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Candidate Name : Nurul Amalin Binti Mohamad Razali

PhD/Master Programme: Doctor Of Philosophy Education

Supervisor: Dr. Hanifah Binti Jambari

Thesis Old Title: CONCEPTUAL FRAMEWORK OF TEACHING PRACTICES FOR AUTISM SPECTRUM DISORDER (ASD)
STUDENTS IN VOCATIONAL EDUCATION
Thesis New Title: THE TEACHING PROCESS IMPLEMENTED BY NASOM VOCATIONAL INSTRUCTORS ON AUTISM
SPECTRUM DISORDER STUDENTS

No. Comment Correction Old New Examiner Initial

page(s) page(s) Internal
GENERAL COMMENTS

1 Need to rewrite esp. the research background
main idea which is not intercorrelated with
problem statement.
Do not use abbrev. in abstract - ASD,
NASOM, NVIVO.
Clear overview and good arrangement in
abstract should include: Intro/problem
background, research problem, method,
analysis finding and recommendation.
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Autism Spectrum Disorder is a mental v v
disorder that may affect young children‘s
development, which causes them to behave
abnormally and have difficulty in
communication with people in the
community. With the increasing number of
autism students each year, and with the
recognition of the significance of
Vocational Education to autism students,
the teaching process should explicitly be
oriented to their unique capabilities. An
effective teaching and learning process for
autism students is crucial for achieving the
learning goals and producing quality
instructors for autism students. This study is
conducted to examine the teaching process
among instructors of vocational education

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 LIST OF CORRECTIONS

for autism students based on the teaching

process and teaching of generic skills at The
National Autism Society of Malaysia
institution. This study used the convergent
parallel design; a mixed-methods design
was conducted to identify the teaching
process, generic skills, relationship between
teaching process and the generic skills,
perspective of teaching process and the
generic skills of instructors for autism
students in vocational education.
Quantitative data on teaching process which
were before teaching, during teaching and
after teaching and also the generic skills
which were cognitive thinking skills,
communication skills, social skills and
independent living skills was collected
using a questionnaire from 108 samples of
The National Autism Society of Malaysia
instructors. They were selected using a
purposive sampling technique. Qualitative
data on perception towards the teaching
process and generic skills were gathered
from 4 instructors where the sampling used
in this study is purposive sampling where
the institution will select participants who
are suitable for the study and the
participants also want to work together to
share their experiences. The questionnaire
and interview protocol were validated by
two experts in the field of vocational
education. The mean Alpha Cronbach value
for the constructs was 0.87. The
questionnaire data were analysed using
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Statistical Package for the Social Sciences

20 software and the interview data were
analysed using the coding process with the
aid of Qualitative Data Analysis Software.
The findings of the questionnaire showed
that the average mean for teaching process
of before teaching session was 5.57, during
teaching session was 5.37, and after
teaching session was 4.05. For the finding
of the generic skills of cognitive thinking
skills was 5.11, communication skills was
5.42, social skills was 4.14 and independent
living skills was 5.05. Overall, there were
relationship between the teaching process
and the generic skills of instructors for
autism students. The findings of the
interview showed for the teaching process
of before teaching session instructors
focused on the teaching plan, discussion
with co-worker and curriculum standard.
For the during teaching which are teaching
aid, students‘ abilities, one-to-one approach,
teaching session not too long and repetition.
For the after teaching which are Individual
Education Programme, step-by-step and
student‘s evaluation. For the generic skills
of cognitive thinking skills, the instructors
focused on reading, writing and problem
solving. For the communication skills,
which are verbal and non-verbal. For the
social skill, which is group activity. For the
independent living skills which are personal
hygiene, laundry and baking. Therefore, the
instructors have sought to implement the
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generic skills that enable autism students to

use and practices after graduation from the
institute to be able these autism students
were not excluded and able to manage their
own future lives.
Chapter 1

1 IE Introduction- The rationale and weaknesses of the current 1-4 1-3

The introduction not focus on the research situation related to the teaching process to
issues to be studied. ASD students as well as the gaps found in
The focus of the information should take into the current study obtained from the
account the issue of teaching process and literature review have been stated in the
thesis of the study
generic skills among teachers or instructors
specialized in vocational education who teach
ASD students especially what the problem is
and why it should be studied.
Suggestion: State your rationale – introduce
the weakness of the current situation related
to teaching process happen to ASD students
OR introduce the gap found in the current
study obtained from literature reviews.
2 IE Background of problem – not clear and This section has critically elaborated on 4-10 3-9
need to improvise. What is the main problem current issues and problems related to
related to teaching process and generic skill teaching and generic skills faced by VE
in ASD related institution? Why do you need instructors of ASD students
to study teaching process and generic skills
of VE instructor of ASD students in
NASOM? Why teaching ASD students in
vocational education? Describe gaps esp. area
that have not been addressed in this research.
This section should critically elaborate on
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current issues and problems related to

