare the characteristics of quantitative and qualitative research

2. Explain the different types of qualitative research method
3. Use observations, in-depth interviews and document analysis in data collection
4. Code qualitative data and the identification of themes, categories and patterns
5. Conduct a small qualitative study, code the data and write a report

Intake SEPTEMBER 2023 7

ESE633 STATISTICS IN EDUCATION (3 CREDITS)

Statistics and statistical procedures are the skills required of educators. Educators are not expected to be
statisticians but should be able to explain the meaning of statistical formulas and know when and how to
use them when analysing real data sets in education and psychology. In the course, students will acquaint
themselves with the measures of central tendencies, the normal distribution, the t-test, ANOVA, linear
regression, linear correlation and chi-square and their application in analysing data. Emphasis is on the
assumptions underlying the use of these statistical procedures. Also discussed is the nature and purpose
of hypothesis testing as applied in educational and psychological research. Examples and exercises based
on authentic situations allow for students to practice interpreting data.

Upon completion of this subject, students are expected to be able to:

1. Identify the appropriate statistical procedures for analysing educational data

2. Explain the statistical tools used in testing for differences between the means of different groups
3. Explain the statistical tools used in testing for relationships between variables
4. Demonstrate how to display data using tables and graphs

EPS613 PHILOSOPHY AND SOCIOLOGY OF EDUCATION (4 CREDITS)

The course examines the thoughts of influential Asian and Western philosophers on the aims of education
focusing on Plato, Aristotle, Al-Farabi, Tagore, Confucius, Locke and Locke. Also discussed is how the
home, school and the community influences the learner, socialisation and social mobility.

On successful completion of the course you should be able to:

1. Explain what is philosophy and philosophy of education
2. Evaluate the views of eastern and western philosophers on the aims of education, the
curriculum and teaching methods
3. Discuss the role of education in social mobility and status attainment
4. Describes the characteristics of the academic underachiever
5. Analyse how the school socialises learners

ELC612 LEARNING AND COGNITION (3 CREDITS)

This course examines the different theories explaining how humans learn focusing in on the behaviorist,
cognitivist and constructivist perspective. Focus is on how understanding human learning and their
application in the classroom.

Intake SEPTEMBER 2023 8

Upon completion of this course you should be able to:

1. Compare the three schools of thought or perspectives on how humans learn

2. Apply the principles proposed in your teaching
3. Critically evaluate how individual differences affect learners' understanding of concepts and
skills in the classroom
4. Develop strategies for enhancing critical and creative thinking in the classroom
5. Implement specific techniques to motivate learners in the classroom

EIT632 FUNDAMENTALS OF INSTRUCTIONAL TECHNOLOGY (3 CREDITS)

This course discusses instructional design models, instructional theory, web tools, technology integration
and e-learning. Also examined is the curation of content, design and development of self-instructional
materials and going online in primary schools, secondary schools, college and university

On successful completion of the course you should be able to:

1. Discuss several theories of instruction

2. Explain several instructional design models
3. Describe how e-learning can be designed and delivered
4. Identify the tools and technologies for e-learning
5. Justify the use of technology in primary and secondary school

EEA622 EDUCATIONAL ASSESSMENT (3 CREDITS)

The course discusses the difference between measurement, testing, evaluation and assessment. Focus is
on the various types of measurement tools aimed at measuring knowledge, skills and attitudes/values
objectively and higher order thinking. Also examined are issues related to relevancy, reliability and
validity.

On successful completion of this course, you should be able to:

1. Explain the purpose of educational assessment

2. Identify the various methods and techniques for assessing different types of learning outcomes
3. Critically evaluate the principles and theories of educational assessment
4. Apply the principles and methods of educational assessment in the design and development of
classroom tests

Intake SEPTEMBER 2023 9

EPE642 CURRICULUM DESIGN AND DEVELOPMENT (3 CREDITS)

The course examines the principles and practices of curriculum design and practice for all levels of
education. Emphasis is on how philosophy, psychology, history and society influences the design &
development of curriculum.
Upon completion of the course, you should be able to:

1. Explain what is the curriculum

2. Discuss how philosophy, psychology, history, and society determines curriculum design and
development
3. Compare the factors influencing curriculum design
4. Evaluate the different models of curriculum development
5. Analyse the factors influencing the implementation of curriculum
6. Evaluate a curriculum

EMI643 MODELS OF INSTRUCTION (3 CREDITS)

The course introduces students to several instructional models and strategies which can be used at all
levels of education. Emphasis is on methods that are teacher-centred such as the 'lecture' to more learner-
centred methods such as 'problem-based learning' and collaborative learning techniques.