teaching and generic skills faced by VE
instructors of ASD students
3 IE Problem Statement – The problem A problem statement has been specified. 10 9
statement is not stated accordingly and not Problems and proposed solutions have been
consistent in the whole writing. In other stated and related to the thesis of the study.
word, issues and solution propose was not
really related. Look at first word in Scope of
study (page 14) - it is your Prob Statement.
4 IE Objective and Research Question – RQ1, 1.4 Research Objectives 11-14 9-10
RQ2, RQ3 and RQ4 – need to rewrite The following are the objectives of this
accordingly. RO3/RQ3 and RO4/RQ4 not study:
matched with used instrument. RO6 and RO7
are not match with RQ6 and RQ7 1. Identify the teaching process of ASD
vocational education instructors.
respectively.
2. Identify the teaching of generic skills of
ASD vocational education instructors.

3. Determine the relationship between the

teaching process and the teaching of generic
skills among ASD vocational education
instructors.

4. Identify the perspectives of ASD

vocational education instructors with regard
to their teaching process implementation.

5. Identify the perspective of ASD

vocational education instructors with regard
to their teaching of generic skills
implementation.

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1.5 Research Questions

The following research questions are
examined during this study:

1. What are the teaching process of ASD

vocational education instructors in terms of
the following?
a. Before the teaching session
b. During the teaching session
c. After the teaching session

2. What are the teaching of generic skills of

ASD vocational educations instructors in
terms of the following?
a. Cognitive thinking skills
b. Communication skills
c. Social skills
d. Independent living skills

3. What is the relationship between teaching

process and the teaching of generic skills
among ASD vocational education
instructors?

4. What are the perspectives of ASD

vocational education instructors with regard
to their teaching process implementation in
the following?
a. Before the teaching session
b. During the teaching session
c. After the teaching session

5. What are the perspectives of ASD

vocational education instructors with regard
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to their teaching of generic skills

implementation in the following?
a. Cognitive thinking skills
b. Communication skills
c. Social skills
d. Independent living skills
5 IE Significance of study –not suitable and Has rewritten and conforms to the 14 11
unreasonable. Need to rewrite and should recommendations in Chapter 5
relevance with recommendation in Chapter 5.
6 IE Conceptual framework – the description The description and construction of the 16-18 13-14
and construction of conceptual framework is conceptual framework have been rewritten
unclear and difficult to understand. Need to
improve.
7 IE Operational Definition – Most of the A large number of the stated operational 18-22 14-19
operational definitions stated are definitions have been rewritten and adapted
inappropriate and not in line with what is to to what is to be studied. Some important
be studied esp. teaching practice. Teaching definitions have been stated and listed for
practice normally and based on your own example. Before teaching sessions etc.
literature refer to the professional practice of
teacher candidate. It needs to be reviewed
and improved. Few important definitions not
listed eg. Before teaching session etc.
1 EE 1.3 Problem statement-paragraph 2, page 10. Conceptual framework 10 9
The conceptual model or conceptual
framework?
2 EE There is no summary of the chapter 1. A summary of chapter 1 has been added 19-20

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No. Comment Correction Old New Examiner Initial

page(s) page(s) Internal
Chapter 2
1 IE The content not reflect this subtitle. It about The content has been altered and converted 29-30 24-26
teaching process briefly. How about 1. Before to a teaching process.
teaching? 2. During teaching? 3. After
teaching? And the suitable topic for this part
was – teaching process rather than teaching
practice process.
2 IE should discuss about Generic Skills following Has been written discussing about Generic 30-33 26-32
by 2.4.1 Generic skills required by ASD Skills followed by 2.4.1 Generic skills
students, 2.4.2 How to develop generic skills required by ASD students, 2.4.2 How to
for ASD students develop generic skills for ASD students
3 IE Theoretical Framework – needs to be Has been studied and aligned with the 40-46 39-49
reviewed and aligned with the conceptual conceptual framework of the study, and has
framework of the study, and should been summarized in the form of a framework
summarize in form of framework structure structure (chart). It has been explained how
(chart). Need to explain how the theories the mentioned theories are used in the study.
Due to the focus of the study on the teaching
mentioned is used in the study. Due to the process, has added relevant T&L theories
study focus on teaching process, should such as learning theory by Gagne,
consider to add relevant T&L theory such as Constructive, Behaviorist
theory of learning by Gagne, Constructive,
Behaviorist, etc…
1 EE 2.7: Theoretical framework-need to be revised The theoretical framework has been revised 40-46 39-49
the way to create and writing. and rewritten.
2 EE There is no summary of the chapter 2. A summary of chapter 2 has been added 58-59

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Chapter 3

1 IE The Mixed-method design used in this The mixed method design used in this study 53-55 61-63
research is not clear, not explain specifically is convergent parallel design. Justification
what types of mixed-method exploratory or has also been stated in the study.
explanatory or triangulation. Justification also Qualitative functions have also been
needed to the use of the design. described in the study.
The function of qualitative also not clear,
therefore difficult to determine what kind of
mixed-method design can apply. How the
qualitative become as explanatory? What
explanations related to quantitative part?
2 IE Research operational procedure need to Research operating procedures have been 55 63-64
rewrite clearly. clearly rewritten.
3 IE Population and sampling - should give Population and sampling -have been given a 56-59 64-66
descriptions and justification of research description and justification of the research
population, size population, number of sample population, population size, sample size and
and sampling method for both quantitative sampling methods for quantitative and
and qualitative. Sample size and sampling qualitative.
method for qualitative incorrect. Need to do
some correction.
4 IE The development of Qualitative Instrument Has rewritten the whole 67 72-77
(3.5.2) - Need to rewrite the whole
5 IE The statistical analysis selected for RQ1 and Has been modified in accordance with the 73-75 79-84
RQ2 is not appropriate and inaccurate. Also research question
for RQ3 and RQ4. For RQ5 – need to review
the suitable use of Spearman’s Rho or other
coefficient correlation.
1EE Population and sample: Population and sampling -have been given a 56-59 64-66
a) Institutions involved in this research 9 or description and justification of the research
3?Page 58, why just selected 3 institutions population, population size, sample size and
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involved in this research and how the sample sampling methods for quantitative and
is selected and what sampling technique is qualitative.
used?
b) How many instructor teaching ASD
students in Vocational field in 9 institutions?
There is not clear about the sample selected
involved in this research study. Suggestion:
Create one table the sample size and
respondent involved in this research.
c) For Qualitative study-why 4 instructors
selected and what the criteria to select
instructors involve in this study
d) Synchronize the word of teachers or
instructors that you want to use in this study.
2 EE For pilot test, why the questionnaire were Questionnaires were tested in a group of 65 69-72
tested in the Government School because the teachers that were selected from the
main study focusing in private schools.What researcher at Special Education School
is the same characteristics with the main Taman Maluri where the teacher was selected
because they have the same vocational
respondent of the study
education background with NASOM
instructors (Junyong, 2017).
3 EE For Quantitative data analysis, why use Has been changed to Pearson Correlation in 73 79-84
spearmen rho correlation analysis to answer accordance with the research question
research question 5?
4 EE There is no summary of the chapter 3. A summary of chapter 3 has been added 84-85
Chapter 4
1 IE The demographic data not analyses Demographic data were fully analyzed, 78 86
completely, even those data about it have according to which data were collected
collected

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2 IE The data obtained for RQ1 and RQ2 were not The data obtained for RQ1 and RQ2 have 79-83 88-105
well described and not answering the RQs. been described. The type of statistics used is
Type of statistic used not appropriate to appropriate for answering the RQ. The table
answering the RQs. Tables which use to used to support the description has also been
changed. The analysis report has been
support the description is not appropriate. The
critically written.
report of analysis not critically written in
The data obtained for RQ3 and RQ4 were
accordance with the PhD level. also modified.
The data obtained for RQ3 and RQ4 also not
suitable and not able to answering the RQs.
3 IE Figure 4.1 cannot be use because it not based Was modified using SEM analysis 109 105-
on relevant data of analysis such as SEM 107
1 EE 4.2.4 and 4.2.5 (Page 93): Shoule be stated the The data obtained for RQ1 and RQ2 have 79-108 88-105
mastery level of teaching practices… is based been described. The type of statistics used is
on what range or standard. appropriate for answering the RQ. The table
- 4.2.6: Analysis, results and interpretation of used to support the description has also been
data need to be review. There is a significant changed. The analysis report has been
critically written.
misinterpretation of value (Page 102- The data obtained for RQ3 and RQ4 were
108).Below <0.05 is significant also modified.
2 EE - Figure 4.1.Interim Model of Conceptual Was modified using SEM analysis 109 105-
Framework ………. What analysis is used to 107
verify it’s as a model of conceptual
framework.
Chapter 5
1 IE Page 126 to 134...unknown the purpose of the The entire discussion in this Chapter has 126-134 129-
discussion. been rewritten 140
The whole style of writing in this chapter is
poor and difficult to understand. Data analysis
is confused with the summary of research
finding

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2 IE The conclusion is not relevant with finding of The conclusions were altered and rewritten in 147-151 143-
the studied. relation to the findings studied. 145
The overall of the recommendations of the The entire proposed study proposal has been
study presented are not appropriate and revised and rewritten.
unreasonable.
1 EE - 5.2.4: The discussion needs to be elaborated The discussion has been modified and 126-134 129-
further. It is suggested that the results of the elaborated further. The results of the 140
interview can be included and discussed in interviews are included and discussed in this
this discussion section. chapter.
- 5.2.5: The discussion for this objective need
to review because there is a significant
misinterpretation of value from the analysis
result
- 5.2.5 and 5.2.6: Title of discussion need to
be align with the objectives of the research.

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