Upon completion of this course you should be able to:

1. Identify the steps involved in teaching and learning

2. Justify the need for using methods that engage learners in the teaching-learning process
3. Compare the different teaching methods
4. Explain when and how various teaching methods can be adopted in the classroom

Intake SEPTEMBER 2023 10

 Course Description (Specialisation)

CURRICULUM & INSTRUCTION (Total of 12 credit hours)

The Curriculum & Instruction specialisation aims to ensure that graduates are able to:

 Explain the changing needs of curriculum and instruction in schools and educational institutions
by modeling best practices based on current research and theories.
 Demonstrate advanced knowledge of the content and pedagogy of various subjects taught.
 Evaluate critically and interpret research and theory in the field.

CODE SUBJECT SYNOPSIS

ECS642 School The course examines issues and trends in the school curriculum ranging from early
Curriculum childhood education to post-secondary education. Several educational systems
are selected to show how curriculum goals and instructional strategies are
proposed for each level of schooling. Each school subject often taught in different
education systems is examined; focusing on the curriculum structure, the teaching
and assessment strategies adopted. The issues related to each of the subjects are
examined which may vary across systems. A global perspective of the school
curriculum is addressed to understand how world trends have influenced what is
taught in the classroom; or what should be taught in the classroom.
ECF643 Curriculum This course is designed to encourage students to educate themselves for
of the future tomorrow, who want to actively control their future rather than merely accept it
passively and fatalistically. Futures in education and curriculum is of global
concern and provides students with scenarios of alternative futures to illustrate
the importance of futures thinking. The curriculum must respond to the demands
of the future if it is to prepare students for the future. Among the topics discussed
is the rationale for studying the future, the skills required in the 21st century, the
changing workplace, the changes expected in the curriculum of primary school,
secondary school, and higher education

NURSING EDUCATION (Total of 12 credit hours)

Requirement: Only students with Nursing background are allowed to enroll to this specialization.

The Nursing Education specialization aims to ensure that graduates are able to:

 Apply principles of measurement and evaluation to the development of learner assessment

procedures for educational instruction.
 Utilize computer technology as integral components of nursing education and training.
 Involve in varied aspects of nursing education, which include the instructors, curriculum
developers, policy makers, and researchers.
 Design the nursing education programmes using research and theories of learning instruction.
 Examine a variety of teaching strategies and media appropriate in teaching nursing and health-
related content.

Intake SEPTEMBER 2023 11

  Plan learning activities for the transmission of basic concepts and principles in nursing in clinical
and didactic settings.

CODE SUBJECT SYNOPSIS

ECI642 Clinical The purpose of this course is to introduce students to the approaches and
Teaching in principles of clinical teaching and its effective implementation in the education of
Nursing student nurses.
EPN643 Issues and The course introduces nursing educators on the issues related to training nurses,
Trends in focusing on the changing trends in nursing education. Nursing education is
Nursing experiencing rapid changes and this subject presents some of the trends and
Education issues in the field. Among the topics discussed are philosophy and goals of nursing
education, curriculum development issue; instructional principles and methods
for various teaching/learning settings, problem-based learning, evidence-based
teaching, and clinical teaching.

EDUCATIONAL PSYCHOLOGY (Total of 12 credit hours)

The Educational Psychology specialisation aims to ensure that graduates are able to:

 Demonstrate an understanding of contemporary issues in human development theory.

 Apply human learning theories in enhancing the performance of learners in the classroom.
 Design learning environments that develop the critical and creative abilities of learners.
 Evaluate critically and interpret research and theory in the field.

CODE SUBJECT SYNOPSIS

EBC642 Brain, This course introduces students to the neural basis of cognition and learning. It
Cognition examines the biological structure of the brain, focusing on the neural structure
and and function. It examines the latest theories and findings on the cognitive
Education functioning of the brain; including vision, attention, memory, speech and
emotional behavior. Emphasis is on the implication of understanding of the brain
and teaching-learning practice in the classroom
ELD643 Lifespan The course is a story of human beings and how they get to be the way they are. It
Development deals with the interplay of biological, sociological and psychological forces in
human development. It outlines the issues surrounding the notion of
development and some of the work of key theorists such as Erikson, Levinson,
and Gould. It covers the range of human existence from its beginnings at
conception to its inevitable ending at death. It deals with ideas and concepts and
theories, but one that above all has at its heart people.

TEACHING ENGLISH AS A SECOND LANGUAGE (Total of 12 credit hours)

The Teaching English as a Second Language specialization aims to ensure that graduates are able to:

 Focus on the role of applied linguistics in understanding the development of language taking into
account individual needs and abilities.
 Critically evaluate various instructional strategies employed in the teaching of reading, writing,
speaking and listening.

Intake SEPTEMBER 2023 12

  Appreciate the diversity of Asian society, particularly in relation to culture, language and gender
and the influence of learning English as a second language.
 Demonstrate an in-depth knowledge in the design, implementation and evaluation of curricula
and learning programmes

CODE SUBJECT SYNOPSIS

ETL642 Teaching The course focuses on the use of literature in developing the language skills of
Literature in the second language learner. Focus is on the benefits of the different genres of
ESL literature (i.e. poetry, short stories or fiction, drama and novels) to language
teaching. Taken into account are the different pedagogical strategies and the
development of appropriate materials for teaching these four genres and how
they can be used to enhance reading, writing, speaking and listening.
EAM643 Issues and This course does not intend to be a comprehensive course on TESL teaching
Methods in methods but is aimed at providing students with an overview of issues and
TESL methods to encourage students to delve deeper on their own. The course begins
with a discussion about the general approaches of teaching English as a second
language and the learning process. Emphasis is on changing trends and varying
opinions on enhancing language competency. Specifically, students are
introduced to the basic concepts of teaching the four skills: speaking, listening,
reading and writing. Also discussed briefly is the teaching of grammar and
language testing.

INSTRUCTIONAL TECHNOLOGY (Total of 12 credit hours)

The Instructional Technology specialisation aims to ensure that graduates are able to:

 Explain the role of technology in schools, public & corporate training centers, universities and
colleges and to lead change efforts in the classroom.
 Apply current and emerging technologies based on theories and research in meeting the diverse
needs of students and enhancing their learning.
 Evaluate critically and interpret research and theory in the field.

CODE SUBJECT SYNOPSIS

EWB642 Web Based Web-based learning or eLearning or online learning is the delivery of content via
Learning the web. The course examines the principles of developing web-based learning
focusing on the principles of instructional science. Students also review the range
of tools and technologies required for the implementation of web-based learning
and how to use these tools.

Most importantly are the human factors involved in web-based learning and how
to encourage online participation and motivate learners to be interested in
learning in a virtual environment. The course also examines the principles of
testing and the tools available for incorporating online testing
EID643 Principles of The course introduces students to the concepts and principles of designing
Instructional effective instruction and environments that really facilitate learning. The course
Technology examines the basic principles upon which most of the models and procedures in
the instructional design field are built. It presents a comprehensive treatment of

Intake SEPTEMBER 2023 13

 the instructional design process, including analysis, strategy design, assessment,
and evaluation. Emphasis is on the theory, research, and the use of cognitive
psychology in designing instructional strategies.

The course prepares students to design and develop a course, unit, and module
of instruction. It outlines the nine stages of the instructional design process and
integrates current research and practice in the movement towards performance
systems technology. Also emphasised is the social and context of learning,
learner-centered principles, and the adoption of new technologies and
environments.

EDUCATIONAL MANAGEMENT (Total of 12 credit hours)

The Educational Management specialisation aims to ensure that graduates are able to:

 Fulfill the need for a specialist qualification for those who aspire to hold senior positions or seek
further advancement in education and training in the public and private sectors.
 Link new ideas and strategies with action and practice in the student’s ‘real-world’ institution.
 Link diverse practices with their own experiences and broaden their knowledge and improve
practices.
 Develop specialised research skills leading to further professional research.
 Work in varied fields of education and training from the early childhood to the tertiary levels in
public and private sectors.

CODE SUBJECT SYNOPSIS

EMA642 Concepts and The course discusses the major theories and concepts of educational
Theories in management at all levels of education - preschool. primary school,
Educational secondary school. college and university. The discussion will focus on what
Management is educational management, the functions of an educational manager, and
models of educational management. Other topics examined include the
concept of a learning organisation, the school as an organisation, school
culture and school climate, and how they influence the performance of
educational institutions. The course will draw upon international
perspectives based on selected case studies.
EMA643 Emerging A good educational leader is one who is well aware that leadership involves
Perspectives in not command and coercion, but encouraging the constant growth and
Educational development of followers. It is a teaching-learning process, and no one
Leadership leadership style is ideal in all situations. This course will examine various
theories and models of educational leadership from the past and the
present; the changing perspective educational leadership, behavior,
personality and contributions of leaders and the followers. The suitability
and relevance of a particular theory and model of educational leadership will
be examined in terms of knowledge, culture, locality, condition, change and
political influences. Discussions also include cases and research findings on
educational leadership.

Intake SEPTEMBER 2023 14

EDUCATIONAL ASSESSMENT AND EVALUATION (Total of 12 credit hours)

The Educational Assessment and Evaluation specialisation aims to ensure that graduates are able to:

 Understand the key principles of measurement, assessment and evaluation.

 Fulfill the need for a specialist qualification catering for the needs of those who want to take a
leadership role in the field of measurement and evaluation in a range of settings.
 Overview the field that will be synthesized into a narrower focus on research and current thinking
on the key issues in that field.
 Work in various filed such as policy and programme planners, item writers, assessment data
analysts, trainers, teachers, performance auditors, managers, or consultants.
 Manage measurement and evaluation programmes at a high level; to make effective use of
research in measurement and evaluation; and to develop superior knowledge, and skills in
evaluation design, development, and application.
 Critically review important issues in the conduct of measurement and evaluation, and programme
implementation.
 Develop specialised research skills leading to further professional research.

CODE SUBJECT SYNOPSIS

EME642 Testing and This course discusses the design and development of tests and the measurement
Measurement of educational performance and outcomes. The focus is on the development of
different tests, validity and reliability of tests, the pros, and cons of different
types of tests, the administrations of test, analysis, and reporting of test results.
EME643 Programme Program evaluation needs in the decade of the nineties and beyond reflect the
Evaluation in increased demands for efficiency and accountability that exist in a time of
Education limited resources for their execution. Topics in this subject include: overview of
concepts and issues of theories, issues and recent practice in educational
assessment and evaluation; planning evaluation studies; models of program
evaluation; performance auditing; and accountability, feedback and decision-
making and actions. An inductive / case study approach will be used in which
recent evaluation practice will be analyzed. Students will gain experience in
preparing an evaluation proposal, and critically appraising reported evaluations.

HIGHER EDUCATION TEACHING (Total of 12 credit hours)

The Higher Education Teaching specialisation aims to ensure that graduates are able to:

 Enhance their knowledge and skills in higher education teaching and learning.
 Stimulate opportunity to reflect on their professional practice and gain a theoretical and critical
perspective of teaching and how students’ are supported in their learning.
 Discuss and exchange experiences in teaching and learning.
 Instruct on various teaching models in higher education teaching, assessment techniques,
counselling and supervision of academic research.

Intake SEPTEMBER 2023 15

 CODE SUBJECT SYNOPSIS
ECH613 Counselling The course begins with discussion on what is counselling and the differences
in Higher between counselling, guidance and psychiatry. Six popular significant counselling
Education theories are discussed: psychoanalysis, the Adlerian approach, person-centred
approach, gestalt therapy, behavioural approach and the rational-emotional
behaviour theory. Next, the counselling process is discussed involving five
important step: relationship-building, problem assessment, goal setting,
intervention strategies and termination. All the concepts, principles and theories
of counselling are examined in relation to their application in school counselling.
Students are encouraged to discuss the implication of the various theories in
counselling in the school setting and other setting in education. The final part of
the course deals with group counselling, ethics in counselling, developing the skills
of the counsellor and the use of psychological tests in the counselling setting.
EAL632 Academic The subject consists of two parts: The first part deals with academic leadership.
Leadership Individuals taking on administrative positions have limited or no formal training.
and In this subject, the role and responsibilities of being an academic leader is
Research discussed especially in relation to teamwork, handling resistance to change,
Supervision motivating staff, evaluating performance and so forth. The second part of the
subject is concerned with the role of academics as supervisors of student
research. This includes the interpersonal skills required of the supervisor in order
to promote efficient and effective supervision of projects and dissertations;
providing specific technical support; intellectual support; administrative support,
management and emotional support.

EARLY CHILDHOOD EDUCATION (Total of 12 credit hours)

The Early Childhood Education specialisation aims to ensure that graduates are able to:

 Provide the most recent and advanced thinking in early childhood education from local and
international perspectives, enabling students to be the leaders and researchers in early childhood
education.
 Focus on current research and thinking and associated implications for practice in early childhood
education from ages 0 to 8 years.
 Provide an overview of the field, which will be synthesized into a narrower focus on research and
current thinking on the key issues in that field.
 Involve in varied aspects of early childhood education, which include the pre-school teachers,
curriculum developers, policy makers, and researchers.

CODE SUBJECT SYNOPSIS

ECI613 Curriculum The subject focuses on the curriculum and instructional strategies adopted in
And early childhood education (language, mathematics, social studies, music and art).
Instruction Critical examination of current practices, content, procedures and materials for
In Early beginning literacy, mathematics, science, music, social studies and art in the early
Years grades will be carried out. Emphasis will be on how reading, play, mealtimes and
during the classroom day support children’s development and understanding of
basic concepts in the various subject areas.
ECH632 Introduction This course is an introduction to the theories and practice of early childhood
to Early education. The historical, philosophical and theoretical perspective of early

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 Childhood children education is surveyed. Emphasis will be on child development,
Education assessment of children, different curriculum focus and developmentally
appropriate teaching-learning approaches. The course also examines the varying
types of environments suited to infants and young children, the role of families
and communities in children’s education and issues related to the profession itself
such as preparation, core knowledge and skills required and ethics.

SCIENCE EDUCATION (Total of 12 credit hours)

The Science Education specialisation aims to ensure that graduates are able to:

 Provide the most recent and advanced thinking in science education from local and international
perspectives, enabling students to be the leaders and researchers in science education.
 Focus on current research and thinking and associated implications for practice in science
education from the pre-school to the tertiary levels.
 Provide an overview of the field, which will be synthesised into a narrower focus on research and
current thinking on the key issues in that field.
 Involve in various aspects of science education, which include the school teachers, curriculum
developers, policy makers, and researchers.

CODE SUBJECT SYNOPSIS

ESC642 Trends in the The subject discusses the trend and issues in the teaching and learning of science.
Teaching The topics that will be discussed include the role of psychological, sociological and
Learning and philosophical theories in the teaching and learning of science, effective teaching
Science methodologies in learning science, technological implications to teaching and
learning of science.
ESC643 Science, Science, technology, and society (STS) education is widely recognized as a major
Technology reform effort as correctives are sought globally to attain a scientific literacy for all.
and Society Typical school science is not only ineffective in producing students who are
Education knowledgeable of the basic laws and theories, but are unable to relate views of
the universe to their own lives. This subject will provide students with
comprehensive understanding that STS is the teaching and learning about science-
technology in the context of human experience. The subject helps to develop
students with research and pedagogical skills and knowledge to become active,
responsible educators and citizens by responding to issues which impact our lives.
The subject elaborates the meaning of STS and its ties to constructivism, examples
of STS reforms worldwide, followed by reviewing research activities on STS, and
its implication to teaching of science.

MATHEMATICS EDUCATION (Total of 12 credit hours)

The Mathematics Education specialisation aims to ensure that graduates are able to:

 Provide the most recent and advanced thinking in mathematics education from local and
international perspectives, enabling students to be the leaders and researchers in mathematics
education.

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  Focus on current research and thinking and associated implications for practice in mathematics
education.
 Provide an overview of the field, which will be synthesised into a narrower focus on research and
current thinking on the key issues in that field.
 Involve in various aspects of mathematics education, which include the school teachers,
curriculum developers, policy makers, and researchers.

CODE SUBJECT SYNOPSIS

EMM642 Curriculum his course will consist of several readings relating to mathematics curriculum,
and instruction, learning and assessment drawn from various education systems in
Assessment in the world. Focus will be on misconception in mathematics, improving
Mathematics mathematics, why mathematics education is not working and formative
assessment in mathematics education.
EMM643 Trends and This course examines current issues and trends in mathematics based on
Issues in several publications from different education systems.
Mathematics
Education

PENGAJARAN BAHASA MELAYU (Total of 12 credit hours)

The Teaching Bahasa Melayu or Malaysia specialisation aims to ensure that graduates are able to:

 Focus on the role of applied linguistics in understanding the development of language taking into
account individual needs and abilities.
 Critically evaluate various instructional strategies employed in the teaching of reading, writing,
speaking and listening.
 Appreciate the diversity of Asian society, particularly in relation to culture, language and gender
and the influence of learning Malay language
 Demonstrate an in-depth knowledge in the design, implementation and evaluation of curricula
and learning programmes

CODE SUBJECT SYNOPSIS

EBM642 Trend Dan Isu Kursus ini membincangkan beberapa isu dan trend tentang asal-usul Bahasa
Dalam Melayu, peminjaman dan pelestarian bahasa Melayu serta perubahan-
Pengajaran perubahan yang berlaku dalam bahasa Melayu. Apa yang turut dibincangkan
Bahasa Melayu ialah pengajaran pembacaan, penulisan, pertuturan dan pendengaran dalam
bahasa Melayu. Terdapat juga beberapa teori dan kaedah mengajar yang
diberi perhatian, termasuk kaedah pentaksiran bahasa Melayu.
EBM643 Kesusasteraan Kursus ini memberi perhatian kepada penghuraian pengisian kesusasteraan
Dalam Melayu dalam pengajaran bahasa Melayu di sekolah. Tumpuan ialah kepada
Pengajaran makna sastera, jenis-jenis sastera, struktur teks, peranan sastera dalam
Bahasa Melayu penyatuan bahasa Melayu, analisis & interpretasi sastera, jenis-jenis fiksyen,
bentuk-bentuk drama & sajak, contoh-contoh gurindam & pantun pengajaran
sastera Melayu dan isu-isu semasa sastera Melayu.

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PROJECT PAPER
The Project Paper reports on original research you will conduct. However, the Project Paper is not a
dissertation or a thesis but you are required to collect primary data and write their report following the
format of a dissertation or thesis (in 5 chapters). You will identify a problem to be studied, systematically
review the literature associated with the problem, collect data about the problem (quantitative and/or
qualitative), analyse the data in order to answer research questions, discuss the results, present
conclusions and make an appropriate recommendation based on the study.

The Project Paper is to provide you with an opportunity to conduct research in your area of
concentration/specialisation. Upon completion of the Project Paper, you will able to:

1. Identify a problem to be investigated

2. Apply theories learned in investigating the problem
3. Critically evaluate research in the area investigated
4. Apply research skills in collecting data
5. Communicate results in the form of the report

NOTE:
You are allowed to take NOT more than 3 courses. You have to decide whether you
want to take 3 courses per semester depending on your busy schedule. You have the
option to take 1 or 2 courses per semester.

Best Wishes on Your Learning Journey at AeU

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